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We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.

[This corrects the article DOI: 10.1371/journal.pone.0252863.].

Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.

From the early 1960s to the 1970s, the province of Ontario witnessed an explosion in university enrolment. So dramatic was the increase that there were neither the institutions nor the faculty in place to meet the demand. In response, a dozen new universities from Trent in the southeast to Lakehead in the northwest were established, and faculty had to be recruited wherever they could be found. It was the events and developments of this decade, many argue, that created the university system that exists in Ontario today. Someone to Teach Themis an insider's account of this period as told by historian John T. Saywell. As Dean of Arts at York University from 1963 to 1973, Saywell witnessed the expansion of the university from 500 students in 1963 to 7000 by 1970, and the many changes it took to accommodate such a change. York managed to recruit the necessary faculty, he writes, but the large number of American instructors led to a radical attack on the so-called Americanization of the universities. Saywell also elucidates the adverse effect that the reduction of government funding and enrolment had on the administration of the university in the 1970s. Featuring many of the elements of personal memoir, this is also a thoroughly researched account of a critical decade for the history of education in Ontario.

Previous studies in Pakistan have established the number of pupil, parents, household, and community characteristics as determinants of primary school enrolment. However, treatment of the role of the household power structure in these studies is limited to the inclusion of a single dummy variable for female headship. Present study estimates separate probit regressions for different types of headships, hence allowing for an analysis of the power structure of the household and its impact on other explanatory variables. In addition to confirming the findings of previous studies, this study concludes that mother's headship results in greater positive influence of her own education and the economic status of the household on child's primary school enrolment. Father's headship in this regard has only limited influence.

This research documents long-run trends in between-country education inequality and proposes a method for doing so that accounts for the ways in which most education variables differ from continuous variables such as income. Historical, national-level estimates of primary schooling enrollment rates and years of completed primary, secondary, and total schooling are used to identify several problems that arise when formal measures of inequality are used to estimate intercountry education convergence, including violation of the welfare, scale invariance, and anonymity principles. An alternate measurement strategy shows that the intercountry trend in the dispersion of education has followed an approximately normal curve over the past 140 years, but with considerable variation across measures of education. These results are in contradiction to previous education inequality studies, which have reported either monotonically rising or falling intercountry inequality.

Children and young people spend a great deal of their time in schools and other education settings. Consequently those working in such contexts have a huge impact and influence on the development, experiences and thinking of the children and young people with whom they interact. This book represents the richness and variety of ideas shared by some of the contributors to the first European Conference on Child and Adolescent Mental Health in Education Settings, held in Paris in 2005 and hosted by the Tavistock and Portman NHS Foundation Trust. The intention of the event was to gather together child mental health and educational professionals from across Europe to share innovative practice. The success and impact of this conference was such that it became the first of what is now a bi-annual series of events each taking place in a different European city.

The importance of play and fun to people's lives cannot be stressed enough in today's cultural climate of high stress, high stakes, and competition.One activity that gains recognition and credibility as both fun and transformative is theatrical improvisation or improv.

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.