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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.

Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue that mathematics education must take seriously its responsibility to support Indigenous students to gain school mathematics and also to help maintain the use of traditional mathematical ideas. If this does not occur, mathematics educators will contribute, intentionally or unintentionally to the loss of Indigenous knowledge that present and future generations of Indigenous people will hold them responsible for.

'School Construction Strategies for Universal Primary Education in Africa' examines the scope of the infrastructure challenge in Sub-Saharan Africa and the constraints to scaling up at an affordable cost.

The research ‘Analysis of the Vicente Ferrer National Awards as an instrument to achieve the nº4 goal of Sustainable Development’ aims to study the current dimensions of the concept of Education for Sustainable Development, deepen its pedagogy and show the involvement of Spanish educational centres and their teachers in Education for Development through the Vicente Ferrer awards. After having surveyed 174 teachers and analysed the data obtained, it is inferred that the implementation of Education for Development in Spanish classrooms has been carried out effectively and efficiently so far. In addition, the data indicate that teachers are increasingly qualified in this area but few have seen their efforts rewarded. However, the text highlights that it is essential that, before joining teaching, future teachers and professors have a Higher Education that provides them with the necessary tools to incorporate skills related to Education for Sustainable Development in the classroom. La investigación ‘Análisis de los premios nacionales Vicente Ferrer como instrumento para alcanzar el objetivo nº4 del Desarrollo Sostenible’ pretende estudiar las dimensiones actuales del concepto de Educación para el Desarrollo Sostenible, profundizar sobre su pedagogía y mostrar la implicación de los centros educativos españoles y sus docentes en la Educación para el Desarrollo a través de los galardones Vicente Ferrer. Tras haber encuestado a 174 docentes y analizado los datos obtenidos, se infiere que la implantación de la Educación para el Desarrollo en las aulas españolas se ha conseguido realizar de una forma eficaz y eficiente hasta el momento. Además, los datos indican que los docentes están cada vez más cualificados en esta materia, pero pocos han visto premiado su esfuerzo. Sin embargo, el texto destaca que es imprescindible que, antes de incorporarse a la docencia, los futuros maestros y profesores cuenten con una Educación Superior que les aporte las herramientas necesarias para incorporar competencias vinculadas a la Educación para el Desarrollo Sostenible en las aulas.

Social sustainability in education is crucial in fulfilling Agenda 2030, yet an area not well represented in research. This scoping review aims at investigating this gap, covering the years 2018 to 2023, with a focus on how social sustainability is defined and implemented in education and what challenges and opportunities for achieving social sustainability that have been identified in the education research in Web of Science, ERIC, and Scopus databases. A total of 120 articles were identified and screened, 76 as full text, and out of these 42 were included in the final analysis. While all articles highlight the vital role of teaching social sustainability in education, some also point out that its broader implementation is hindered by a lack of theoretical and conceptual clarity. This vagueness also creates difficulties in identifying and assessing the impact of social sustainability issues in education. This review focuses on how social sustainability has been defined and implemented in education, what challenges and opportunities for social sustainability issues in education that can be identified, and furthermore how education can contribute to overall sustainability within the frameworks of Education for Sustainable Development (ESD) and Education for Sustainable Development Goals (ESDG).

Strategic school policy formulation is critical in guaranteeing the balanced growth of education systems that facilitate both academic and extracurricular objectives. Physical education makes a considerable contribution towards this vision through the promotion of lifelong healthy living, physical well-being, and general student development. This research proposes a new decision-making model using Circular Intuitionistic Fuzzy Bonferroni Mean (CIFBM) operators, which combine Aczel-Alsina triangular norms and Bonferroni aggregation rules to handle uncertainty in policy assessment. The essential properties of the proposed operators are investigated and proved. A multi-attribute group decision-making (MAGDM) approach is established to evaluate and rank strategic school policies to meet physical education goals. The methodology focuses on the importance of physical activity in promoting student achievement, cooperation, and educational viability. The case study illustrates the real-world application of the model in maximizing resource utilization, reconciling various interests of stakeholders, and enhancing student success. The findings verify the validity of the developed methodology in optimizing decision-making processes in policy development. This publication provides useful information and guidance for policymakers and educators who want to bring strategic planning into harmony with the development of school-based physical education programs. Abbreviations section is for the symbols, parameters, sets, and indices used throughout the paper.

This study explored undergraduate students’ conceptions of sustainable development by asking about their definition of a sustainable world, current issues of sustainable development, and the necessary mindset and skillsets to build a sustainable world. We derived data from 107 participants’ open-ended answers that we collected through an online survey at the beginning and the end of the sustainability class. Text mining with Natural Language Processing (NLP), principal component analysis (PCA), and co-occurrence network analysis were conducted to understand the changes in students’ conception of sustainable development. In addition, we also conducted the Linguistic Inquiry and Word Count (LIWC) dictionary to investigate the psychometric properties of students’ awareness and understanding related to sustainable development. This advanced analysis technique provided a rich understanding of university students’ perceptions of sustainable development compared to what the UN initially defined as sustainable development goals (SDGs). The results showed imperative insights into the benefits of sustainability experiences and knowledge that generate motivation to develop students’ competencies as change agents.

Communication is an essential element of science, and while it is important in all scientific endeavors, it gains substantial strategic relevance in citizen science projects. For a school citizen science program to be successful, an adequate communication strategy needs to achieve a balance between learning objectives and the generation of scientific knowledge. In this community case study, we report on the communication strategies of an international network, namely, the citizen science program Científicos de la Basura ( Litter Scientists ), which collaborates with schoolteachers and schoolchildren to investigate anthropogenic litter on marine beaches and in rivers. The program has been active in Chile since 2007, and as of 2018, it had expanded to the 11 countries from the central and southern East Pacific. More than 40 teachers and collaborators from these countries work in this network making an effort to connect the research activities with the learning objectives of the school curriculum. The communication between the coordination team and the teachers includes three main elements (1 - design and planning; 2 - training and research; 3 - evaluation and sharing), with the following activities: (1a) regular internal communication within the coordination team to design, motivate and supervise adequate research projects, (1b) communication with teachers to design appropriate learning materials (co-creation) and get their feedback on the planned research activities, (2a) sharing the final research plan and transfer methodological skills through regular training of the teachers, (2b) responding to methodological questions by the teachers about the sampling, and coordinate data collection and validation, (3a) guiding teachers and schoolchildren in the evaluation and interpretation of their research results, and (3b) encouraging teachers and schoolchildren to communicate their scientific findings to the wider community. Intense internal communication and regular exchange with teachers guarantees successful learning and rigorous scientific information. The main challenges for the program are team capacity, socio-economic stability, internet access, and teachers’ workloads. Recommendations to achieve successful communication and good science are efficient team communication skills, customized contacts, collaborative work, guidance of field work, feedback from participants, and promoting the sense of community.

Previous research has analyzed the meaning and value of STEM education and explored both its current possibilities and future development. However, STEM education experts have not reached a consensus on the goals of STEM education, making its promotion more challenging. Thus, this study examined which particular STEM education goals should be emphasized through a survey questionnaire. The study employed a stratified random sampling method to collect survey data from secondary teachers of STEM-related courses (i.e., science, technology, and mathematics) in Taiwan. A total of 645 valid survey responses were collected and then analyzed by independent t-test and analysis of variance to examine teachers’ perceptions about 17 critical competencies proposed as education goals relevant to STEM education. The findings revealed that STEM teachers generally had positive attitudes and high levels of acceptance toward implementing the 17 proposed STEM education goals through integrative STEM education. However, the proposed goal of “cultivating students’ entrepreneurial capabilities” received lower scores and should not be used at the secondary level. It may be introduced as an important education goal in tertiary STEM education. In addition, STEM teachers with different backgrounds (e.g., STEM teaching experience, perceptions of STEM teaching methods) perceived the competency goals as having different levels of importance in STEM education. Teachers’ willingness to teach STEM using a transdisciplinary integration method increases when they have access to sufficient resources and support.

Every different community has different family educational goals. The educational goals can encourage forming a lifestyle that becomes the identity of a particular community, as is the case in the middle-class Muslim family community in Indonesia. While there is no caste system in Indonesia, middle-class Muslim communities have found ways to merge Islamic values and privilege into a new subgroup. This phenomenon mainly appears in urban areas with more advanced socio-economic development than other areas, such as Yogyakarta. This study explores factors that drive the choice of schools for children of middle-class Muslim families in Indonesia. We used qualitative research methods in the data collection and data analysis process. Participants in this study are seven parents from several modern Islamic-based elementary schools in Yogyakarta, Indonesia. The results show, factors that drive the choice of schools for children of the middle-class family in Indonesia are connectivity between the goals of education in schools and the goals of family education is to build good children’s morals based on Islamic values and to provide a balanced provision of both religious and non-religious knowledge for the future welfare of their children.