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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.

Performance management systems (PMSs) in private secondary education are vital, and although several tried and tested public sector performance measurement models exist, limited private secondary school performance measurement models exist in South Africa. This study aims to empirically validate a South African tailor-made theoretical performance measurement model (developed from a systematic literature review of 220 articles) and determine the relationships between its key antecedents (Academic Excellence, Internal Processes, Learning and Growth, and Resources) and their respective sub-antecedents. Data were collected by distributing a hard-copy questionnaire to appointed coworkers at 12 schools in the eThekwini Municipality of KwaZulu-Natal, in Durban, South Africa. The schoolmaster’s permission and blessing were obtained, and a coworker was appointed to assist with the distribution and collection of the structured 5-point Likert-scale questionnaires. A high response rate of 89% (N = 274; n = 244) was realised. The data were tested for normality and reliability (Cronbach’s alpha coefficients consistently exceeded 0.70), and investigated for evidence of model validity using an exploratory factor analysis. The data were normally distributed and not skewed, and the antecedents could be validated. The model showed evidence of validity, and the respective relationships between the antecedents were determined. Learning and Growth (16.46%) was the most critical antecedent, followed by Student perspective (15.51%), and Resource perspective (12.20%). The Internal perspective for academic excellence was, surprisingly, the least important (7.94%). The results show that all four antecedents are valid and should be used in the performance measurement of private secondary schools.

Department heads play a critical role in executing school plans, particularly in adopting contemporary instructional methods, integrating technology, assessing student progress, and maintaining high standards of classroom interactions. They facilitate essential interactions within the classroom, spanning teacher-student, student–student, and student-content interactions, aligning with transformational leadership practices. This study explores the influence of department heads' transformational leadership on classroom interaction, mediating teachers' teaching experience in enhancing leadership capacity. Using a straightforward random sampling procedure, 374 teachers from 226 privately owned secondary schools were selected. Descriptive statistics were employed to represent the extent of department heads' engagement in transformational leadership practices. Findings indicate that teachers' role in clarifying activities and assignments to encourage classroom involvement received the highest average rating, emphasizing the importance of diverse instructional approaches. The study reveals a significant, positive influence of teachers' years of experience as a moderating factor in the relationship between department heads' transformational leadership and classroom interaction. A positive correlation was observed between student–teacher interactions and department heads' use of transformational leadership practices, with teachers' experience levels shaping these relationships. Notably, the study suggests that teachers' experience partially affects this phenomenon. The research concludes with recommendations for policymakers and educators to leverage their pedagogical expertise in fortifying the impact of school leadership on heightened student participation within the classroom.

Background/purpose. STEAM integrates Arts into STEM to foster creativity, critical thinking, and problem‐solving. Private schools in Ho Chi Minh City, Vietnam, have pioneered STEAM; however, the drivers of effective implementation and their impacts on engagement, product quality, and evaluation remain underexplored. This study examines the key inputs that shape STEAM delivery and their impact on program outcomes. Materials/Methods. Using a sequential explanatory mixed-methods design (QUAN → QUAL), we surveyed 480 participants, including 330 teachers, 40 administrators, 50 students, and 60 parents, in ten private schools with a 35-item Likert scale questionnaire (1 = “Strongly Disagree” to 5 = “Strongly Agree”). The questionnaire addressed six factors: five inputs (teacher competence & attitude, infrastructure & tools, curriculum & methods, organizational support & policy, learner & parent engagement) and one outcome (“STEAM implementation level”), with Cronbach’s α ≥ 0.79. Analyses included Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). Follow-up semi-structured interviews with 20 purposively selected participants added contextual insight. Results. All input domains significantly predicted STEAM implementation (p < 0.01). Administrators rated resources, policies, and teacher readiness more positively than teachers and students, exposing gaps in arts integration, collaboration, and digital tool use. Students and parents reported lower engagement and satisfaction. Qualitative themes highlighted the need for sustained professional development, flexible infrastructure, adaptive curricula, transparent policies, and structured parent involvement. Conclusion. While private schools in Ho Chi Minh City have robust STEAM foundations, bridging stakeholder confidence and perception divides is essential. A holistic framework aligning targeted teacher support, dynamic infrastructure, flexible curricula, clear policies, and proactive parent engagement will enhance STEAM’s effectiveness, sustainability, and scalability in Vietnam.

Purpose The purpose of this paper is to examine teacher leadership in six private secondary schools in Mauritius and establish the extent to which teachers are taking up leadership roles at schools’ level. Design/methodology/approach This study focusses on three high-performing and three less-performing private secondary schools in Mauritius. An interview was carried out with the six rectors (heads) of the selected schools. Findings Teacher leadership is an emerging phenomenon in the Mauritian educational context. The outcomes of this research have significance in providing guidance for policy development in this area concerning Mauritian education. Research limitations/implications Time and resources were the constraining factors. It was a survey of heads only and different responses could have been received if students and teachers had been included in this study. The ideal would have been to have a wider coverage of the survey. Practical implications This study shows how teacher leadership can impact schools in a positive manner. Results from this study confirm that the success of teacher leaders depends largely on the rector’s philosophy of power sharing in the setting in which they work. Originality/value This paper is a pioneer research paper focussing on teacher leadership in six private secondary schools in Mauritius. This original and unique piece of work offers the international audience a clear understanding of the teacher leadership phenomenon in Mauritius.

Background Positive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized. Aim and objectives The current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample. Method There were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test. Findings The findings showed that compared to male instructors, female teachers had higher levels of satisfaction. Conclusion The research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications. Limitations The research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools. Managerial implications The current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Purpose – Since conducting the literature review revealed that assessing quality in secondary schools has been an unexplored territory, and where most educational service quality research studies have mainly focussed on assessing quality from a student’s perspective in higher education, comes into play with a two-fold objective: first, to identify the quality dimensions most vital to students in a developing country such as Jordan, and then to develop a framework consisting of these dimensions; and second, to investigate the extent of satisfaction of students enrolled into international qualifications in Jordan by measuring the gap between expectations and perceptions. The paper aims to discuss these issues. Design/methodology/approach – A focus group meeting consisting of experts in the field of secondary school education, specifically in internationally recognized qualifications, was conducted. These expert’s objective input helped develop the framework for assessing quality in secondary schools. Findings – A framework was developed specifically to suit private secondary schools in Jordan with reference to the SERVQUAL model. The resulting questionnaire is intended to be distributed to over 200 students enrolled in an international qualification program among private schools in Jordan. Research limitations/implications – The framework could be considered as a form of reality check for schools supplying school administrations in Jordan with a suitable tool to measure whether they are exceeding their students’ expectations. This framework might not be applicable to public schools in Jordan, since it was customized to be applied in schools who have adopted international qualification(s). Originality/value – This study contributes to quality service research that addresses the context of high schools in a developing Middle-Eastern country.

Introduction - International trends influencing secondary education in Sub-Saharan Africa - Issues of governance in secondary education in Sub-Saharan Africa - Management of secondary education: focus on the school - Accountability - The governance and accountability of private schools - Special issue: addressing ICT and technical training - Recommendations.

This report, produced with the help of Madagascar’s national education team in 2006-07, is designed to contribute to ongoing education reform discussions. It analyzes the constraints to system expansion and presents possible next steps for an appropriate course of action. This report aims to encourage discussion among policymakers, stakeholders and donors, and does not promote one approach over another. To promote a more competitive economy in Madagascar in the 21st century, the government expects to increase the average years of schooling from the current 4.5 years to about 9-10 years by 2015 for the relative age groups. This report discusses the ongoing reform and its impact and provides suggestions for implementation. This report is intended to be used as a discussion instrument and to be disseminated among Madagascar’s stakeholders in education. We hope this report will contribute to improved implementation of the secondary education reform in Madagascar.This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training.

Purpose The purpose of this paper is to investigate the adoption and use of information and communication technologies (ICTs) by school administrators in the management of schools, as well as factors that influence use of ICTs by the administrators. Design/methodology/approach Survey research design was adopted. A two-stage sampling procedure (random and purposive) was used to select the respondents, while quantitative and qualitative methods were used for data collection. Findings Findings reveal that the school administrators use various ICTs to carry out administrative and management duties. Task characteristics, task-technology fit, attitude and perceived ease of use have significant relationships with use of ICTs by the administrators. Research limitations/implications The findings and conclusion from this paper cannot be generalised to all schools in Nigeria because the population was limited to only private secondary schools. Practical implications The study contributes to an existing knowledge on adoption and use of ICTs in schools, and provides information to policymakers on factors that should be given consideration when there is a need to implement ICTs in schools. Social implications This paper could assist school administrators that are yet to adopt and implement ICTs in their schools of the need to do so in order to enjoy the benefits associated with ICTs use in the workplace. Originality/value This paper is one of the first pieces of empirical research that has adopted the integrated technology acceptance and task-technology fit models to investigate use of ICTs by administrators of schools in Nigeria.