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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.

Unlock the potential of public-private partnerships in education. This groundbreaking study offers fresh empirical evidence on the effectiveness and cost of various educational models in developing countries across Africa, Latin America, and Asia. Delve into rigorous case studies examining voucher programs and faith-based schools, uncovering key insights into school performance, targeting, and cost-effectiveness. Discover how these partnerships impact student achievement, literacy, and numeracy, and learn what factors drive success or failure. Emerging Evidence on Vouchers and Faith-Based Providers in Education is essential reading for policymakers, researchers, and practitioners seeking innovative solutions to improve educational outcomes and promote social mobility in developing nations. Explore the challenges and opportunities of these partnerships and gain a deeper understanding of how to create more effective and equitable education systems.

Since Plato and Aristotle, political theorists have discussed the important role of education in forming democratic citizens. They disagree, however, over whether public or private schools are more effective at nurturing citizenship. We conduct a statistical meta-analysis to identify the average association between private schooling and measures of four central civic outcomes: political tolerance, political participation, civic knowledge and skills, and voluntarism and social capital. Our search identifies 13,301 initial target studies, ultimately yielding 531 effects from 57 qualified studies drawing from 40 different databases. Using Robust Variance Estimation, we determine that, on average, private schooling boosts any civic outcome by 0.055 standard deviations over public schooling. Religious private schooling, particularly, is strongly associated with positive civic outcomes. The evidence is especially strong that private schooling is correlated with higher levels of political tolerance and political knowledge and skills. We discuss heterogeneities, robustness checks, and implications.

Academically-focused learning activities beyond formal schooling are expanding in myriad forms throughout the world. This diverse realm of learning activities includes private supplementary education purchased by families such as private tutoring, online courses, cram schools, and learning center franchises. Some public schools also provide academically oriented after-school programs beyond their formal curricula. This review identifies factors relating to students, families, schools, and educational systems that affect participation in supplementary education. Macro forces are also related to the proliferation of learning activities outside of formal schooling. We discuss implications of this trend for educational stratification as well as challenges it creates for families and formal educational systems. Finally, we suggest promising new avenues for data collection and empirical research.

The paper reviews Asia-Pacific higher education and university research, focusing principally on the \"Confucian\" education nations Japan, Korea, China, Hong Kong China, Taiwan, Singapore and Vietnam. Except for Vietnam, these systems exhibit a special developmental dynamism-still playing out everywhere except Japan-and have created a distinctive model of higher education more effective in some respects than systems in North America, the English-speaking world and Europe where the modern university was incubated. The Confucian Model rests on four interdependent elements: (1) strong nation-state shaping of structures, funding and priorities; (2) a tendency to universal tertiary participation, partly financed by growing levels of household funding of tuition, sustained by a private duty, grounded in Confucian values, to invest in education; (3) \"one chance\" national examinations that mediate social competition and university hierarchy and focus family commitments to education; (4) accelerated public investment in research and \"world-class' universities. The Model has downsides for social equity in participation, and in the potential for state interference in executive autonomy and academic creativity. But together with economic growth amid low tax regimes, the Confucian Model enables these systems to move forward rapidly and simultaneously in relation to each and all of mass tertiary participation, university quality, and research quantity and quality. (HRK / Abstract übernommen).

Private supplementary tutoring in the form of preparatory courses to university entrance examinations is present in Finland alongside public higher education (HE). We explore the participation in preparatory courses. Our data derive from the university undergraduate subsample (n = 2969) of a larger cross-sectional national survey targeting tertiary students. We found a strong association between the SES of the students and preparatory course participation rates. Preparatory course participation is also more common in competitive disciplines. Students from higher SES backgrounds get more parental help in financing their participation than their counterparts coming from lower SES backgrounds. Therefore, the role of private economic capital in access to HE in Finland, despite its tuition-fee-free nature, is evident.

The paper makes use of newly linked administrative education data from England to understand better the determinants of participation in higher education (HE) among individuals from low socio-economic backgrounds. The data are unique in being able to follow the population of two cohorts of pupils in England—those who might have entered HE between 2004—2005 and 2006—2007—from age 11 to age 20 years. The findings suggest that, although large differences in HE participation rates and participation rates at high status universities by socio-economic background remain, these differences are substantially reduced once prior achievement is included. Moreover, these findings hold for both state and private school pupils. This result suggests that poor achievement in secondary schools is more important in explaining lower HE participation rates among pupils from low socio-economic backgrounds than barriers arising at the point of entry to HE. These findings are consistent with the need for earlier policy intervention to raise HE participation rates among pupils from low socio-economic backgrounds.

This study examines inequalities of school funding as exclusively generated by the parent community in urban public schools, and potentially illuminates a secondary impact of between-school segregation. For schools that are largely understood as free, the substantial injections of private financing into public schools indicate a concerning tension for fairness and equity. Using a census dataset of all public schools in one Australian capital city (n = 150), we compare reported parent 'contributions, fees and charges' and how they are patterned by measures of school disadvantage and advantage. We found a statistically significant relationship between private financing and measures of school- based advantage or disadvantage, over a four-year period. Advantaged schools generate up to six times greater income in comparison to disadvantaged schools over a four-year period, and we argue that the substantial gaps function as another form of 'compounded disadvantage' for residualised public schools and a tiered effect of segregation. [Author abstract]

Aim This study aims to determine and compare the achieved competencies of graduating nursing students of public and private universities in Iran. Background The main responsibility of nursing education is to train nurses who possess the necessary competencies to provide safe and high-quality care. Given that a significant proportion of nursing education in Iran is the responsibility of private universities, it is essential to ensure that nursing graduates acquire the required competencies. Design and methods A quantitative study with a comparative descriptive design was conducted. A convenience sample of 721 graduating nursing students, including 301 from private universities and 420 from public universities, participated in the study. Data was collected using a nursing competence questionnaire developed in the Iranian cultural context and rated on a 5-point Likert scale (1 = dependent to 5 = independent). The research findings were analyzed using descriptive statistics and the independent t-test. Results The students from public and private universities achieved the highest scores in work readiness and professional development, with means of 3.58 (SD = 0.39) and 3.48 (SD = 0.37), respectively. The lowest scores were obtained by both the public and private groups for evidence-based care, with means of 2.89 (SD = 0.54) and 2.54 (SD = 0.50), respectively. The mean score of core competence obtained by public nursing students across all 5 themes was higher than that of private students, and this difference was statistically significant ( p  < .05). The evidence-based nursing care showed the greatest difference in means (mean difference = 0.35), while individualized care had the smallest difference (mean difference = 0.09) according to the results of the independent t-test. Conclusion Neither public nor private university nursing students achieved an independent level in any of the competencies. However, public university students demonstrated greater success in acquiring most of the competencies compared private students. To enhance nursing students’ competencies, future studies should focus on developing operational solutions, particularly for students at private universities.

An ample supply of choice schools is integral to a robust private school choice program; however, widespread participation from private schools has proven elusive. Low participation rates have sparked an entire segment of the school choice literature focused on the supply side of school choice. In this paper, we examine previously unexplored explanations for low private school participation rates in a statewide educational scholarship program. Specifically, we analyze how private schools’ racial demographics and the racial demographics of potential choice students impact the likelihood of participation in the Alabama Educational Scholarship Program. We find that private schools previously serving the highest percentages of White students (94% +) are significantly less likely to participate than less White schools (<86%), thereby limiting the potential supply of private schools and raising new questions about the interaction of school choice and segregation.