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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.

Education is an integral component of society and is inherently linked to the changes occurring within it. This article discusses four significant developments (globalization, localization, individualization, and collectivization) examining both the threats they pose to education and the opportunities they offer. Additionally, it explores how education can navigate its strengths and weaknesses in relation to these societal shifts. A central theme in this article is the content of the curriculum, which may come under pressure if schools respond too impulsively to contextual changes. The analyses in this article are grounded in the right of children to receive adequate education, as outlined in various international treaties and charters. Adequate education is understood as education where the curriculum sufficiently contributes to the achievement of educational goals. It is recommended that, while considering a country's legal provisions, educational objectives be carefully considered and the curriculum, particularly in terms of content, be aligned accordingly.

This article systematically reviews the cost study literature as it relates to the treatment of English language learners (ELLs). Despite the substantial number of costing out studies that have been conducted over the past several decades, the school finance literature has failed to focus on ELLs—the fastest growing segment of the school-age population. Little attention has been paid to how ELL students are treated under the various costing out methodologies or which approaches yield the most useful results. The two criterion to select the costing out literature to review included (a) peer-reviewed journal articles and commissioned reports that used one of the four primary cost study methodologies (professional judgment panel, successful school model, evidence-based model, and cost function analysis), and (b) studies published after 1990 that focused on generating statewide funding recommendations at the district level. A total of 70 empirical cost studies met these criteria. The review concludes that there is substantial variability in the treatment of ELLs across cost study methodologies, although all methods agree that current funding levels are insufficient to meet specified performance standards. To comprehensively assess the resource needs of this growing school population, cost studies that specifically focus on ELLs will need to be conducted to improve transparency and representativeness for ELLs.

Historically, ensuring access to primary education has been seen as a predominantly public responsibility. However, governments are increasingly sharing this responsibility through a variety of subsidiary arrangements. Some governments are contracting services out to the private sector, to non-governmental organizations, and even to other public agencies. Some societies are transferring responsibility for financing, providing, and regulating primary education to lower levels of government, and in some cases, to communities. In education policy, public-private partnerships play an important role in enhancing the supply and the quality of human capital. Mobilizing the Private Sector for Public Education explores the burgeoning number of public-private partnerships in public education in different parts of the world. The partnerships differ in form and structure, in the extent of public and private participation, and in the forms of their engagement. The essays in this book are written mainly from the provider's perspective and offer valuable insights into the purpose, trend, and impact of public-private partnerships, and an understanding of the barriers they face.

Background: Antiplatelet therapy (APT) is an integral part of secondary stroke prevention. Noncompliance to APT is an important factor in stroke recurrence. In this study, we have evaluated the reasons for noncompliance to APT. Objective: The aim of this study was to identify the various causes of nonadherence to APT in recurrent stroke patients. Material and Methods: The study was conducted in a tertiary care hospital in south India with a huge stroke burden. The study period was from October 2017 to September 2018. A total of 60 consecutive patients of recurrent stroke who were nonadherent to antiplatelet therapy were evaluated for various factors that prevented compliance. Results: During the 12-month study period among 604 ischemic stroke patients, 128 (21%) had recurrent strokes. Of this 128, 60 (46.8%) were due to discontinuation of APT. The main factor for nonadherence to APT was lack of awareness about the need for lifelong medication (41/60; 68.3%). 10 patients (16.7%) stopped treatment as they opted for alternative therapy and 4 (6.7%) discontinued antiplatelets due to side effects. A small proportion of the patients (3.3%) cited financial constraints and forgetfulness as the issue, while 1.7% had difficulty in finding assistance to administer medicine. 27 (45%) patients had recurrent stroke within 2-15 days of stopping APT. Conclusions: The main reason for nonadherence to antiplatelet therapy is lack of awareness about the need for lifelong antiplatelet therapy. Stroke patients should be educated about the importance of lifelong antiplatelet therapy to prevent recurrent strokes.

Human and economic developments are closely linked to geography. The mission of the World Bank Group is to assist countries to overcome poverty and establish a sustainable path for their development. Providing reliable information about the state of the world and its people is an important part of that mission. Recognizing the formidable challenges and great successes that have been achieved should strengthen our resolve to work together to fight poverty and increase human welfare. To that end the World Bank has published an atlas for over 40 years. This edition of the Atlas of Global Development draws on a global database compiled from the work of the World Bank, other international agencies, and national statistical offices of member countries.

The focus is on the micro-possibilities of student capabilities formation as the end of public-good higher education, rather than on a systems or organizations approach more commonly found in discussions of the public good and higher education. This does not discount other valuable public-good ends. Using South Africa as a global South context, a capability-based approach to the public good of higher education is proposed for its humanizing ethic, attention to fair opportunities, and participation in terms of what students are able to do and to be in and through higher education. A capability frame is complemented by thinking about decoloniality and epistemic justice to help identify central higher education capabilities. The three proposed intersecting capability dimensions are as follows: personhood self-formation, epistemic contribution, and sufficiency of economic resources, intended to guide university practices and policy interventions in the direction of the public good. By populating the space of the public good with capabilities, a shift is made away from micro-economics which see the public good as a reductionist space of commodities and human capital development. Higher education is rather understood as having both instrumental and intrinsic value, generating an alternative logic to that of neo-liberalism, and an individualist ontology of competition and untrammeled markets. The pressures of the global context are acknowledged so that the public good is understood as both \"ideal-aspirational\" but also \"practical-feasible\" in the light of local South African conditions. An expanded capability-based framing would contribute to reducing higher education inequalities as a public-good and publicaccountable contribution by universities.

Research is available on improved coverage and practices from several large-scale maternal nutrition programmes, but not much is known on change in inequalities. This study analyses wealth and education inequality using Erreygers and Concentration indices for four indicators: adequate iron and folic acid (IFA) consumption, women's dietary diversity, and counselling on IFA and dietary diversity. A pre-test-post-test, control group design. Maternal nutrition intervention programmes conducted in Bangladesh, Burkina Faso and Ethiopia during 2015-2022. Recently delivered women (RDW) and pregnant women (PW). Statistically significant reductions in education inequality were observed for adequate IFA consumption, counselling on IFA and dietary diversity in intervention areas of Bangladesh and for adequate IFA consumption in intervention areas of Burkina Faso.A significant decrease in wealth inequality was observed for adequate IFA consumption in the intervention areas of Bangladesh, whereas a significant increase was observed in the non-intervention areas for counselling on IFA in Ethiopia and for dietary diversity in Burkina Faso. The results can be attributed to the extensive delivery system at community level in Bangladesh and being predominantly facility-based in Burkina Faso and Ethiopia. COVID-19 disruptions (in Burkina Faso and Ethiopia) and indicator choice also had a role in the results.The main takeaways for nutrition programmes are as follows: (a) assessing inequality issues through formative studies during designing, (b) monitoring inequality indicators during implementation, (c) diligently addressing inequality through targeted interventions, setting aside resources and motivating frontline workers to reduce disparities and (d) making inequality analysis a routine part of impact evaluations.

Whereas the adequate intake of potassium is relatively high in healthy adults, i.e., 4.7 g per day, a dietary potassium restriction of usually less than 3 g per day is recommended in the management of patients with reduced kidney function, especially those who tend to develop hyperkalaemia including patients who are treated with angiotensin pathway modulators. Most potassium-rich foods are considered heart-healthy nutrients with high fibre, high anti-oxidant vitamins and high alkali content such as fresh fruits and vegetables; hence, the main challenge of dietary potassium management is to maintain high fibre intake and a low net fixed-acid load, because constipation and metabolic acidosis are per se major risk factors for hyperkalaemia. To achieve a careful reduction of dietary potassium load without a decrease in alkali or fibre intake, we recommend the implementation of certain pragmatic dietary interventions as follows: Improving knowledge and education about the type of foods with excess potassium (per serving or per unit of weight); identifying foods that are needed for healthy nutrition in renal patients; classification of foods based on their potassium content normalized per unit of dietary fibre; education about the use of cooking procedures (such as boiling) in order to achieve effective potassium reduction before eating; and attention to hidden sources of potassium, in particular additives in preserved foods and low-sodium salt substitutes. The present paper aims to review dietary potassium handling and gives information about practical approaches to limit potassium load in chronic kidney disease patients at risk of hyperkalaemia.