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Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

Open science, as a common good, opens possibilities for the development of nations, through innovations and collaborative constructions, which help to democratize knowledge. Advances in this area are still emerging, and the open science, co-creation of knowledge and open innovation triangle, is presented as an opportunity to generate an original contribution from research to open educational theory and practices. The study analyzed the articles that addressed this triangle, in order to identify the contexts and challenges that arise in open innovation and the co-creation of knowledge to promote open science. The method was a systematic literature review (SLR) of 168 articles published in open access format, from January 2014 to May 2017 in the Web of Science and Scopus databases. In the validation process, the York University criteria were used: inclusion and exclusion, relevance of the pertinent studies, evaluation of the quality / validity of included studies and description of data / basic studies. The findings showed that the most-widely publicized contexts were in the United States and Brazil, in the business and academic sectors (closely followed by the social sector), and the challenges were open to innovation, opening and research. The research concludes that the context and practices of collaboration are substantial elements for innovation and open science.

Neoliberal practices such as managerialism and academic casualisation impact higher education systems globally. While these practices can constrain any curriculum aimed at enabling transformative learning, this paper shows that they place particular limitations on arts and humanities curricula intent on cultivating criticality and a sense of social responsibility. I draw on data from an English literature curriculum study at a mega distance education institution in South Africa and use Legitimation Code Theory to take a close-up look at how two neoliberal practices: managerialism and academic casualisation cause misalignments between the underpinning values of the curriculum and the kinds of pedagogic and formative assessment practices that are employed. I conclude that decisions regarding administration, enrolments and staffing based on neoliberal values can frustrate students' epistemological and ontological access to humanities disciplines and limit the potential of humanities curricula to offer a higher education in service of the social good. (HRK / Abstract übernommen).

PurposeThis qualitative study interrogates the barriers that historically disadvantaged higher education students in South Africa face when it comes to access and success. It specifically explores the challenges black students encounter in gaining epistemic access within the South African higher education system.Design/methodology/approachThis research draws upon empirical data collected from a mixed-methods research project conducted at six higher education institutions. It focuses on issues of epistemic access and success within humanities and sciences faculties. The dataset comprises interview transcripts involving 34 student and ten staff cases. Thematic analysis, aided by MaxQDA software, was meticulously conducted to extract and synthesise meaningful themes, crafting comprehensive narratives.FindingsThe study uncovers multifaceted challenges, including difficulties in understanding the admission process, financial barriers and language proficiency issues, faced by disadvantaged students when accessing universities and transitioning from basic to higher education. The research emphasises universities taking proactive measures, such as providing comprehensive early support, identifying at-risk students and collaborating with schools to prepare prospective students better. It advocates for the potential of resilience theory in addressing social justice issues related to access and success for these students. Furthermore, the study recommends developing inclusive curricula and underscores the need for universities to actively support disadvantaged students academically and socially.Originality/valueThis research departs from the conventional focus on physical access to universities, introducing a more comprehensive perspective that emphasises epistemic access as a pivotal aspect of higher education. Drawing on empirical data, it sheds light on the obstacles faced by disadvantaged students during the transition from high school to higher education while also exploring their resilience strategies.

This study investigated the characteristics of high-quality mathematics teaching in China following the launch of a new standard curriculum. Data was gathered through video-recorded observations of lessons that won a national teaching contest. We identified and examined the characteristics of the instructional practices through six domains: (1) the mathematics, (2) cognitive demand, (3) classroom management (4) equitable access to mathematical content, (5) agency, authority, and identity, and (6) formative assessment. The results indicated that a well-managed classroom and low level of formative assessment were salient features of the observed lessons. In most cases, though students had a chance to say or explain things, their ideas were not explored or built upon. The majority of the mathematics task designs offered possibilities for “student struggle,” but teaching practices tended to “scaffold away” the challenges, which reduced cognitive demand for students. Good mathematics instructional practices are nested in underlying social and cultural values and norms. Implications for practice and future research are presented.

Women’s empowerment can be critical in achieving sustainable development goals. We analyse the influence of the quality of education, structural factors, and governance on women’s empowerment in Middle East and North Africa (MENA) countries using a generalised method of moments (GMM). Furthermore, this article examines the moderating effect of governance on the relationship between quality of education and women’s empowerment. The role of governance is measured along economic and political dimensions. Quality education is measured by enrolment in secondary education, women’s empowerment is measured by the ratio of women’s participation to men’s employment, and structural factors are measured by electricity accessibility and the fertility rate. These variables were selected from existing studies published by global entities. The findings revealed that women’s empowerment substantially influenced the quality of education in the MENA region. Further findings show that governance-induced changes substantially and positively influence inclusive education in all contexts. However, the results show negative and significant interaction coefficients between women’s empowerment and political and economic governance. This indicates that the interaction between women’s empowerment and governance has a complementary effect. Furthermore, our results should motivate regulators and governments to initiate more policies to improve the quality of education and women’s empowerment. This study provides policymakers with insights into the potential role of governance and structural factors in promoting women’s empowerment through quality education.

PurposeThe United Nations Educational, Scientific and Cultural Organization's (UNESCO) Recommendation on Open Educational Resources (OER) was a milestone when it was uniformly adopted by its member states on November 25, 2019. The purpose of this conceptual paper is to provide an overview of the OER Recommendation in relation to some of the UN Sustainable Development Goals (SDGs). The paper focuses on SDG 4 on education, but also on other SDGs that are directly linked to the relevant SDGs for the overall implementation of the UNESCO OER Recommendation. These SDGs are: SDG 5 (gender equality), SDG 9 (industry, innovation and infrastructure), SDG 10 (reduce inequalities within and between countries), SDG 16 (peace, justice and strong institutions), and SDG 17 (partnerships for the goals). All five areas of the OER recommendation are closely linked to the above SDGs. This paper also discusses how to advocate with stakeholders at all levels to implement and mainstream OER and the SDGs across all areas of the OER recommendation. In addition, this concept paper discusses accessibility for all (e.g. any type of impairment/disability, etc.) and addresses quality issues at OER and their implications.Design/methodology/approachThis conceptual paper provides an overview of the UNESCO OER Recommendation and its relationship to some of the SDGs. The paper also addresses the role of stakeholders in implementing the OER Recommendation and the potential problems of its accessibility and quality. This paper has been designed as a literature review including mainly official reports from the organizations in the field, such as the UN UNESCO SDGs (UN, n.d; UNESCO, 2016) and the UNESCO OER Recommendation (UNESCO, 2019, 2021a). This conceptual paper is discursive in nature. It contains a discussion based on a literature review comparative studies, experiences, works, and reflections of the author, who has been working in this field since its beginnings in 2002. This contribution is also based on the experiences, works, and reflections of other authors on the OER movement.FindingsThe UNESCO OER Recommendation (UNESCO, 2019) clarifies that all five areas of the OER Recommendation for implementation are closely linked to the SDGs (UN, n.d; UNESCO, 2016), particularly SDG4, which targets to achieve education for all by 2030, and other SDGs, such as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER does not consist of a single goal but is linked to universal values, such as the common good, human rights (United Nations, 1948), equality, ethics, and social justice, this concept paper discusses how they are interconnected and how both the SDGs and the five domains of the UNESCO OER Recommendation (UNESCO, 2019) can be achieved. To date, however, there have been few studies on how they are interconnected. This paper proposes a model that highlights their relationships as two sides of the same coin, as they are interconnected and influence, facilitate, and reinforce each other.Research limitations/implicationsThe study presented in this concept paper may have limitations as it is mainly based on a review of the official relevant literature by UNESCOan OECD. A large-scale study relying on more comprehensive methods, such as focus groups, grounded theory, or even other qualitative and quantitative methods, could have validated the findings. However, since this is a first attempt, and there are few, if any studies in this area, it was decided to conduct the study in the form of a literature review and with a personal approach based on more than 20 years of research, experience, and consultation in the area of open education, OER, human rights (United Nations, 1948), social justice, ethics, and the common good.Practical implicationsThe practical impact of the findings of this conceptual paper is that by breaking down the broad SDG goals to a practical level, it shows how the SDGs can be part of daily life and seamless daily education and learning throughout the lifespan of the learners.Social implicationsThe higher values of the SDGs relate to human rights United Nations (1948), social justice, and equity. Several of the SDGs, including SDG 4 and others addressed in the UNESCO OER Recommendation, such as the following: SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reduce inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals) can be achieved through open education (Inamorato Dos Santos et al., 2016), Achieving these SDGs and implementing the OER Recommendation will benefit both individuals and the planet. Education for all will also help solv climate problems.Originality/valueThe OER Recommendation (UNESCO, 2019) clarifies that all five areas of its implementation are closely linked to the SDGs, particularly SDG4, which targets education for all by 2030 (OECD, 2009; UNESCO, 2016), as well as SDG5 (gender equality), SDG9 (industry, innovation, and infrastructure), SDG10 (reducing inequalities within and between countries), SDG16 (peace, justice, and strong institutions), and SDG17 (partnerships for the goals). Since OER is not a stand-alone goal but is related to overarching values, such as human rights (United Nations (1948), equity, and social justice, this conceptual paper explores how these are interconnected and how both the SDGs and the five goals can be achieved. The proposed model is new and clearly needed in research on this topic.

This meta-analysis of 31 studies over 20 years advances our understanding of the gender gap in entrepreneurial bank finance. Findings from previous research on the relationship between entrepreneurs’ gender and bank financing are mixed, which suggests the need to pay particular attention to entrepreneurs’ social context. In this study, we develop a model of how social gender norms explain variation in women entrepreneurs’ (vis-à-vis men entrepreneurs’) access to bank finance. Specifically, we theorize how women’s formal (their nations’ political ideologies) and informal (women’s empowerment) social standing within their societies influence gender discrimination in entrepreneurial bank financing. Consistent with most previous studies, our baseline results show that women entrepreneurs’ business loan applications are rejected to a greater extent than men entrepreneurs’ loan applications. Women entrepreneurs also pay higher interest rates on loans than men entrepreneurs. Further, in societies dominated by a conservative (rather than a liberal) political ideology, the positive relationship between women entrepreneurs and loan interest rates is more positive. Interestingly, gender discrimination in loan rejection and interest rates is magnified in societies with greater women’s empowerment. Taking a social gender-norm perspective, our analysis establishes a gender gap in entrepreneurial bank finance, and we outline an agenda for further research.

PurposeDrawing from the equitable education fund (EEF) launching 6Qs innovation in the teacher school quality program (TSQP) for small and medium schools, this research aims to analyze the effect size of the ordinary national educational test (O-NET) scores between TSQP schools that implement 6Qs innovation and non-TSQP schools and explain the impact of 6Qs innovation on O-NET scores’ effect size.Design/methodology/approachThis study adopts an explanatory sequential mixed-method design. The quantitative study investigates the impact of the 6Qs innovation by analyzing the effect sizes of O-NET scores in four subjects of sixth-grade students. The effect size is analyzed by comparing the mean between 221 TSQP schools and non-TSQP schools: 16,197 small and medium schools throughout Thailand. The qualitative study uses a field study with administrators and teachers through in-depth interviews and focus groups in 13 good practice schools.FindingsThe quantitative result shows that 22 to 35% of TSQP schools demonstrated effect size within the standard level, meaning that their O-NET scores are higher than those of non-TSQP schools. Findings from 13 good practice schools indicate that both administrators and teachers have embraced and implemented the 6Qs innovation to establish an organizational culture that emphasizes 6Qs as a coordinating framework, which significantly influences students’ learning outcomes.Originality/valueAlthough this research is studied in the Thai context, the 6Qs innovation with implementations extracted from the good practice schools can be generalized to any school in a similar context. A section on such innovation is provided in practical implications.

Many education systems adopt neoliberal privatisation and marketisation approaches to diversify education provision and improve quality. England is a leading example, transforming local authority-maintained schools into academies. In contrast, Finland resists neoliberalism and maintains a small number of independent schools. This paper examines how resources and leadership are distributed in academies and independent schools to explain the different educational paths taken by England and Finland. This study uses a scoping review approach to explore and contrast academies and independent schools. The comparison covers aspects such as history, education administration, local governance, accountability, curriculum and performance, teacher professional development and home–school–community relationships. The findings reveal that academies in England often concentrate leadership roles and resources among a privileged few, including large Multi-Academy Trusts, technocratic trustees and curriculum experts. This concentration tends to marginalise local communities and parents, particularly those from disadvantaged backgrounds. In Finland, independent schools serve a supplementary role within the education system, catering to specific cultural, linguistic and religious groups while adhering to the national core curriculum and regulations. While existing studies critique the academisation movement in England and commend the high-performing public school system in Finland, a direct comparison between academies in England and independent schools in Finland has been lacking. This systematic review offers original insights into these two types of schools and clarifies why neoliberal approaches often exacerbate rather than mitigate disparities in education access and equity.