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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.

The research study explored the role of Public Relations (PR) elements such as seminars and speeches, digital media in creating a positive corporate image and corporate identity and explored how selected private colleges in Chitungwiza, Zimbabwe can leverage on publicity to boost students' enrolment. Extant literature of PR was approached and the Hedging and Wedging theory of communication was used as the theoretical framework for the research. The researcher applied mixed-pluralist research approach, where the qualitative research design was nested into partially quantitative research design. Methodology applied was exploratory, deductively anchored on the critical analysis of the data and discussion of findings to arrive at an informed decision. A purposive sample of 300 students, 30 teachers, 10 college directors and 30 administrators and self-administered closed-ended questionnaires were used in different private colleges. Structural Equation Modelling (SEM) using AMOS version 6 software, was used to test the propositions. Major findings are that seminars and speeches are less frequently than other digital PR approaches done in private colleges and this can affect the students' enrolment and survival of the former. Recommendations included the need to make an improvement on carrying out frequently on the seminars and speeches, so as to enhance public image of the former. Budgeting for the PR function in private colleges is crucial. Students need to be involved in the publicity activities of a private college.

Academic institutions face increasing challenges in predicting student enrollment and managing retention. A comprehensive strategy is required to track student progress, predict future course demand, and prevent student churn across various disciplines. Institutions need an effective method to predict student enrollment while addressing potential churn. The existing approaches are often inadequate in handling both numerical and textual data, limiting the ability to provide personalized retention strategies. We propose an innovative framework that combines deep learning with recommender systems for student enrollment prediction and churn prevention. The framework integrates advanced preprocessing techniques for both numeric and textual data. Feature extraction is performed with statistical measures for numeric data, and advanced text techniques like GloVe embeddings, Latent Dirichlet Allocation (LDA) for topic modeling, and SentiWordNet for sentiment analysis. A weighted feature fusion approach combines these features, and the optimal features are selected using the Pythagorean fuzzy AHP with a Hybrid Optimization approach, specifically the Instructional Emperor Pigeon Optimization (IEPO). The DeepEnrollNet model, a hybrid CNN-GRU-Attention QCNN architecture, is used for enrollment prediction, while Deep Q-Networks (DQN) are applied to generate actionable retention recommendations. This comprehensive methodology improves predictive accuracy for student enrolment and provides tailored strategies to enhance retention by addressing both text and numeric data in a unified framework. The DeepEnrollNet has the minimum MSE of 0.218978, MSRE of 0.216445, a NMSE of 0.232453, RMSE of 0.23213, and MAPE of 0.218754.

In 2010, the Obama Administration proposed new regulations designed to hold institutions of higher education (IHEs) accountable for student outcomes. I examine the effects of the regulatory uncertainty surrounding these \"Gainful Employment\" (GE) regulations on enrollment at for-profit IHEs. I utilize informational debt rates of GE institutions along with enrollment data from the integrated postsecondary education data system to employ a difference in difference design that compares enrollment before and after the GE regulatory proposal at for-profit IHEs to enrollment at public and nonprofit IHEs. My results suggest that for-profit IHEs experienced slower enrollment growth relative to public and nonprofit IHEs in the post-GE period. Additionally, enrollment of low-income students appeared to be disproportionately affected by the GE regulatory uncertainty.

This study focuses on tuition reset policies, where colleges reduce the published sticker price by at least 5%, and in many instances, much more. We use a difference-in-differences design to examine the effect of these policies on student enrollment disaggregated by race/ethnicity and a proxy for economic disadvantage. On average, these policies do little to move the needle regarding specific racial/ethnic diversity on campus; however, we find that these institutions experience a 6.5% increase in the share of Pell Grant students following the introduction of these policies.

Context The Athletic Training Locations and Services (ATLAS) Annual Report suggested that athletic trainer (AT) employment status differed based on geographic locale. However, the influence of geographic locale and school size on AT employment is unknown. Objective To determine if differences existed in the odds of having AT services by locale for public and private schools and by student enrollment for public schools. Design Cross-sectional study. Setting Public and private secondary schools with athletics programs. Patients or Other Participants Data from 20 078 US public and private secondary schools were obtained. Main Outcome Measures(s) Data were collected by the ATLAS Project. Athletic trainer employment status, locale (city, suburban, town, or rural) for public and private schools, and school size category (large, moderate, medium, or small) only for public schools were obtained. The employment status of ATs was examined for each category using odds ratios. Logistic regression analysis produced a prediction model. Results Of the 19 918 public and private schools with available AT employment status and locale, suburban schools had the highest access to AT services (80.1%) with increased odds compared with rural schools (odds ratio = 3.55 [95% CI = 3.28, 3.85]). Of 15 850 public schools with known AT employment status and student enrollment, large schools had the highest rate of AT services (92.1%) with nearly 18.5 times greater odds (odds ratio = 18.49 [95% CI = 16.20, 21.08]) versus small schools. The logistic model demonstrated that the odds of access to an AT increased by 2.883 times as the school size went up by 1 category. Conclusions Nationally, suburban schools and large public schools had the greatest access to AT services compared with schools that were in more remote areas and with lower student enrollment. These findings elucidate the geographic locales and student enrollment levels with the highest prevalence of AT services.

With the declining number of students interested in pursuing STEM courses such as Bachelor's Degree in Biology as evidenced by low enrollment, HEIs currently offering and those which intend to offer the academic degree program are competing and looking for ways to increase their competitiveness. Hence, several efforts have been made in response to it, including investigating what attracts students to choose the HEI and the course it offers. In this regard, this study aims to evaluate the factors influencing students' intention to enroll Bachelor of Science (BS) in Biology at Cebu Technological University using an extended Chapman's Model of Student College Choice. Using a quantitative cross-sectional survey design, 416 senior high-school students from Cebu Province in the Philippines participated in an online survey. The survey aimed to test the influence of student characteristics, influence of significant people, marketing factor, fixed university characteristics, university image, perceived program quality, and perceived career opportunities on students' intention to enroll in BS Biology. The findings of structural equation modelling suggest that only student characteristics influences students' intention to enroll the academic degree program. Irrespective of the disassociation of six other proposed hypotheses, the offering of the course is still deemed feasible as supported by students' responses in their intention to enroll it. In conclusion, this study reveals the model's usefulness in understanding one of the factors influencing students' intention to enroll in the course. Consequently, the results offer managerial and theoretical implications to further strategize institutional student recruitment techniques.

Student enrollment is a vital aspect of educational institutions, encompassing active, registered and graduate students. All the same, some students fail to engage with their studies after admission and drop out along the line; this is known as attrition. The student attrition rate is acknowledged as the most complicated and significant problem facing educational systems and is caused by institutional and non-institutional challenges. In this study, the researchers utilized a dataset obtained from the National Open University of Nigeria (NOUN) from 2012 to 2022, which included comprehensive information about students enrolled in various programs at the university who were inactive and had dropped out. The researchers used deep learning techniques, such as the Long Short-Term Memory (LSTM) model and compared their performance with the One-Dimensional Convolutional Neural Network (1DCNN) model. The results of this study revealed that the LSTM model achieved overall accuracy of 57.29% on the training data, while the 1DCNN model exhibited lower accuracy of 49.91% on the training data. The LSTM indicated a superior correct classification rate compared to the 1DCNN model.

Despite the World Declaration on Higher Education for the 21st Century that education is the ultimate support of human rights, and that access and participation remain key catalysts to accelerating equal educational opportunities for all, females continue to trail their male counterparts in educational outcomes across sub-Saharan Africa. This study focuses on the Ghanaian context and assesses the gender dimensions of student enrollment in higher education, highlighting the disparities therein. We adopt a typical case study design, and a mixed method approach, involving quantitative analysis of student enrollment data, qualitative interviews, and focus group discussions with administrators and students at the Kwame Nkrumah University of Science and Technology. We find generally low female participation across all colleges of the university, except for the College of Health Sciences. We also find low female participation across three dimensions: qualified applicants, admissions, and enrollment. The causes of disparity in the dimensions of student enrollment are rooted in four main factors: institutional, socio-cultural, economic, and awareness of STEM policy and opportunities. The present findings have implications for the implementation of STEM and other gender policies at both the pre-tertiary and tertiary levels of education across sub-Saharan Africa. Plain Language Summary How Far Is Progress? Gender Dimensions of Student Enrollment in Higher Education in Ghana: The Case of Kwame Nkrumah University of Science and Technology This paper examines the gender dimensions of higher education in Ghana between 2010-2020. It seeks to understand the extent of gender disparity in three key dimensions of student participation in higher education: qualified applicants, admissions, and actual enrolment. The paper also examines the causes of gender disparities across these three dimensions, and the impact of Science, Technology, Engineering, and Mathematics (STEM) policies intended to improve female participation in these areas of science. We use a typical case study research design, and a mixed-method approach involving quantitative analysis, interviews, and focus group discussions. We chose the Kwame Nkrumah University of Science and Technology in Kumasi as our typical case, to help examine in-depth, the trends and causal mechanisms underlying gender participation along the three dimensions. Our findings show that gender disparities continue to exist, with particularly wide disparities in some academic disciplines. Notwithstanding, the university seems to have made significant strides in bridging the gender gap in enrolment in the last five years of the study period. The full potential of STEM policies, however, remains underexplored, importantly because the targets of the policy, females, are largely unaware of the opportunities available to them to pursue higher education. We also report the socioeconomic and socio-cultural bottlenecks girls continue to face in their quest to attain higher education, and the key role female role models can play in improving gender parity in higher education. Given the limitations of single case studies, we recommend large-n or comparative designs in future research on the subject

Objective. Promoting equity and diversity in health care must include increasing the population of minority health care professionals. The purpose of this study was to: evaluate changes in Black professional student enrollment in schools and colleges of pharmacy, medicine, and dentistry; determine whether significant differences exist in Black professional student enrollment among these schools; and rate schools on how well Black professional student enrollment reflects state populations and compare ratings between 2010 and 2019 (for purposes of this study, professional student refers to students enrolled in Doctor of Medicine [MD], Doctor of Pharmacy [PharmD], or Doctor of Dental Medicine [DMD]/Doctor of Dental Surgery [DDS] degree programs). Methods. Enrollment data were obtained through the American Association of Colleges of Pharmacy, Association of American Medical Colleges, and American Dental Association for fall 2010 through fall 2019. The average percentage of Black students enrolled and the rate of change over time was determined. Schools were rated on their percentage of Black students relative to the percentage of Black residents in their state. Kruskal-Wallis H test, Wilcoxon signed rank tests, and chi-square tests were performed to quantify differences in enrollment and college ratings. Results. Schools of pharmacy and medicine experienced a significant increase in Black student enrollment between 2010 and 2019, but schools of dentistry did not. Pharmacy and medical schools also had significantly greater Black student enrollment in 2019 compared to dentistry. The proportion of schools of pharmacy and medicine with failing ratings decreased between 2010 and 2019. Conclusion. To facilitate improved access and limit health and health care disparities, it is important that health professions schools and colleges reflect the diversity of the patient populations they serve. Serious and intentional efforts toward diversification, inclusivity, and equity are necessary to improve Black student enrollment.