ethanporcaro/eric-fulltext-meta huggingface dataset:
Organizational Diversity in Chinese Private Higher Education. PROPHE Working Paper Series. WP No. 17
Author: Cai, Yuzhuo
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Education,Higher Education,Institutional Characteristics,Differences,Influences

Organizational diversity has been empirically proved as a prevailing phenomenon in the global expansion of private higher education. Chinese private higher education, which surged as a response to supplement public education provision and absorb demands in the education market, demonstrates different organizational forms and operational models. While there is ample evidence about variations in private higher education, there is a lack of theoretical accounts for the diversity. This article tries to provide a theoretical understanding of organizational diversity in Chinese private higher education through a revised lens of institutionalism. It discovers a number of conditions leading to diversification of private higher education in China, such as the short history as an organizational field, lack of firm or extensive legal and normative framework, severe inter-organizational competition, decentralized system and variations of economies and policies among provinces, higher institutional autonomy, as well as hierarchy and business nature. At the same time, the paper finds isomorphic tendencies due to private institutions' imitation of programs from their public counterparts and inter-organizational imitation within the private sector, arising from shared values among teachers and increasing governmental regulation on private higher education. (Contains 1 table.)
The For-Profit Sector: U.S. Patterns and International Echoes in Higher Education. PROPHE Working Paper Series. WP No. 5
Author: Kinser, Kevin
Date: 2005-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Privatization,Private Sector,Private Colleges,Enrollment,Commercialization,Classification,Legal Problems,Educational Trends

Analyses of private higher education should consider the increasingly important for-profit sector in many countries. Yet information on the for-profit sector has been quite limited. Even in the United States, where for-profit higher education is well-established, only recently have researchers turned their attention to studying its scope and impacts. While the growth of the for-profit sector is influenced by many of the same forces that have encouraged the global expansion of private higher education, including commercialization and privatization beyond higher education, the focus here is on identifying the international dimensions of for-profit higher education and defining its main types. We feature U.S. data and patterns as starting points for an international portrait. We outline the legal and regulatory aspects for-profit institutions, and note their often ambiguous status in many countries. And we propose a tentative classification of the for-profit sector based on the U.S. experience, beginning to apply it to the international context. Generally, while emphasizing the diversity of the sector, we highlight several tendencies of for-profit institutions of higher education that seem to hold in international analyses. (Contains 1 table and 18 notes.)
An Introductory Global Overview: The Private Fit to Salient Higher Education Tendencies. PROPHE Working Paper Series. WP No. 7
Author: Levy, Daniel C.
Date: 2006-09-00
Type: Reports - Evaluative
Subjects: Educational Change,Graduate Study,Private Sector,Foreign Countries,Global Approach,Higher Education,Economic Factors,Tuition,Institutional Characteristics,Research,Financial Support,Government Role,Educational Administration,Enrollment,Educational Trends,Politics,Activism,International Education

Private higher education has surged in recent decades and now forms a major part of the world's total higher education. A fourth of total enrollment might be a reasonable guess, albeit a very rough one. Only Western Europe remains mostly marginal to the global trend. Whether new or continuing, contemporary private growth is notable, especially in developing regions. This working paper provides only an introductory, quite partial sketch of how private higher education tends to fit broader higher education patterns, particularly patterns of recent change. Since higher education, and even just private higher education, is very diverse and involves multiple tendencies, it would be far too simple to say merely that private higher education fits broad higher education tendencies. Yet we see reason to highlight private sector characteristics such as huge expansion, responses to rising student demand and changing economies, average smallness in institutional size, tuition dependence, commercial orientations, hierarchical governance, political order, and a certain global self-identification. On the other hand, comparatively limited on the private side are academic research, graduate education, full-time staff, government finance, and government control. (Contains 13 notes.)
Public Disorder, Private Boons? Inter-Sectoral Dynamics Illustrated by the Kenyan Case. PROPHE Working Paper Series. WP No. 9
Author: Otieno, Wycliffe
Date: 2007-07-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Private Education,Public Education,Higher Education,Teacher Strikes,College Faculty,Public Colleges,Private Colleges,Developing Nations,Institutional Autonomy,Institutional Characteristics,Motivation,Educational Change

Within and beyond Africa, it is the public sector much more than the private sector that is the scene of strikes and other forms of disorder, conflict and difficulty. Yet the private sector can be much affected by the public problems. Effects may be simultaneously positive for the private sector and deleterious for the public sector. Although a few higher education works have considered the private sector impacts of general public sector disorder, our Kenyan case study goes much further in uncovering and detailing inter-sectoral dynamics. Compared to the (sparse) literature on higher education inter-sectoral dynamics, it extends consideration from Latin America to Africa, from elite to other private higher education, and from challenges facing public universities to ensuing challenges facing private universities. It also extends consideration of strikes to the faculty side. Faculty strikes have been less common than student strikes in higher education, but Africa stands out for experiencing both strike forms. We treat faculty strikes as a prominent case of the wider phenomenon of disorder, conflict, or difficulty. The ramifications of public disorder do not stop at one-shot impacts on private higher education. On the contrary, the Kenyan case reveals dynamic and multiple, sometimes sequential, public-private interactions. The public sector does not haplessly suffer and the private sector does not inevitably gain. Both face challenges as the other sector shifts strategies and as macro political and economic contexts change. The case of Kenyan faculty strikes tells us much about unfolding realities in African higher education and much about private-public dynamics more widely. Whether in regard to particular private gains or generally in regard to multiple public-private shifts, the case provides insights into significant conceptual and empirical questions about inter-sectoral impacts--whether in higher education or beyond. Public and Private University Enrolment, 1994, 2004 is appended. (Contains 2 tables and 23 notes.)
State Policies to Reengage Dropouts. Issue Brief
Author: National Governors Association, Center for Best Practices
Date: 2011-07-12
Type: Reports - Evaluative
Subjects: Dropout Rate,Incentives,Educational Attainment,Educational Change,Out of School Youth,Dropout Programs,Change Strategies,Dropout Characteristics,State Action,Reentry Students,Continuation Students,High School Equivalency Programs,Outreach Programs

Efforts to improve educational attainment are hampered by the high school dropout crisis. At a time when governors are calling for changes to improve higher education access and success, more than 1 million youth ages 16 to 19 are not enrolled in school and do not have a high school diploma. Each year, an additional 390,000 youth drop out of school. Reengaging dropouts is challenging for school systems for three reasons. First, information is limited on who has dropped out and where they are located. Second, traditional, comprehensive high schools are not well equipped to serve students who are returning to complete a degree. Unfortunately, the quality of nontraditional school options, even when they are available, is often lacking. Finally, recovering youth who have dropped out of school can be expensive and time consuming, and few, if any, financial incentives exist for schools to work with this population. Dropout recovery can succeed if states take these actions to facilitate the reengagement of out-of-school youth: (1) Set a goal to reduce the dropout rate;  (2) Use data to identify dropouts and target recovery strategies; (3) Provide flexible, high-quality school options for recovered dropouts; and (4) Consider incentives to focus on dropout recovery if resources exist. As states face a new economic reality, governors may not be able to implement all of the policy recommendations outlined in this brief. Yet each recommendation can improve dropout recovery in schools and districts. Together, the recommendations create a comprehensive policy framework for reengaging out-of-school youth. (Contains 44 notes.)
Overcoming Exclusion through Quality Schooling. Pathways to Access. Research Monograph No. 65
Author: Govinda, R.
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Elementary Education,Economically Disadvantaged,Academic Achievement,Educational Quality,Educational Change,Rural Areas,Foreign Countries,Socioeconomic Background,Access to Education,Equal Education,Achievement Gap,Educational Facilities,Disadvantaged Youth,Gender Differences,Social Class,Socioeconomic Status,Family Income,Attendance Patterns

In the era of globalisation, provision of quality education is increasingly gaining importance across the world. Like elsewhere, it has already been realised in India that equal attention is needed simultaneously on access, equity and quality to achieve the goal of universalisation of elementary education. It has also been experienced that although the majority of children in India today have access to school education, all of them are not receiving quality education for various reasons, leading to poor learning level, repetition and gradual exclusion from school education. Large achievement gaps are found among different groups of children attending schools located in different regions and managed by government and private providers. Using the primary data collected from 88 schools of Madhya Pradesh and Chhattisgarh, this paper attempts to critically examine the extent to which the quality of school affects access and participation of children particularly in rural areas. It also investigates problems of inadequate infrastructure and academic facilities: how these are affecting the quality of education; who are the children most affected by poor quality schools and therefore facing problems of locational disadvantage; and the influence of gender and social background of children on their access to quality education. (Contains 2 footnotes, 9 figures, and 34 tables.)
Secondary Education in India: Development Policies, Programmes and Challenges. CREATE Pathways to Access. Research Monograph No. 63
Author: Biswal, K.
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Secondary Education,Governance,Educational Change,Foreign Countries,Educational Development,Educational Policy,Change Strategies,Regional Characteristics,Gender Differences,Social Differences,Educational Planning,Barriers,Performance Factors,Politics of Education,Educational Trends,Trend Analysis,Intervention,Educational Assessment,Educational Indicators,Access to Education,Research Reports

The paper aims to provide an overview of secondary education in India with focus on the development trajectory currently pursued in the sub-sector. The paper reviews  current status, development policies, approaches and reform programmes. While discussing the tremendous progress made in enhancing secondary schooling opportunities in India during the past six decades, the paper highlights the increasing regional, gender and social disparities in secondary education. It is argued that there is a large deficit in policy planning for secondary education development which not only goes against the principle of inclusive development and the service-led growth strategy but also affects India's capacity to connect effectively to globalisation. The broad development approach pursued by the country needs a clearer framework for change with more focus on decentralisation and governance issues and quality improvement. The paper identifies key challenges relating to implementation of major reform programmes including Rashtriya Madhyamik Shiksha Abhiyan (RMSA). It concludes that India needs to step up  investment in pre-reform activities for creating a sustainable environment for initiating change; improving political will; introducing strategic management models ensuring continuity in change at the school level; and increasing budgetary allocation for making more inclusive quality secondary education a reality. (Contains 10 tables, 9 figures, and 35 footnotes.)
&quot;If God wills...next year I will send her back to school&quot;: The Effects of Child and Parental Illness on School Participation in Rural Ethiopia. CREATE Pathways to Access. Research Monograph No. 60
Author: Orkin, Kate
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Qualitative Research,Grade Repetition,Family (Sociological Unit),Caregivers,Attendance Patterns,Foreign Countries,Statistical Analysis,Diseases,Prevention,Enrollment Trends,Dropout Prevention,Student Participation,Longitudinal Studies,Interviews,Case Studies

Rural Ethiopian children, and members of their households, often suffer from common and preventable but debilitating illnesses, such as malaria, parasite infection and worms. Enrolment rates in Ethiopia are high, but school attendance is patchy, children often drop out of school (although they sometimes return), and grade repetition is common. This paper argues that the two phenomena are related: serious illness of children or in children's households constitutes a major, under-analysed and preventable barrier to children's schooling participation. This was demonstrated both in quantitative research, which analysed a 633-child longitudinal sample across 13 rural sites in Ethiopia, and qualitative research, a village case study, including interviews with 24 children and ten caregivers. (Contains 16 tables and 1 figure.)
Education and Change in Rich, Poor and National Minority Areas in China: Two Decades of Transition. CREATE Pathways to Access. Research Monograph No. 61
Author: Lewin, Keith M.
Date: 2011-04-00
Type: Reports - Research
Subjects: Economically Disadvantaged,Poverty,Socioeconomic Status,Foreign Countries,Counties,Minority Groups,Educational Change,Geographic Location,Case Studies,Social Change,Boarding Schools,Educational Finance,Teacher Salaries,Equal Education,Access to Education,Rural Areas,Educational Policy,Compulsory Education,Social Influences,Teacher Placement,Financial Support,Migrant Education,Enrollment Trends,Age Differences,Gender Differences

This study traces education and change over two decades in three areas, Tongzhou on the periphery of Beijing chosen as one of the richest 300 counties in 1990; Ansai in Yan'an which was one of the poorest 300 counties and a famous base for the 8th Route Army at the end of the Long March, and Zhaojue a poor Yi national minority area in the Liangshan mountains in southwest of Sichuan. Two of the case study areas have developed beyond recognition, whilst the third has improved but still lags behind. Many issues are highlighted by the rapid transformations including the impact of large scale demographic change and migration, which has seen falling numbers enrolled and increasing numbers of left behind children in sending areas and inbound migrants in receiving areas; large scale boarding of children from grade 4 and below in rural areas; recentralisation of responsibilities for school financing and teachers salaries; and growing concerns for horizontal and vertical inequalities in access and participation between regions, urban and rural areas, and different types of schools. (Contains 26 figures, 8 tables, and 4 maps.) [&quot;Education and Change in Rich, Poor and National Minority Areas in China: Two Decades of Transition. CREATE Pathways to Access. Research Monograph No. 61&quot; was written with Luo Yuan, Zhou Wei-tao, Wang Tian-tian, Wang Ying Jie, and Qu Heng Chang.]
The Role of Maternal Education during Educational Expansion for Children in Sub-Saharan Africa. CREATE Pathways to Access. Research Monograph No. 64
Author: Sabates, Ricardo
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Mothers,Foreign Countries,Access to Education,Role of Education,Parent Role,Educational Attainment,Parent Background,Predictor Variables,Surveys

This paper analyses the gap in educational access according to maternal education over a 10 year period using evidence from the Demographic Health Surveys (DHS) in six African countries. To investigate the narrowing or widening in the gap in educational access according to maternal education, two cohorts of children and one cohort of mothers were selected from each of the DHS datasets. Our results show a gradient in children's educational access according to maternal education which has declined over time for girls in Nigeria, Uganda and Malawi. A very flat educational gradient remained unchanged in Tanzania. In Kenya we found that average access to school declined for girls who experienced education during the 1990s compared with girls who experienced education during the 1980s, whereas in Zambia we found a constant gradient in educational access for children according to maternal education. In summary the analysis indicates that associations between mothers' education and children's access to education remain widespread and can be quite strong. (Contains 4 tables, 2 figures, and 7 footnotes.)
Steering Capital: Optimizing Financial Support for Innovation in Public Education
Author: Smith, Kim
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: Evidence,Research and Development,Change Agents,Entrepreneurship,Public Policy,Financial Support,Public Education,Innovation,Goal Orientation,Educational Objectives,Incentives,Investment,Educational Finance,Private Sector,Public Sector,Partnerships in Education,Higher Education

This paper revisits the central question of how to improve the provision of capital for entrepreneurial change in public education, but emphasizes the innovation ecosystem that surrounds the capital markets. The authors consider capital as one of the most important levers individuals need to align in this innovation ecosystem, but as a force that can both influence the way innovation takes hold--and can in turn be influenced by others in the wider ecosystem, including public policy. In this paper, the authors briefly define what they mean by innovation and the cycle of constant learning it requires, and lay out three contributing trends relevant to this context: social entrepreneurs, social purpose investors and social purpose market steering. They then consider the five elements they believe are necessary to enable effective capital market dynamics to support innovation, including: (1) Clarity and agreement on the problems, goals and metrics for success; (2) An effective research and development (R&D) system; (3) A culture that is evidence-based, with incentives and infrastructure aligned for continuous improvement; (4) Data that are transparent, available, comparable and useful; and (5) Robust, diverse and aligned investment capital. The authors conclude by offering some recommendations about how they might work together across the sectors to mobilize public, private and philanthropic capital in ways that harness the ingenuity and energy of entrepreneurial change agents in service of ambitious public education goals. (Contains 2 figures and 80 endnotes.)
Supporting and Scaling Change: Lessons from the First Round of the Investing in Innovation (i3) Program
Author: Smith, Kim
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Social Problems,Educational Innovation,Ecology,Education Work Relationship,Public Sector,Public Education,Organizational Development,Educational Development,Public Service,Investment,Interviews,Grants,Federal Aid,Educational Change,Private Financial Support,Competition,Federal Government,Private Sector,Public Agencies,Philanthropic Foundations,School Districts,Academic Achievement,Educational Finance,Financial Support,Influence of Technology

It is widely acknowledged that innovation will be necessary to dramatically improve public services in America. But innovation in the public sector doesn't happen in a vacuum; innovation happens at the nexus of policy, research, capital, and practice. This project looks at one case study--education--by analyzing some of the key aspects of an emerging ecosystem for innovation in public education in the US, including the flow of investment capital for such efforts, the uptake of innovations by buyers and users, federal efforts to stimulate and scale innovation, and ways that technology could facilitate innovation investment and practice. Drawing on surveys, interviews, and working groups, the project highlights recent efforts to fuel and steer more innovation, and frames the remaining challenges that lie ahead for the public, private, and philanthropic sectors. This project culminates in an analysis of the lessons and insights drawn from the recent experience of US public education in comparison to the way leaders are using innovation to address similar intractable social problems in other fields and in other countries. (Contains 10 figures and 53 endnotes.)
The Health and Education Benefits of Universal Primary Education for the Next Generation:  Evidence from Tanzania. CREATE Pathways to Access. Research Monograph No. 62
Author: Sabates, Ricardo
Date: 2011-05-00
Type: Reports - Research
Subjects: Evidence,Access to Education,Females,Educational Change,Foreign Countries,Educational Benefits,Womens Education,Community Surveys,Integrated Services,Cohort Analysis,Infant Mortality,Mortality Rate,Elementary Education,Educational Development,Educational History,Predictor Variables,Health Promotion,Social Indicators

This research focuses on the importance of increasing women's education as a result of Universal Primary Education and its further impact on improving children's health and educational access in Tanzania. The study uses data from the 2007 Demographic Health Survey for empirical analysis and it is informed by the historical accounts of the Universal Primary Education reform in 1977-78. Empirically, we analyse differences in under 5 mortality and educational access for children of different cohorts of women. Our results show clear gains in reducing child mortality and improving educational access for children of mothers who experienced education a few years after the peak of the 1977-78 UPE reform, that is, once the system could cope with the massive increase in participation and the potential tradeoff between quality and quantity of education. (Contains 4 figures and 3 tables.)