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Education-UK and British private schools more specifically are often framed as a global brand of 'world-class' quality. However, the increased competition within the international education market has meant British private schools cannot rest on their laurels but instead must continue to project their 'world-classness' in a way that does not diminish their brand image. Drawing on interviews of parents and key gatekeepers, this paper examines how British private schools in Nigeria (BPS-NIG) and British private boarding schools in the UK (BPBS-UK) evoked and projected their supposed world-classness through the strategic use of white symbolism and the expensive admission process. The paper contends that the latter are types of soft-sell marketing techniques utilised by BPS-NIG and BPBS-UK to sell British schools without imperilling their brand image. The paper concludes by drawing attention to the racial implication of framing whiteness and white British specifically as synonymous with high-quality, 'world-class' education. [ABSTRACT FROM AUTHOR]

Too few studies of elite private schools consider how they derive power and prestige from their relationships and interactions with other social and political groups and institutions, including the State. This paper contributes to elite school studies by examining the relationality between the Australian State and private sector schools around how government funds public and private education. Of all Australian students, 35.5% attend private schools. All private schools, including elite schools, receive significant amounts of taxpayers' money. After explaining the complex policy architecture of this funding regime, this paper offers a fresh set of conceptual resources to help deepen the analysis of this situation. We argue that the whole Australian private school sector operates as an accumulation economy, essentially utilising public sector resources to enlarge, enrich and sustain itself. This happens via three dynamics – accumulation by extraction, by mystification and by depletion. We show how elite schools are part of, and benefit from, each. [ABSTRACT FROM AUTHOR]

This article documents a cultural script of 'non-materialistic parental investment' in a private kindergarten in Israel, and the paradoxes that accompany it. Drawing on ethnographic fieldwork, the analysis reveals an inherent tension between an anti-materialistic ideology and the immersion of the kindergarten in a hyper-consumerist culture. While the explicit discourse emphasizes simplicity and unmediated emotional nurturing, the kindergarten in effect comprises an arena of intense elite consumerism of upper-middle-class parents who wish to give their children high-quality, expensive education. As a prestigious private business, it, therefore, plays a direct role in class differentiation processes, although 'social-class' is not part of the conscious pedagogical agenda. [ABSTRACT FROM AUTHOR]

A queue‐jumping argument concludes that some course of action is impermissible by likening it to the presumptively impermissible act of jumping a queue. Arguments of this sort may be found in a disparate range of contexts and in support of policies favoured by both left and right. Examples include arguments against private education and private health care but also arguments against accommodations for learning disabilities, refugee resettlement, and birthright citizenship. We infer that, although queue‐jumping arguments are strictly analogies, they constitute a sufficiently distinct class of arguments to justify their separate treatment. The paper proposes an argumentation scheme for queue‐jumping arguments and demonstrates its applicability to some existing arguments of this type. [ABSTRACT FROM AUTHOR]

This article focuses on a Swedish school company and its operations in India, examining how setting up and operating schools in another national place forge particular spatial imaginaries. It contributes to literature on the Global Education Industry by focusing on international moves of commercial non-Anglo-Saxon actors. Drawing on interviews and extensive fieldwork in India, we show how the 'marriage' between the global (represented by the Swedish company) and local (the 'Indian') are manifested in the spatial imaginary of the 'glocal school', encompassing hierarchical otherings rooted in discourses of both globalisation and colonialism. [ABSTRACT FROM AUTHOR]

In Ghana, private higher education institutions' (PHEIs) share of gross tertiary enrolment is on the decline in the midst of growing demand for tertiary education. Whether this is, an indication of PHEIs in Ghana becoming endangered species in the higher education space has received limited research attention. Through documentary reviews and interviews of purposively selected 22 key informants, including Presidents, Vice Presidents, Registrars, Finance Officers of PHEIs and Ghana Tertiary Education Commission (GTEC) Academic Auditors, this study investigates the viability and sustainability of PHEIs in Ghana. Resource Dependency Theory guided the study. The emerging issues, which relate to dynamics of students' enrolments, funding, affiliation policy, staffing and innovativeness provide indicative realities of short-term viability and long-term sustainability of PHEIs in Ghana that make them appear endangered species. The study concludes that PHEIs in Ghana are vulnerable with respect to their short-term operational viability and long-term sustainability which make them appear endangered species with a plausible implication of heightening the pressure on the public purse to expand and or establish more public HEIs in order to meet the ever-increasing demand for higher education. [ABSTRACT FROM AUTHOR]

This paper investigates whether parents' entry into unemployment affects investment in children's education through their decision to provide public or private education for their children. The empirical approach makes use of longitudinal data from the Continuous National Household Sample Survey (Pesquisa Nacional por Amostra de Domicílios Contínua–PNAD contínua) and propensity-score matching with difference-in-difference methods. According to estimates, parents' unemployment reduces the probability of children's enrollment in the private educational system, which usually has better quality but high costs, instead of in the public educational system, which is offered for free but typically has poor quality. Thus, evidence suggests that reductions in household income as a consequence of unemployment can have impacts on the quality of human capital accumulated by children. [ABSTRACT FROM AUTHOR]

This study aimed to identify instructional competencies of the physical education teachers، as well as investigating the differences in the degree of possession of teaching competencies according to the variables of (Qualification ، gender، experience ، educational qualification، place of residence، specialization). The researcher used the descriptive analytical approach، and questionnaires as a tool for data collection، which was applied to a sample of (537) intentionally selected physical education teachers، supervisors، and principals of public and private schools in Sana’a and the capital city. The results of the study concluded that physical education teachers in the schools of the capital city and Sana’a possess a high degree of teaching competencies. The results also showed that teachers of specialization of (Physical Education) have higher teaching competencies than those nonspecialists، and that private school teachers possess a higher degree of teaching competencies comparing to public school teachers. Based on these results، the study recommended the need to develop and improve the teaching competencies of physical education teachers by involving them in additional training sessions and education courses. [ABSTRACT FROM AUTHOR]

At present, private education plays an important role in China's education system, but there are a series of problems and challenges in the management of private education. The purpose of this study is to discuss and solve the problems existing in the management of private education through the method of fuzzy logic system. Firstly, the application of fuzzy logic systems in related fields is reviewed to understand the potential and advantages of fuzzy logic systems. Then, through the analysis of the main problems in the management of private education, the root of these problems and their impact on the education system are revealed. By establishing a private education management model based on fuzzy logic system, the application and function of this model in problem analysis and decision making are demonstrated. In the analysis of the results, the accuracy and effectiveness of the fuzzy logic system in the management of private education are evaluated, and the targeted management strategies and countermeasures are put forward to solve the problems in the management of private education. [ABSTRACT FROM AUTHOR]

This study individually estimates and analyzes the contribution of public schools and fee-paid private tutoring classes to academic performance of students in Sri Lanka. Econometric models and measures of descriptive statistics were estimated and instructional time was graphically compared to test whether the private tutoring classes significantly contribute to students' academic performance. Econometric results with descriptive statistics strongly confirm the contribution of private tutoring education in the academic performance of the students in public schools. The study concludes that in Sri Lanka, private tuition classes have a significant positive contribution to the academic performance of students in public schools. [ABSTRACT FROM AUTHOR]

Unpacking the linkages between mainstream education and private tutoring is fundamental for advancing knowledge on tutoring's implications for learners and systems of learning. This paper explores the micro-processes of teaching-learning at schools and tutoring centres to provide a nuanced understanding of the dynamics between them, in the context of India. Using qualitative data from lesson observations, interviews and focus group discussions with 85 participants, the paper explicates the teaching-learning processes in these two settings. The findings and analysis illuminate how actors in one setting shape their responses based on their perceptions of the other, thus influencing their pedagogical practices. The cyclic nature of the resulting dynamics highlights the negative implications for mainstream education in terms of undermining the implementation of progressive pedagogical reforms and inhibiting the need for systemic interventions to resolve incongruities and misalignments within the larger education system. This could result in a potentially vicious feedback loop. The non-binary exploration of this feedback loop has wider global relevance in terms of the nuances added to the theme of private tutoring's negative outcomes. [ABSTRACT FROM AUTHOR]

This research aims to explore the school segregation of students with special educational needs in the second cycle of Early Childhood Education by estimating its magnitude, determining the incidence of school ownership and affiliation to the Bilingual Program, and describing its evolution. To achieve this, we conduct an ex post facto study with data from the 10,182 students enrolled in one of the 77 public and private-subsidised schools in the Community of Madrid. The results indicate that the magnitude of school segregation is around 0.20 (ISG); that the incidence of school ownership is low (4.6 %), while the incidence of the Bilingual Program is high (17.2 % on average); and that segregation has slightly decreased in recent years, however the differences between schools based on ownership and affiliation to the Bilingual Program have increased. Therefore, we conclude that it is necessary to address segregation in Early Childhood Education and that measures need to be taken to combat it. We also highlight the importance of reconsidering the Bilingual Program due to its impact on school segregation. [ABSTRACT FROM AUTHOR]

In response to the current situation in which an imbalance in educational redistribution has led to an inefficient and slow educational environment in the long-term, difficulty in satisfying the interests of subjects, and a lack of effective targeting of school policy measures, an SD evolutionary game model targeting educational reform, with schools, administrative institutions, and professors as the three parties, was established. Based on expected utility theory and Lyapunov’s first law, a feedback regulation simulation study was conducted on subjects’ decision-making behavior. The research results show that: the evolutionary trajectory of the subjects in the game is affected by the redistribution of education funding benefits, but the evolution of the final system is in a state of stable equilibrium (push, reform, reform); the decision-making behavior of the pushing party plays a decisive role in the stability of the system, and if the education subsidies of university professors and the income from the value of research results are greater than the education subsidies before the education reform, evolution over time is conducive to prompting the professor group to prefer the education reform strategy, while the effect of school push on the stability of the educational reform system is significant in schools with lower returns on the value of research funding. [ABSTRACT FROM AUTHOR]

Differences in body shapes directly affect the functionality and aesthetic appearance of clothing. These differences can arise from an individual's body measurements, as well as from genetic diseases. Down syndrome, known as a chromosomal anomaly, is also a genetic disease that affects the different body shapes of individuals. The aim of this study is to determine the body measurements of individuals with Down syndrome due to their genetic characteristics, prepare size charts suitable for these individuals, and create basic body patterns. The study was conducted on 65 female individuals with Down syndrome aged 8-20 years who attend schools and private education centers affiliated with the Ministry of National Education in Gaziantep Province. Measurements were taken in accordance with anthropometric measurement rules, and the descriptive statistics of the measurements were calculated and evaluated. Based on the data analysis results, similarities were identified between the bodies, and two separate size charts were created. These size charts were transferred to the Clo 3d Fashion Design program, and body checks were performed to create basic patterns. Accordingly, basic size patterns for the age groups of 8-12 years and 12-20 years were prepared. [ABSTRACT FROM AUTHOR]

The private higher education (HE) sector in the UK is subject to little oversight or regulation. Consequently, it remains a largely unknown quantity. Yet, the UK government is keen to foster the growth of private providers as a means of stimulating competition across the entire HE sector that will purportedly lead to 'a greater choice of more innovative and better quality products and services at lower cost' (DBIS 2016a, 8). We document the landscape of private higher education provision in the UK to assess whether private providers are likely to be able to perform the role envisaged for them by government. We analyse data for 802 private providers in the UK collected from provider's websites and other publicly available sources in 2017. A latent class analysis indicates that the sector can be broken down into four distinctive types of providers: (1) for-profit providers principally offering business/IT courses at sub-degree level (c.50%) (2) or at bachelors or masters level (c.10%), (3) not-for-profit providers offering other kinds of specialist provision at bachelors and masters level (c.27%), and (4) longer-standing for-profit providers including those with their own degree-awarding powers delivering courses mainly at masters level (c.13%). Three of the four provider types offer little in the way of traditional bachelor degree provision, and the most common provider type is subject to virtually no regulatory oversight and highly vulnerable to 'market exit'. These findings cast doubt on the capacity of private HE providers to replace or enhance publicly funded HE provision. [ABSTRACT FROM AUTHOR]

Entrance to prestigious four-year colleges in South Korea depends heavily on secondary school curricula and scoring high enough on the university entrance exam known as the College Scholastic Ability Test (CSAT). The current national policy has elevated English to the same level of importance as math and Korean on the CSAT. Private English lessons, a part of the burgeoning shadow education, are vital to high school students seeking to obtain a high score, since students do not perceive that public school English education suffices for this immediate goal. Through an analysis of survey data gained from 420 high school students and semi-structured interviews with 15 English teachers, this study shows that Korea's testing culture leads to the devaluing of public school teachers and curricula and does not promote competences in speaking and writing. Our analysis suggests the necessity of curriculum reform that advances the empowerment of public school English teachers while ensuring a focus on all four language competences. [ABSTRACT FROM AUTHOR]

Context: Studies that analyze the temporal trend and spatial clustering of medical education indicators are scarce, especially in developing countries such as Brazil. This analysis is essential to subsidize more equitable policies for the medical workforce in the states and regions of Brazil. Thus, this study aimed to analyze the temporal trend and identify spatial clusters of medical education indicators in Brazil disaggregated by public and private education, states, and regions. Methods: A time-series ecological study was conducted using data from the Higher Education Census of the Ministry of Education from 2010 to 2021. The study analyzed vacancy density indicators of active and former students/100,000 population, disaggregated by public and private education, 27 states, and 5 regions in Brazil. Prais-Winsten regression was used for trend analyses of indicators. Hot Spot Analysis (Getis-Ord Gi*) was used to identify spatial clusters of indicators. Results: The number of medical schools increased by 102.2% between 2010 and 2021. A total of 366 medical schools offered 54,870 vacancies at the end of 2021. Vacancy density and active and former students increased significantly in the period, but this increase was greater in private institutions. Most states and regions showed an increasing trend in the indicators, with higher increase percentages in private than in public schools. Hot spot spaces changed over time, concentrated in the southeast, center-west, and north at the end of 2021. Medical education remains uneven in Brazil, with a low provision in regions with low socioeconomic development, academic structure, and health services, represented by regions in the north and northeast. Conclusions: There is a growing trend in medical education indicators in Brazil, especially in the private sector. Spatial clusters were found predominantly in the southeast, center-west, and north. These results indicate the need for more equitable medical education planning between the regions. [ABSTRACT FROM AUTHOR]

The debate between private and public education is a widely discussed issue in personal and policy forums globally. In Nepal, private schools have grown significantly due to the perceived advantages associated with them. This paper tests if there are significant differences in labor-market outcomes for individuals educated in private schools compared to those educated in public schools. Research Methodology and Data: We employ nationally representative household survey data from the Nepal Living Standards Survey (NLSS III), conducted by the Central Bureau of Statistics (CBS) Nepal in 2010/11, utilizing the Living Standards Measurement Survey (LMSS) methodology developed by the World Bank. We apply the Blinder-Oaxaca decomposition method to examine the relationship between educational attainment and four distinct measures of labor-market outcomes: labor force participation, employment status, job security, and wage income. Initially, we estimate these outcomes separately for individuals in private education and those in public education. Subsequently, we calculate and analyze whether the disparities in estimated values can be attributed to differences in education. Our findings reveal significant labor-market disparities between individuals participating in private education and those in public education. Those with private education display lower rates of labor force participation and reduced employment rates, suggesting fewer working hours. However, those employed within this group enjoy more secure salaried positions. Furthermore, private education is linked to higher wage incomes, primarily attributable to longer educational periods. The Blinder-Oaxaca decomposition demonstrates that most of these disparities are associated with variations in educational backgrounds. Consequently, the results highlight the role of segregated education in contributing to labor-market inequality, emphasizing the impact of private schools in exacerbating economic disparities in Nepal. The findings underscore the significance of educational attainment in ameliorating disparities between individuals educated in public and private schools. To address these issues, policymakers should concentrate on strategies aimed at increasing the duration of education for public school students, such as providing free, quality higher education. By narrowing the educational gap between private and public institutions, the nation can work towards diminishing wage and job security disparities, fostering a more equitable society. These findings also have relevance for countries grappling with similar socio-economic challenges, initiating essential policy discussions. [ABSTRACT FROM AUTHOR]

While many higher education systems across the world have expanded through privatisation, the Philippines is doing the opposite. Unlike similar Asian countries with private mass higher education such as Japan and South Korea, the Philippines is expanding tertiary education enrolment through "de-privatisation." But little is known as to why and how this system transition is occurring. This article analyses the decline in private higher education enrolment as it relates to the increasing public spending for higher education and growing subsidisation of private education. It identifies policy legacies that constrain the greater participation of public higher education institutions (HEIs). The earlier effort to marketise public universities, however, turned them into demand-absorbing institutions while deregulation allowed private HEIs to increasingly cater to specific, niche demands of the market such as migrant worker education. The Philippine government overcame the legacy of a mass private higher education by providing more state assistance through subsidies to private schools. The article highlights the often-ignored role of policy legacy and policy feedback in the study of the politics of higher education. [ABSTRACT FROM AUTHOR]

The article examines the possible role of state law and policy regarding the handling of the COVID-19 pandemic in the drastic decline in traditional public and private education in the U.S. It describes the breakdown in enrollment rates in public, private, charter and homeschooling in each state during the pandemic. It explores the laws and policies regarding masking, vaccinations and online/remote education. It also discusses the results of parental polls to identify solutions to the decline.

This paper concerns the 'education fever' that marked the early Korean immigrant community's private schooling initiatives in territorial Hawaiʻi (1898–1959). Drawing on the cases of two Korean private schools – the Korean Central School and the Korean Christian Institute – the paper examines the tensions and conflicts between white American missionary educators and Korean immigrant educators surrounding both the operation of the schools and the pedagogical practices deemed appropriate to the education of 'Oriental' students in the US imperial space. These two cases demonstrate that Korean immigrants in territorial Hawaiʻi were persistent and innovative in their efforts to appropriate Americanisation for their own national, communal and individual interests. Moreover, educators and parents challenged colonial educational practices by foregrounding how the Christian pedagogy of their private schools served to differentiate them from other (non-Christian) Asian immigrants, thereby legitimising their presence in white Protestant America. [ABSTRACT FROM AUTHOR]

This paper contributes to the debate on institutions and economic development by assessing the relationship between landownership concentration and education. Using historical data at both the district and province levels in post-unification Italy from 1871 to 1921, I find evidence of an adverse effect of land inequality on literacy rates. Instrumental variable estimates using malaria pervasiveness as a source of exogenous variation rule out concerns regarding potential endogeneity. Exploration of the panel dimension of the data reveals that several shocks during this period affected the relationship between land inequality and literacy rates. In addition, this paper provides insights into the mechanism behind this relationship by analyzing the impact on intermediate outputs, such as enrollment rates in primary school, child-teacher ratio, school density, child labor, and municipality expenditures. Land inequality may have adversely affected literacy rates not only by influencing schooling supply through the political process but also through the private demand for education. [ABSTRACT FROM AUTHOR]

Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained. [ABSTRACT FROM AUTHOR]

In many European societies, arts education and culture play a central role in their education systems. In England, the situation is very different. There, for the last two decades, the state has progressively marginalised the role of the arts in the public education system in the belief that the 'market' does not value the arts. However, England also has a strong relatively autonomous private education system financed directly by parental fees. This paper explores the extent to which the top private schools have diverged from this process of marginalisation. The findings suggest that these top private schools have invested more in the arts, which have subsequently come to play an increasingly important role in the education they provide. One consequence is that we have witnessed the emergence of two 'systems' of education in England, which pose a significant challenge for cultural policy. [ABSTRACT FROM AUTHOR]

The economic, political, and pandemic crises in Brazil have direct impacts on higher education institutions (HEIs). This article proposes a discussion about how these crises affected the undergraduate courses in Geography emphasizing its regional configuration. The Inep database, between 2010 and 2021, is used to measure the reduction of public and private education and the growth of private online courses in number of students and locations served. We argue that although it is territorially dispersed, online courses end up reproducing a centralized logic that contributes little to the knowledge about Brazilian natural and social diversity. Conversely, when in-class courses are extended to peripheral regions, they foster the participation of a greater number of regions in the creation of geographical knowledge. [ABSTRACT FROM AUTHOR]

Due to the difficulties of entering the labor market, even with government incentives for access to private education, public higher education has become increasingly coveted. These factors culminate in the purpose of popular education, minimizing educational differences experienced by students in vulnerable situations based on the freirean methodology. Cursinho de Educação Popular is a tool for this purpose, as an initiative to support these students to enter the university environment. This experience report aims to tell the trajectory of the Cursinho de Educação Popular, in Iturama, State of Minas Gerais, during the Covid-19 pandemic, encompassing the reformulation and adaptability of traditional teaching methods. The present report also presents the results obtained during this trajectory until approval by the Universities. [ABSTRACT FROM AUTHOR]

Due to the difficulties of entering the labor market, even with government incentives for access to private education, public higher education has become increasingly coveted. These factors culminate in the purpose of popular education, minimizing educational differences experienced by students in vulnerable situations based on the freirean methodology. Cursinho de Educação Popular is a tool for this purpose, as an initiative to support these students to enter the university environment. This experience report aims to tell the trajectory of the Cursinho de Educação Popular, in Iturama, State of Minas Gerais, during the Covid-19 pandemic, encompassing the reformulation and adaptability of traditional teaching methods. The present report also presents the results obtained during this trajectory until approval by the Universities. [ABSTRACT FROM AUTHOR]

Vice principals although key players in the education system, remain an under-explored population. This article aims to understand the motivations and forms of their commitment to responsibility. It focuses on vice principals in private schools under contract and is based on qualitative research with a comprehensive aim (action-training research conducted by focus group with 24 vice principals). After contextualizing their access to management, clarifying the notion of commitment and responsibility, and presenting the methodology used, this article presents the main results. It shows the tensions inherent in the commitment to the managerial role under the prism of responsibility, between the appropriation of the desire of others and one's own desire, between institutional freedom linked to a with little framework and assignment to a position determined by the headmaster, between the relationship to teaching and to management. [ABSTRACT FROM AUTHOR]

The dynamics of professionalization of the heads of Catholic educational establishments (CESP) (Private education under contract in France) have led them for several years to take charge of multi-site groupings. In the first degree, this translates into the establishment of CESP in several schools in the same geographical entity. Therefore, unable to be in the various places at the same time, the CESPs organize, to make up for their absence, the operation and life of the schools, relying on the human resources of each place. The subsidiarity/delegation complementarity then becomes the central principle of the governance and managerial action of the CESP. The implementation of this principle produces a systemic set of adjustments made at different scales, from individual action to the adjustments instructed in each school to the institutional action of the adjustments instructed by the CESPs in networks and by the supervisory authorities which oversee it. become a political strategy. Our study reports, from the comments of the actors, the effects of some adjustments made at different levels of the design and implementation of this multisite governance. [ABSTRACT FROM AUTHOR]

The aim is to examine the journey of a deep story of political movements, conflicts of interest, dialogues and other points of contention between groups whose interests and norms determine why, what for and how to educate. We will analyse the history of this relationship in three countries in the American Caribbean region (Venezuela, Colombia and Mexico) for their historical, pedagogical, national and international similarities of purpose. The methodology will be to analyze points of historical tension: the separation of secular and ecclesiastical education in Venezuela. Therefore, it cannot be naively assumed that education in our era is entirely a public service or a mercantile transaction; it still exists in a hybrid dimension, where each authority, in the legal and political framework, constructs its own version of the educational framework. [ABSTRACT FROM AUTHOR]

Using the data from the China Education Panel Survey (CEPS), this study estimated the effects of two types of private supplementary education, namely, cram school and hobby class, on the development of Chinese junior high school students and the moderating effects of family socioeconomic status (SES). First, we found that cram schools and hobby classes both positively correlate with some dimensions of adolescents' development while negatively correlating with others. Attending cram schools is positively associated with students' academic achievement but negatively related to their noncognitive skills. Participating in hobby classes is positively associated with noncognitive abilities but negatively related to cognitive abilities. Second, the negative correlations between cram schools and noncognitive abilities and between hobby classes and cognitive abilities are stronger for low‐SES students than their affluent counterparts. The current study's findings shed new light on the role of private supplementary education in educational inequality and social stratification in China. [ABSTRACT FROM AUTHOR]

The article focuses on the shift in education policy from public decision-making to corporate market exchanges. Topics include the control of schools by wealthy businessmenthe influence of organizations like the Confederation of School Trusts; and examples illustrate a trend of depoliticization and the privatization of education, with decisions being made outside the realm of public accountability.

Different studies have observed that performance is a worse predictor of educational expectations among high-SES students. This result has been referred to as stickiness in high-SES students' expectations and explained as the outcome of the capacity and motivation of high-SES families to manage low performance so that it does not affect educational ambition and endanger social maintenance. However, little is known about how that stickiness is achieved. I use Spanish data from PISA 2018 to assess the role played by private schools in the stickiness of the expectation of enrolment in the academic track of upper secondary education. First, I report high stickiness in high-SES Spanish students' expectations. Then, I find that low performance is less detrimental to educational ambition in private schools, particularly for high-SES students. Finally, I simulate a counterfactual scenario where high-SES students enrol in private schools as often as low-SES students and observe that one-fifth of the stickiness in the expectation of academic-USE disappears. [ABSTRACT FROM AUTHOR]

This article provides a Bourdieusian analysis of middle-class parents' investment in private schooling and shadow education (tutoring support) in India, thus contributes to the scholarship of class-based educational advantage. It unveils parents' aspirations for their children's education and investigates how these aspirations shape the demand for private education. Bringing into sharp focus the complexity of social privilege, this article discusses how middle-class parents' articulation of their lack of valued cultural capital informs their decision to invest in private schools. However, parents' views on their ineffective involvement in their children's education produce a perceived home disadvantage, which parents compensate for by investing in tutoring services. The article argues that investing in private education – both in formal educational institutions and tutoring centres – is a case of 'capital exchange' (transfer of economic capital to secure cultural capital) exercised by privileged social groups to 'purchase' valuable educational resources, thus reproducing their social class position. [ABSTRACT FROM AUTHOR]

The aim of this research is the place of education in the ancient Egyptian civilization. In this context, the concept of school has been examined by considering clerkship, home education and artist-musician education. In the study, cultural analysis design, one of the qualitative research methods, was used. In the research, data collection was carried out through document review based on primary sources and the review and evaluation of studies published from them. Throughout history, people have attached great importance to education. Because transferring new information to new generations has always been a great need. This is also true in ancient history. In ancient Egypt, the education system was used to teach writing and transfer knowledge. Our studies in this context show that education and literacy were important concepts in Ancient Egypt. When the written sources are examined, it is seen that there were three different schools in Ancient Egypt. These are in the form of temples, palaces and other schools. Therefore, it is seen that education continued not from a single institution, but from different places. However, the right to education was not limited to the royals and nobles, but people from different classes also participated. In addition, not only men but also women were included in the training. The existence of female clerks is proof of this. In addition to schools, he took part in the education process at home. Vocational training is also included here, as well as on religious and moral issues. It is also noticed that there are private schools for the education of musicians and singers. [ABSTRACT FROM AUTHOR]

This research aims to determine the contribution of private schools to socioeconomic school segregation in Peru and its departments. A microdata mining is carried out of the National Student Assessment for the 2nd year of Secondary School, in such a way that it works with 631 013 Secondary School students, distributed in 17 310 educational services in the 25 departments. A greater segregation was found in the group of students with fewer resources, in terms of private school; while for those with greater resources, segregation is greater in public schools, although this segregation is considerably less. In both groups there are important differences between departments. [ABSTRACT FROM AUTHOR]

The current research seeks, in general, to identify the impact of the education pattern (public and private) in developing the values of citizenship in Kuwaiti society, and several sub-goals emerge from this goal represented in identifying the impact of the education pattern (public, private) in strengthening the value of patriotism throughThe teacher, curricula, classroom activities, and extra-curricular activities. As well as identifying the impact of the education pattern (public, private) in strengthening the value of democracy through the teacher, curricula, classroom and extra-curricular activities. And also to identify the impact of the education pattern (public, private) in strengthening the value of participation in charitable and voluntary work through the teacher, curricula, classroom activities and extracurricular activities. As well as identifying the impact of the education pattern (public, private) in strengthening the value of assuming responsibility through the teacher, curricula, classroom and extra-curricular activities. [ABSTRACT FROM AUTHOR]

Since the implementation of the Private Education Promotion Law in China, reasonably evaluating the competence of private higher-learning institutions (PHLIs) has become an urgent issue. Based on an analysis of the advantages and disadvantages of the existing evaluation methods and index system, this paper proposes a comprehensive method for evaluating the competitiveness of private colleges and universities. The evaluation index system is constructed, and private colleges and universities are then evaluated by means of the best worst method (BWM) and vague set theory. Finally, S university in Zhejiang Province is evaluated as an example. The results show that the university has strong competitiveness in operating its schools, but the quality of the schools and its ability to operate them need to be strengthened. Compared with other experimental approaches, this method can be used for effective and reasonable evaluation of the competitiveness of private universities. [ABSTRACT FROM AUTHOR]

This article focuses on unpacking the processes of how a rapidly rising group of urban upper-middle-class Chinese families decide to send their only children to the United States on their own for private secondary education. The article analyzes the socio-historical background of such choice and lays out these families' various paths to opting out of the neoliberal school-choice market in China and eyeing American private secondary education as the 'best' option. Based on in-depth interviews with 33 parents in several Chinese mega-cities, the author demonstrates that Chinese urban upper-middle-class families choose such a transnational educational choice as a silent exit from the anxiety-ridden Chinese education system. Situated in the socio-historical transformation of contemporary Chinese society, the reasons for exiting range from dissatisfaction with the political narrative to educational aspiration of a 'well-rounded' education and resistance against the test-oriented pedagogical practices at school. This ethnographic research provides a unique perspective to engage with works on elite education in a global context and enriches the theorization of the global middle classes. [ABSTRACT FROM AUTHOR]

We study, theoretically and empirically, the link between voters' support for public education and pensions. We show that the (inter‐generational) redistributive component of the retirement system creates a link between current spending on education and future pensions. Specifically, investments in education increase the young's productivity and, hence, future tax proceeds that will finance the current workers' pension. Consequently, the support for publicly financed education grows together with the generosity and degree of redistribution of the retirement system. The empirical analysis uses repeated cross‐country surveys to confirm the model predictions. [ABSTRACT FROM AUTHOR]

Previous research has shown that there is a small but significant cumulative private school advantage in terms of educational attainment in Britain. However, research on how school type influences non-educational outcomes is more scarcer. This paper aims to identify the extent to which school type influences satisfaction with life and mental health from adolescence to early adulthood. Using Next Steps, a longitudinal study of young people in England born in 1989/90, the authors use multiple variable regression analyses to address the research questions. They find that for this cohort there is no evidence of a difference for mental health and life satisfaction by school type for either men or women in adolescence or early adulthood. [ABSTRACT FROM AUTHOR]

While people interact with others in their daily life routines, they make an extraordinary effort to present themselves more positively than they are. In this way, they try to shape the impressions of themselves on the eyes of others. In this study, it is intended to reveal which impression management tactics they apply to in the communication process with the supervisor of graduate students. The study is composed of graduate students who continue their education at state and private universities in Turkey. The sample of the research consists of 387 people selected by Easy Sampling. A survey was used as a data collection tool in the research. The study uses a comparative scan model from a relational scan model, a type of scan model. According to the findings obtained from the research, participants successfully use the impression management tactics to defend themselves through the process of managing their supervisor impressions. Another important finding obtained in the study is that master students use more self-love impression management tactics than PhD students, which is one of the subdimensions of self-promotion impression management tactic. As a result; postgraduate students frequently resort to impression management tactics in their communication with their supervisor. [ABSTRACT FROM AUTHOR]

This study examined allocation of adolescents' free time differs depending on financial and spatial availability by exploiting the exogenous change on the school day. Using Korea Time Use Survey data, I found that adolescents allocate free time created by Saturday without school to mainly leisure activities. I also found that adolescents' private education and social activity time are not affected by parents' income, but adolescents living in big (small-medium) cities spend more time on private education, social and cultural activities (screen-based activities). These results suggest that the determinants of adolescents' free time allocation differ from those of their time use patterns, and reducing the education environment heterogeneity by region is important in bridging adolescents' inequality of educational opportunity. Subject classification codes: I24, I28, J13, J22 [ABSTRACT FROM AUTHOR]

This article focuses on a Swedish school company and its operations in India, examining how setting up and operating schools in another national place forge particular spatial imaginaries. It contributes to literature on the Global Education Industry by focusing on international moves of commercial non-Anglo-Saxon actors. Drawing on interviews and extensive fieldwork in India, we show how the ‘marriage’ between the global (represented by the Swedish company) and local (the ‘Indian’) are manifested in the spatial imaginary of the ‘glocal school’, encompassing hierarchical otherings rooted in discourses of both globalisation and colonialism. [ABSTRACT FROM AUTHOR]

Entering the network information age, all kinds of excellent and backward ideas and value orientations coexist on the network, and social trends of thought are diverse. Therefore, colleges and universities need to occupy the network position, expand the educational position from the platform to the network world, and better lead the Ideological and Political Education (IPE) of college students. Therefore, this paper takes the practice of IPE in China's Private Colleges and Universities (PCU) under the network environment as the research object. Firstly, this paper expounds the definition of PCU and briefly introduces the basic theory of IPE of college students. Secondly, it investigates the current situation of students' IPE under the network environment and analyzes the implementation path. Finally, through research and argumentation, the current situation and influencing factors of IPE in PCU are clarified, and countermeasures and suggestions are provided for online teaching in universities. [ABSTRACT FROM AUTHOR]

In order to improve the development effect of private education, this paper analyzes the current situation of private education combined with the data mining algorithm and explores the problems existing in the development of private education. Moreover, this paper combines the semi-parametric product estimation method with parameter estimation and applies the estimation method to model-assisted sampling estimation. This work enhances the estimate accuracy of the sample estimation and increases the field of application of the model while enhancing the classic generalized regression estimation. It also modifies the estimation accuracy on the basis of the linear assumption. The experimental study reveals that the data mining algorithm-based analysis approach for private education development provided in this work has a certain impact, and the development strategy of private education is assessed on this premise. [ABSTRACT FROM AUTHOR]

The present study shows the results of an Action-Research carried out with teachers from private and public education, working from kindergarten to high school in Brazil. The course based on physical attendance and on-line involvement which was entitled "Education and Learning Design: Production of Learning Objects" was performed in 2019, and its main objective was to teach general concepts and fundamental principles related to graphic and learning design for slides. We believe that these factors lead participants to a new perspective about the content production routine, which is more visually exciting and suitable for their students' learning. We chose an Action-Research methodology because it was possible to analyze more subtle nuances of advances that occurred among the observed teachers. The improvement in the visual communication promoted by the learning objects produced by the participants, especially the lesson slides, demonstrates that the knowledge related to education and learning design is essential in teaching practice. [ABSTRACT FROM AUTHOR]