The book examines five ways through which public-private contracts can help countries meet education goals. First, public-private partnerships can increase access to good quality education for all, especially for poor children who live in remote, underserved communities and for children in minority populations. Second, lessons for innovative means of financing education can be particularly helpful in post-conflict countries undergoing reconstruction. Third, lessons about what works in terms of public-private partnerships contribute to the development of a more differentiated business model especially for middle-income countries. Fourth, the challenge of meeting the education Millennium Development Goals in less than a decade is a daunting one in the poorest countries. Understanding new partnership arrangements within a broad international aid architecture in education can help bring us closer to those goals. Fifth, some very innovative public-private partnership arrangements are happening in Arab countries, and lessons can be drawn from their experience.

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The Role and Impact of Public-Private Partnerships in Education

Likelihood Bayesian And Mcmc Methods In Quantitative Genetics

Not long ago, two safe generalizations could be made about the Gulf monarchies: ruling families dominated their politics, and oil dominated their economies. In recent years that has begun to change. In Kuwait the parliament challenges the political predominance of the ruling family. Meanwhile, Dubai and, increasingly, the other emirates of the United Arab Emirates (UAE) have made real progress in diversifying their economies away from oil—at least until the recent economic crisis. Yet political liberalization and economic diversification have not gone hand in hand: Kuwait's economy remains dependent on oil, and the United Arab Emirates remains resolutely authoritarian. This is no accident. Kuwait's high level of political participation encourages its dependence on oil while the UAE's economic diversification requires a lack of political participation by citizens. The reasons for this are specific to the peculiar political economy of these labor markets: in these richest of rentier-states, there is little need for the class compromise between capitalists and workers on which capitalist democracy usually rests.

A nation of bureaucrats: political participation and economic diversification in kuwait and the united arab emirates

Higher education is increasingly acknowledged by national governments and international agencies as a key driver of development, and systems are expanding rapidly in response to rising demand. Moreover, universities have been attributed a central role in the post-2015 development agenda and the achievement of the sustainable development goals. Yet questions of institutional models and their differential impact on society have not received sufficient attention. This paper presents an analysis of the ‘anatomy’ of the university in order to identify the salient changes in the institution across time and location in relation to knowledge and relationships with society. A framework is proposed structured around three key dimensions: first, ‘value’—the extent to which knowledge is treated as intrinsically or instrumentally worthwhile; second, ‘function’—the role of the university in terms of storage, transmission, production or application of knowledge; third, ‘interaction’—the flow of ideas and actors between the university and society. This analytical framework is then utilised to assess two dominant tendencies in global higher education: commodification and unbundling. Finally, implications are drawn out for universities’ potential impact on development in low- and middle-income countries in the context of these contemporary trends.

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Universities and the Post-2015 Development Agenda: An Analytical Framework.

The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed.

Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

Describes the first phase (2001–2004) of Qatar’s bold K–12 education reform initiative, Education for a New Era, based on RAND’s experiences as part of this ambitious, multi-participant effort. RAND examined the existing Qatari education system, recommended options for building a world-class system, and supported implementation of the chosen option, which is based on internationally benchmarked curriculum standards and parental choice of schools.

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Education for a New Era : Design and Implementation of K-12 Education Reform in Qatar

The government of Qatar has made significant investments in post-secondary education to ensure that Qataris are able to contribute to the country’s social and economic goals. The authors describe RAND’s analysis of occupational demand and related post-secondary educational opportunities, and offer recommendations for improving the country’s current provision of post-secondary education.

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Post-Secondary Education in Qatar: Employer Demand, Student Choice, and Options for Policy

This review focuses on how to effectively increase access to and quality in higher education in developing countries. One hundred and seventy-five research papers on the impact of higher education policies and methods of provision on access, quality and gender issues in developing countries, available in English language, were systematically reviewed. The majority of the studies fell into six main categories: affirmative action; cross-border, distance and open education; financial policies/programmes (including cost-sharing policies and student loan programmes); technical and vocational education and training (TVET); and institutional type.

How Effective Are Different Approaches to Higher Education Provision in Increasing Access, Quality and Completion for Students in Developing Countries?

Post-Secondary Education in Qatar

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How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students?

Cathy Stasz

Papers

Education for a New Era : Design and Implementation of K-12 Education Reform in Qatar

Post-Secondary Education in Qatar: Employer Demand, Student Choice, and Options for Policy

How Effective Are Different Approaches to Higher Education Provision in Increasing Access, Quality and Completion for Students in Developing Countries?

Post-Secondary Education in Qatar

How effective are different approaches to higher education provision in increasing access, quality and completion for students in developing countries? Does this differ by gender of students?