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In attempting to understand and prevent fare evasion, existing research and policy have often categorised fare evaders based on passenger 'types' or profiles. However, such categorisations of 'malicious' or 'virtuous' behaviours rely on underlying moral claims which often go unexamined. In this paper, we study how different actors construct such moral claims as part of everyday interactions. We demonstrate that the everyday moralities of not or under-paying are diverse, locally occasioned, and emotionally charged. Drawing on social media and video data from Chile and the UK, we examine interactions between passengers, by-standers, transport workers, and transport operators. We highlight the diverse resources that actors draw upon to construct moral claims around fare evasion, including the mobilisation of alternative moral categories; attempts to produce exceptions to formal rules; and the foregrounding of moral emotions. The paper engages with an interdisciplinary body of work which reassesses existing policies and societal responses to fare evasion, while also contributing to a nascent literature on everyday morality and mobilities. [ABSTRACT FROM AUTHOR]

Taking the idea of refugee 'journeys to health' (Newbold and McKeary, 2018) as a point of departure this paper examines the case of Chilean exiles in the UK. Reflecting on interviews conducted with Chilean exiles the analysis highlights how the health-related challenges that many people have experienced change over time. For some the passing of time has enabled people to make sense of what happened to them following the military coup in Chile in 1979 and this has helped them to 'move on'. For others, on-going challenges remain, for example a number of people still experienced PTSD. The paper also reflects on the difficulties encountered by refugees when dealing with formal health providers. While all of the respondents had full entitlements to NHS services the paper reflects on the informal barriers that continue to shape refugees' engagement with health care providers and limit their ability to address health concerns. [ABSTRACT FROM AUTHOR]

While the study of children's everyday mobility has focused on school-aged children and their everyday corporeal movements, this paper – based on mobilities, new materialisms and post-human perspectives – suggests a move towards the study of mobilities in children's lives. This is an approach that considers all forms of movement involved in the everyday lives of children, not only the ones performed by them but also around, in relation to or towards them, by human and more-than-human others. Four ethnographic vignettes emerging from research in Chile and the UK explore some entanglements between different objects (an IPad, a pushchair and two bracelets) and young children to illustrate some of the interdependencies that characterise mobilities in children's lives. This approach can help us to understand (young) children's positioning in the world, considering their multi-scalar connections to unobserved/unperceived places and events. [ABSTRACT FROM AUTHOR]

Gestures have been shown to reflect speakers' embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication. [ABSTRACT FROM AUTHOR]

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

This paper seeks to examine how value chains impinge upon firms within the Chilean wine sector. The value chain analysis will further link the production and export of wine in Chile with the import and retailing of this wine in one key core economy market, namely that of the UK. The analysis is divided into three sections. First, the political economy of value chains in agro-industry is discussed, particularly in relation to the distinction between network or quasi-hierarchical relationships. Then the paper examines the theme of retail concentration in the UK and the impacts that this has on global value chains which incorporate Chilean wine firms. The focus then moves to value chains and the nature of upgrading within Chilean wine firms by examining the strategic example of the lead firm and firm upgrading as a response to demands of UK retailers and through the flying winemaker model. Broad conclusions on the comparative nature of value chains and the scramble for value within them are finally made. [ABSTRACT FROM AUTHOR]

In this paper will be analysed three different educational contexts for preparing school principals such as Australia, England and the United States. This study analyses the professional development of academic leadership in the countries previously mentioned in order to apply the successful aspects to the Chilean education system, a system greatly need of improvement. The main finding of this study is that school administrator development is unproductive when the administrators themselves are not given the power to make decisions such as selecting teaching staff and managing finances. In this context, legal and bureaucratic structures in Chile act as barriers in consolidating and practicing these new ideas and recommendations. [ABSTRACT FROM PUBLISHER]

Evidence-based and person-centred care requires the measurement of treatment outcomes that matter to youth and mental health practitioners. Priorities, however, may vary not just between but also within stakeholder groups. This study used Q-methodology to explore differences in outcome priorities among mental health practitioners from two countries in relation to youth depression. Practitioners from the United Kingdom (UK) (n = 27) and Chile (n = 15) sorted 35 outcome descriptions by importance and completed brief semi-structured interviews about their sorting rationale. By-person principal component analysis (PCA) served to identify distinct priority profiles within each country sample; second-order PCA examined whether these profiles could be further reduced into cross-cultural "super profiles". We identified three UK outcome priority profiles (Reduced symptoms and enhanced well-being; improved individual coping and self-management; improved family coping and support), and two Chilean profiles (Strengthened identity and enhanced insight; symptom reduction and self-management). These could be further reduced into two cross-cultural super profiles: one prioritized outcomes related to reduced depressive symptoms and enhanced well-being; the other prioritized outcomes related to improved resilience resources within youth and families. A practitioner focus on symptom reduction aligns with a long-standing focus on symptomatic change in youth depression treatment studies, and with recent measurement recommendations. Less data and guidance are available to those practitioners who prioritize resilience outcomes. To raise the chances that such practitioners will engage in evidence-based practice and measurement-based care, measurement guidance for a broader set of outcomes may be needed. [ABSTRACT FROM AUTHOR]

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]

The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems -- 'epistemic problematization'; and (ii) a nuancing of Northern theories so as to contextualize them -- 'epistemic nuancing'. Suggestions are also made for a new configuration of knowledge production in higher education studies -- a model of knowledge from and for the South.

This article deals with Huth & Co.'s activities in Chile during the 1820s-1850s. Huth was the only London merchant-banker that decided to go global before 1850, and also the only one to open a branch in Chile. The analysis of how his branches operated should take this into account, yet Huth's activities in Chile have only previously been examined using a bilateral approach to examine the economic relations between Chile and Britain. This situation was mainly due to the fact that the richest collection of primary material on Huth & Co. (the Huth papers at University College London) had been ignored by scholars working on Anglo-Chilean economic relations during the first half of the nineteenth-century. The main focus of this paper is on the information that we were made unaware of due to this restricted investigative approach. Among them are the connections established between Huth's branches in Chile and the USA, Asia, continental Europe and the rest of Latin America; and the important trade in Spanish quicksilver. [ABSTRACT FROM AUTHOR]

This paper examines the need to embed gender in an empirical examination or conceptual use of Blue Justice. In developing the Blue Justice concept, there is a need to avoid reproducing ongoing and historical omissions of gender issues in small-scale fisheries governance and research. By drawing on the concepts of procedural and distributive justice, this paper explores how gender equity and equality and Blue Justice concerns interrelate, inform and shape each other in fisheries governance. These issues are explored through an analysis of four cases: Zanzibar (Tanzania), Chile, France and the United Kingdom (UK). We find that gendered power inequities in fisheries and women's marginalised participation in fisheries governance are associated with procedural injustices. These further shape the distributive outcomes in fisheries governance. We argue that any effort to integrate gender into Blue Justice has to address the way that power relations are gendered in a particular fishery – extending the focus beyond the sea and including issues and concerns that are not always included in traditional fisheries governance arrangements revolving around fish resource management. [ABSTRACT FROM AUTHOR]

Over the last two decades, education privatization has become a widespread phenomenon, affecting most education systems and giving place to a consistent increase in private school enrolment globally. However, far from being a monolithic phenomenon, privatization advances through a variety of context-sensitive policy processes that translate into multiple policy outcomes. This paper aims at understanding why and how education privatization unfolds in a broad variety of settings and, to this purpose, examines the different manifestations of education privatization on the light of Cultural Political Economy (CPE). The conceptual and analytical tools provided by CPE prove to be particularly well suited to explore such a multi-faceted and multi-scalar phenomenon. CPE has helped us to capture the intersect and tension between different drivers (global and local, material and ideational) of education privatization through the evolutionary mechanisms of variation, selection and retention. On the basis of a systematic literature review methodology, encompassing 227 research papers, the article identifies and systematizes six different paths towards education privatization--understood as groups of frequently associated circumstances, mechanisms and courses of action leading to privatization. Conceived as ideal types, these different paths ultimately allow for a richer understanding of education privatization and show that the international diffusion of education privatization norms and discourses is far from producing policy convergence at a global scale.

Employers’ civil liability for work injuries and subsequent compensation for non-economic losses represent challenges for many countries. Several countries in Latin America and Europe still do not apply non-economic damage standards, and even when they do, the task of assessing damages is often left to a judges’ discretion. Similarly, common and civil law jurisdictions have shown non-standard ways about how these losses should be assessed and understood. This paper therefore, aims to compare England and Chile in terms of employers’ civil liability and subsequent non-economic damages compensation after work-related accidents. It focuses on the current progress made by both countries in terms of non-economic loss definition and assessment. This is a qualitative study. Research data consisted on a review of case law within the last five years in both countries. Additional, contextual data was gathered by looking at published documents examining the current English context and four interviews were carried out to further understand the Chilean context. Data was analyzed using framework analysis and the Nvivo software. From a comparative perspective, findings show that England has made important progress in terms of types of employer’s liability, understanding of non-economic loss, and standards of assessment. Although several advances have been made in Chile over the last few years, a number of challenges still remain. [ABSTRACT FROM AUTHOR]

Multimodal Learning Analytics (MMLA) has huge potential for extending the work beyond traditional learning analytics for the capabilities of leveraging multiple data modalities (e.g. physiological data, digital tracing data). To shed a light on its applications and academic development, a systematic bibliometric analysis was conducted in this paper. Specifically, we examine the following aspects: (1) Analyzing the yearly publication and citation trends since the year 2010; (2) Recognizing the most prolific countries, institutions, and authors in this field; (3) Identifying the collaborative patterns among countries, institutions, and authors, respectively; (4) Tracing the evolving procedure of the applied keywords and development of the research topics during the last decade. These analytic tasks were conducted on 194 carefully selected articles published since 2010. The analytical results revealed an increasing trend in the number of publications and citations, identified the prominent institutions and scholars with significant academic contributions to the area, and detected the topics (e.g. characterizing learning processes using multimodal data, implementing ubiquitous learning platforms) that received the most attention. Finally, we also highlighted the current research hotspots attempting to initiate potential interdisciplinary collaborations to promote further progress in the area of MMLA.

In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.

We develop a flexible Bayesian time-varying parameter model with a Leamer correction to measure contagion and interdependence. Our proposed framework facilitates a model-based identification mechanism for static and dynamic interdependence. We also allow for fat-tails stochastic volatility within the model, which enables us to capture volatility clustering and outliers in high-frequency financial data. We apply our new proposed framework to two empirical applications: the Chilean foreign exchange market during the Argentine crisis of 2001 and the recent Covid-19 pandemic in the United Kingdom. We find no evidence of contagion effects from Argentina or Brazil to Chile and three additional key insights compared to Ciccarelli and Rebucci 2006 study. For the Covid-19 pandemic application, our results convey that the United Kingdom government was largely ineffective in preventing the importation of Covid-19 cases from European countries during the second wave of the pandemic. [ABSTRACT FROM AUTHOR]

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

There is a drastic geographic imbalance in available global streamflow gauge and catchment property data, with additional large variations in data characteristics. As a result, models calibrated in one region cannot normally be migrated to another without significant modifications. Currently in these regions, non‐transferable machine learning models are habitually trained over small local data sets. Here we show that transfer learning (TL), in the senses of weight initialization and weight freezing, allows long short‐term memory (LSTM) streamflow models that were pretrained over the conterminous United States (CONUS, the source data set) to be transferred to catchments on other continents (the target regions), without the need for extensive catchment attributes available at the target location. We demonstrate this possibility for regions where data are dense (664 basins in Great Britain), moderately dense (49 basins in central Chile), and scarce with only remotely sensed attributes available (5 basins in China). In both China and Chile, the TL models showed significantly elevated performance compared to locally trained models using all basins. The benefits of TL increased with the amount of available data in the source data set, and seemed to be more pronounced with greater physiographic diversity. The benefits from TL were greater than from pretraining LSTM using the outputs from an uncalibrated hydrologic model. These results suggest hydrologic data around the world have commonalities which could be leveraged by deep learning, and synergies can be had with a simple modification of the current workflows, greatly expanding the reach of existing big data. Finally, this work diversified existing global streamflow benchmarks. Plain Language Summary: We introduced a method to utilize available big data to better start and warm up a machine learning streamflow model that is later fine‐tuned for prediction in basins on other continents (Asia, South America and Europe). This procedure noticeably improved streamflow volume prediction for different scenarios with varying amounts of data in the target basins (in terms of time period, length of collected data, and number of basins having data). This allows thousands of basins across the world with only a few years' worth of streamflow observations to benefit from improved modeling and accuracy resulting from the use of deep learning. Key Points: Basins around the world can be better modeled by applying transfer learning (TL) to a deep network trained in the US, and tuning it locallyThe benefits of TL increased with the amount and diversity of the source data, and were larger than from pretraining with a hydrologic modelThis work greatly expands the reach of deep learning, adds to the value of existing big data, and calls for synergy of global data sets [ABSTRACT FROM AUTHOR]

In this paper, we explore the improvisations made in examination practices in higher education during the pandemic of 2020. Drawing on STS, we start from the theoretical assumption that examinations constitute an obligatory passage point in universities and colleges: a sacred point which students need to pass if they want to gain recognized qualifications. We base our analysis of higher education examinations on cases from six countries around the world: Australia, Belgium, Chile, India, Sweden and the UK. We use the analytical heuristic of choreography to follow the movements, tensions and resistance of the 'emergency examinations' as well as the re-orderings of actors and stages that have inevitably occurred. In our analytical stories we see the interplay between the maintenance of fixed and sacred aspects of examinations and the fluidity of improvisations aimed at meeting threats of spreading COVID-19. These measures have forced the complex network of examinations both to reinforce some conventional actors and to assemble new actors and stages, thus creating radically new choreographies. Although higher education teaching and didactics are being framed as a playground for pedagogical innovation with digital technologies, it is clear from our data that not all educational activities can be so easily replicated.

Background: The incidence of colorectal cancer (CRC) is increasing in developing countries, yet limited research on the CRC- associated microbiota has been conducted in these areas, in part due to scarce resources, facilities, and the difficulty of fresh or frozen stool storage/transport. Here, we aimed (1) to establish a broad representation of diverse developing countries (Argentina, Chile, India, and Vietnam); (2) to validate a 'resource-light' sample-collection protocol translatable in these settings using guaiac faecal occult blood test (gFOBT) cards stored and, importantly, shipped internationally at room temperature; (3) to perform initial profiling of the collective CRC-associated microbiome of these developing countries; and (4) to compare this quantitatively with established CRC biomarkers from developed countries. Methods: We assessed the effect of international storage and transport at room temperature by replicating gFOBT from five UK volunteers, storing two in the UK, and sending replicates to institutes in the four countries. Next, to determine the effect of prolonged UK storage, DNA extraction replicates for a subset of samples were performed up to 252 days apart. To profile the CRC-associated microbiome of developing countries, gFOBT were collected from 41 treatment-naïve CRC patients and 40 non-CRC controls from across the four institutes, and V4 16S rRNA gene sequencing was performed. Finally, we constructed a random forest (RF) model that was trained and tested against existing datasets from developed countries. Results: The microbiome was stably assayed when samples were stored/transported at room temperature and after prolonged UK storage. Large-scale microbiome structure was separated by country and continent, with a smaller effect from CRC. Importantly, the RF model performed similarly to models trained using external datasets and identified similar taxa of importance (Parvimonas, Peptostreptococcus, Fusobacterium, Alistipes, and Escherichia). Conclusions: This study demonstrates that gFOBT, stored and transported at room temperature, represents a suitable method of faecal sample collection for amplicon-based microbiome biomarkers in developing countries and suggests a CRC-faecal microbiome association that is consistent between developed and developing countries. [ABSTRACT FROM AUTHOR]

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional se [ABSTRACT FROM AUTHOR]

In the COVID-19 pandemic, patients who are older and residents of long-term care facilities (LTCF) are at greatest risk of worse clinical outcomes. We reviewed discharge criteria for hospitalised COVID-19 patients from 10 countries with the highest incidence of COVID-19 cases as of 26 July 2020. Five countries (Brazil, Mexico, Peru, Chile and Iran) had no discharge criteria; the remaining five (USA, India, Russia, South Africa and the UK) had discharge guidelines with large inter-country variability. India and Russia recommend discharge for a clinically recovered patient with two negative reverse transcription polymerase chain reaction (RT-PCR) tests 24 h apart; the USA offers either a symptom based strategy—clinical recovery and 10 days after symptom onset, or the same test-based strategy. The UK suggests that patients can be discharged when patients have clinically recovered; South Africa recommends discharge 14 days after symptom onset if clinically stable. We recommend a unified, simpler discharge criteria, based on current studies which suggest that most SARS-CoV-2 loses its infectivity by 10 days post-symptom onset. In asymptomatic cases, this can be taken as 10 days after the first positive PCR result. Additional days of isolation beyond this should be left to the discretion of individual clinician. This represents a practical compromise between unnecessarily prolonged admissions and returning highly infectious patients back to their care facilities, and is of particular importance in older patients discharged to LTCFs, residents of which may be at greatest risk of transmission and worse clinical outcomes. [ABSTRACT FROM AUTHOR]

Research on contract cheating usually considers most forms of outsourcing combined, although studies have found that students more commonly obtain work from those known to them, rather than from commercial sites; yet little research exists which explores which variables and motivators may be associated with this type of outsourcing. Strategies employed to reduce student interaction with essay mills are unlikely to have an impact on reducing outsourcing from friends or family. Implementation of practical responses requires knowledge unique to the different methods of outsourcing. This paper presents statistical analysis undertaken on an international research population to consider which variables were statistically able to predict university student's engagement in assignment outsourcing from either friends, family or other students. Situational factors, such as knowledge of other student's cheating, and believing cheating is acceptable, were found to have a correlation to self-reported outsourcing behaviours. Individual factors did not show statistical significance in predicting student engagement with outsourcing from those known to them.

Reducing children's exposure to food marketing is an important obesity prevention strategy. This narrative review describes current statutory regulations that restrict food marketing; reviews available evidence on the effects of these regulations; and compares policy design elements in Chile and the United Kingdom. Currently, 16 countries have statutory regulations on unhealthy food marketing to children. Restrictions on television advertising, primarily during children's programming, are most common. Schools are also a common setting for restrictions. Regulations on media such as cinema, mobile phone applications, print, packaging, and the internet are uncommon. Eleven evaluations of policies in 4 jurisdictions found small or no policy-related reductions in unhealthy food advertising, in part because marketing shifted to other programs or venues; however, not all policies have been evaluated. Compared with the United Kingdom, Chile restricts marketing on more products, across a wider range of media, using more marketing techniques. Future research should examine which elements of food marketing policy design are most effective at reducing children's exposure to unhealthy food marketing. [ABSTRACT FROM AUTHOR]

Despite Public-Private Partnerships' (PPPs) growing popularity within education policy circles, research on their effects yields contradictory results. The understanding of PPP effects is limited by the prevalence of generalist analyses that neglect to acknowledge the exceptional heterogeneity of the policy frameworks in which PPPs crystallize. Building on a scoping literature review, this paper aims at identifying patterns of effects of main PPP modalities on education (namely vouchers, charter schools and public subsidies for private schools) by considering the mediating role of policy-design variables. Our results show that PPP configurations oriented at the generation of market-like dynamics are frequently found to exacerbate school segregation and educational inequalities. Conversely, those PPP arrangements less conducive to market competition and those that follow an affirmative action rationale (such as targeted vouchers) are more likely to yield more positive effects on learning outcomes than other types of PPPs, without necessarily undermining equity.

Higher education systems globally have seen major increases in women's participation and the overall trend in OECD countries has been a transition from the traditional male majority in enrolments to a substantial female majority. Prompted by a recent reversal of this trend, this paper explores gender differences in participation in higher education in 27 OECD countries between 1971 and 2015. While increased participation by women was thought to be part of the solution to persistent gender inequalities we argue that this is not an inevitable outcome. Our argument is based on an analysis of changes in the gender composition of the student population, using available secondary data. We explore how changing gender differentials are linked to the concurrent massification of HE, changing distribution of enrolments by field of study, changes in sex segregation by field, features of national education systems and wider social structural differences related to gender. Our analysis examines the complex interaction between discipline-specific levels of sex segregation and overall levels of gender parity. We argue that that sex segregation needs to be considered alongside women's long-standing higher participation rates to understand why the latter has not triggered a transformation in the gendered division of labour.