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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.

Background Effective early childhood education (ECE) programs, including elementary schools, kindergartens, and daycare facilities, are instrumental in fostering cognitive, social, emotional, and motor development. Access to water, sanitation, and hygiene (WASH) facilities, as mandated by Sustainable Development Goals (SDGs) 6, is integral in bolstering health and enhancing educational engagement globally. This study examines the impact of WASH facilities and sociodemographic factors on ECE enrollment in Bangladesh. Methods Data were extracted from the 2022 Bangladesh Demographic and Health Survey (BDHS), on which 2494 children’s information and socioeconomic characteristics were analyzed. The outcome variable was ECE enrollment, and the exposure variable was WASH facilities—defined as having an improved water source, an improved nonshared toilet, and a basic handwashing facility—at the household level. Crude and adjusted logistic regression models were applied to determine significant associations between ECE enrollment and WASH facilities, including other covariates. Results Children from households with basic handwashing facilities presented greater odds of ECE enrollment (AOR = 1.33, 95% CI 1.00–1.76, p value = 0.043), whereas improved toilet facilities were correlated with a greater chance of participation (AOR = 1.24, 95% CI 0.97–1.59, p value = 0.085). Treating drinking water significantly increased the probability of enrollment (AOR = 1.55, 95% CI 1.15–2.90, p value = 0.004). Regional disparities were mentionable; children in Rangpur (AOR = 1.94, 95% CI 1.33–2.81, p value = 0.001), Rajshahi (AOR = 1.47, 95% CI 1.01–2.13, p value = 0.043), Mymensingh (AOR = 1.39, 95% CI 0.97–1.99, p value = 0.096), and Khulna (AOR = 1.34, 95% CI 0.93–1.94, p value = 0.116) had higher odds of enrollment than Barishal did. Mothers’ education is also a key determinant; children of mothers with secondary education were 40% more likely to enroll (AOR = 1.40, 95% CI 1.00–1.96, p value = 0.049), and those with higher-educated mothers exhibited a similar trend (AOR = 1.43, 95% CI 0.95–2.16, p value = 0.088) compared with children of mothers with no education. Conclusions Our findings highlight the significance of household access to water, sanitation, and hygiene (WASH) facilities in early childhood education enrollment in Bangladesh. To advance progress toward SDGs 4 (quality education) and 6 (clean water and sanitation), policymakers should prioritize well-established WASH facilities, maternal education programs, and region-specific strategies.

This study attempts to investigate the influence of remittances on the development of higher education in top remittances receiving countries. Using annual data from 1994 to 2013 from top eight middle income group remittances receiving countries, a hypothesized model was tested. We used income per capita as a controlled variable and applied panel unit root, panel co-integration, and panel ARDL techniques. Panel unit root tests and Panel co-integration test supported the long term relationship between studied variables. Coefficients of pooled mean group (PMG) (panel ARDL) proved that remittances are highly influential in the higher education development.

This study investigates whether the ethnic and socioeconomic composition of the secondary school affect higher education enrollment and program choice (non-university higher education or university) in an educational system using a separation model. School-wide social capital is investigated as an underlying mechanism to explain how school composition affects higher education enrollment. Results of logistic multilevel analyses, carried out on the International Study of City Youth (ISCY) data of 1131 Flemish students across 30 schools, demonstrated that students enrolled in migrant concentration schools showed lower rates of higher education attendance because these schools were associated with a low socioeconomic composition. Attending high migrant composition schools and/or high socioeconomic composition schools was beneficial to attend university programs. High-quality peer relationships mediated these composition effects. Additionally, a boosting effect of teacher-student relationships and a buffering effect of high-quality peer relations at school were found, rendering these interesting tools for educational policy makers to decrease social inequality in higher education enrollment and program choice.

Nowadays, with respect to the rapid development of technology education, the rigorous issue of students’ employability, and the swift awareness of University Social Responsibility (USR), a majority of higher education institutions have necessarily dedicated themselves to discovering the most effective sustainable strategies in order to survive in the current hyper-competitive and low birthrate era. Therefore, this research creatively employed the Social Cognitive Theory (SCT) to interdisciplinarily and mutually assay the correlationships among technology education, students’ employability, and institutions’ developmental sustainability. Further, it also cross-applied and consolidated the Factor Analysis (FA) approach and the Entropy Analysis (EA) model to comprehensively probe in-depth into the results from a large-scale questionnaire completed by various experts in order to delve into the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability. As a result, the most valuable finding of this research is to directly point out “poverty, unemployment, and educational equitability” as the three most materially considered factors by students during their higher education institution selection process. As a result, higher education institutions have necessarily developed the Concurrent Usages Convenience Technological Feature (CUCTF, Information Immediacy Usability Openness Technological Feature (IIUOTF), Course-Professionalization Technology Assessment (CPTA), and Course-evaluation Technology Analysis System (CTAS) of technology education to strengthen the covered Self-control Capability (SCC), Communication Expression Ability (CEA), Active Attitude and Ambition (AAA), and Problem-solving Ability (PSA) of students’ employability to interdisciplinarily explore the most critical determinants of students’ employability in technology education to advance higher education enrollment sustainability.

Despite the massification of higher education, social inequality in higher education outcomes still persists. It is known that secondary schools’ socioeconomic composition is at least partly responsible for this social inequality. Nevertheless, the mechanisms by which socioeconomic composition affects higher education enrollment are still poorly understood. Based on the attribution theory, this study expects students’ feelings of academic self-efficacy and sense of futility to act as underlying mechanisms. Additionally, given that individual self-efficacy beliefs and individual sense of futility are shared among students within schools — that is, schools have different self-efficacy and futility cultures — we investigate whether these cultures are consequential for higher education enrollment and program choice. Results of binomial logistic multilevel analyses on the data of the International Study of City Youth ( www.iscy.org ) in Ghent, consisting of 1214 Flemish students across 29 schools, indicated that students in low socioeconomic composition schools are less likely to enroll in higher education because these schools are characterized by high futility cultures. In contrast, high self-efficacy and self-efficacy cultures are positively associated with the choice for academic bachelor programs, but they did not explain socioeconomic composition effects. We conclude that educational policies should aim at increasing a sense of control over academic outcomes in order to improve social equality in higher education outcomes.

This study empirically examines potato production risk in the Shishtavec Administrative Unit, focusing on two key determinants: climatic risk and the use of certified agricultural inputs. Based on primary data collected from potato farmers, the empirical analysis employs descriptive statistics and ordinary least squares (OLS) regression. The results indicate that climatic risk does not exert a statistically significant direct effect on potato yield, suggesting that local farming practices and farmers’ experience mitigate the impact of climatic variability. In contrast, the use of certified inputs shows a positive and statistically significant association with potato productivity, contributing to the reduction of production risk. These findings highlight the central role of farm-level management factors in stabilizing agricultural production. The study underscores the importance of agricultural policies aimed at improving farmers’ access to certified inputs and extension services as effective instruments for risk mitigation, particularly in mountainous farming systems.

Youth unemployment remains a pressing issue in many emerging economies, where educational disparities and demographic pressures interact in complex ways. This study investigates the links between higher-education enrolment, demographic structure and youth unemployment in eight developing countries from 2009 to 2023. Panel cointegration techniques—Fully Modified Ordinary Least Squares (FMOLS) and Dynamic Ordinary Least Squares (DOLS)—are applied to estimate the long-run effects of gross tertiary-school enrolment on youth unemployment while controlling for GDP growth and youth-cohort size. Robustness is confirmed through complementary estimations with pooled-mean-group ARDL and system-GMM panels, which deliver consistent coefficient signs and significance levels. Results show a significant negative elasticity between enrolment and youth unemployment, indicating that wider access to higher education helps lower joblessness among young people. Youth-population growth exerts an opposite, positive effect, while GDP growth reduces unemployment but less uniformly across regions. The evidence points to an integrated policy mix—expanding tertiary (especially vocational and technical) education, managing demographic pressure and maintaining macro-economic stability—to improve youth-employment outcomes in emerging economies.

This study analyzes the role of economic indicators in country-level innovation, represented by patents in the technology sector. Innovation indicators include the ratio of patents owned by foreign residents and the number of patent applications in each industry in the technology sector. Economic indicators include GDP, gross national income, labor cost, R&D expenditure, real minimum wage, tax revenue, and education enrollment. The data for OECD countries collected from stats.oecd.org for 2000 to 2010 is analyzed using Cognos. Results show that countries with low GDP rely on foreign collaboration for innovation; education enrollment stimulates innovation; among the sectors, government and higher education have higher R&D expenditures than private and non-profit sectors. A significant contribution of our research lies in the dimension of internationalization and ownership of technology innovation. We suggest viable solutions for countries facing tax revenue losses arising from mobility of patents.

Economic growth and development are key to societal well-being, yet emerging economies in Central Asia and the Caucasus face challenges such as labor market inefficiencies, uneven capital distribution, and weak institutions. This study examines the impact of education, institutional quality, capital investment, and labor force dynamics on economic growth in the region from 2010 to 2023. Using panel data analysis, including unit root tests, cointegration tests (Pedroni and Kao), and FMOLS/DOLS estimation, the findings reveal that while education and capital investment drive growth, institutional factors show mixed effects. Higher tertiary education enrollment correlates with long-term economic expansion, whereas weak governance and corruption hinder progress. This study contributes to the literature by providing empirical evidence on education and institutional roles in economic performance, offering policy insights for sustainable growth. The results highlight the need for governance reforms, education quality improvements, and labor market adaptability to enhance economic potential.