Private Education Research Articles

Factors Affecting Urban Women Empowerment in Bangladesh

This study explored the factors (attributes) affecting women empowerment in Bangladesh focusing 24 specific attributes grouped into six categories. The primary data is collected through a questionnaire survey of 176 urban women selected through convenient sampling. The most agreed attributes are access to education, and the education of people. Next agreed factors are social security, family support, women personality, women rights, legal rights, societal perception about women, vocational training, work mobility, and NGO impact and support, Next in the row are break of study, income, voting rights, savings, dowry, employment length, profession choice, wealth, inheritance. The disagreed factors are public or private education, and sibling status. The analysis of group variables showed that environment is the most important group followed by rights, education, family dynamics, finance, and employment. The important environmental factors include social security, and societal perception about women. NGO impact and support also plays a key role. Regarding rights the significant factors are awareness of women, legal, and voting rights. In the education group, access to education, and level of education of people are the two most crucial factors. Also, vocational education, as well as break of study play important roles. But public or private education have no effect in women empowerment. Regarding family dynamics, family support, and women personality are two important variables. Dowry payment, and marital status also found to carry less weight. But sibling status have no impact on women empowerment. Financial factors playlesser role in women empowerment. In this group income and savings are key factors followed by wealth and inheritance. Employment is the least important group variable. Here work mobility found to help women empowerment followed by length of employment. Parental leave was found to have no impact. Demographically not much difference in opinion is observed.

A Comparative Study on Teacher’s Work Motivation and Job Satisfaction in Public and Private Educational Institutions: The Case of Marawi City National High School and Peaci-Senior High School

A Comparative Study on Teacher’s Work Motivation and Job Satisfaction in Public and Private Educational Institutions: The Case of Marawi City National High School and Peaci-Senior High School

사교육비 불평등도에 대한 연구: 사교육비 지니 계수, 후버 지수, 팔마 비율을 중심으로

Objectives This study aims to find a way to measure the degree of inequality in private education expenditures in Korea and to analyze trends in inequality. Methods We analyzed the private education expenditures survey conducted by the Ministry of Education to find an index that indicates the inequality of private education expenditures, and obtained each index by year to under-stand the trend. Results The average private education expenditures per person is increasing, and the analysis of private education expenditures inequality using the Gini coefficient, the Hoover index, and the Palma ratio shows that inequality is increasing, especially in elementary schools. In 2020, during the COVID-19 situation, the private education Gini coefficient increased rapidly as the private education participation rate decreased in elementary and middle schools, but this phenomenon was not found in high schools. Conclusions The Gini coefficient, Hoover index, and Palma ratio, which indicate the degree of inequality in private education, can be obtained for the entire population and participants, but considering that the case where private education expenditures are 0 has a significant impact, it may be more appropriate to limit it to participants. The Gini coefficient, which indicates income inequality, is on the decline, but the Gini coefficient for private education expenditures for participants is increasing, and since private education is linked to the problems of low birth rate and local extinction that our society faces, special measures are needed to reduce private education.

Current Status and Challenges of Korean Medical School Admissions Policies

Medical school admission policies vary from country to country. In Korea, medical school admission policies reflect the policy choices made by the Ministry of Education. After the Korean War, universities implemented their own entrance exams, and since then, various admissions processes have been implemented with consideration of the fairness of the exam and the increase in private education expenses. The introduction of the medical graduate school system has led many universities to implement tests separate from the academic ability test. Currently, 40 medical schools have been approved by the government and are responsible for providing medical education, but there is a growing movement to open new medical schools in various regions. The excessive interest in medical school admissions in Korea is creating an unfavorable social atmosphere, where academies are even being operated for elementary school students to help them achieve an eventual goal of entering medical school. Furthermore, an irresponsible and sudden increase in the number of students admitted to medical school is causing a disruption in medical education. Medical schools need unconditional government support to strengthen their role in the community and the nation, and policy consideration is needed to ensure that universities are as autonomous as possible.

Job-Hopping Intention Among Lecturers in Private Education Institutions

The practice of frequently changing jobs known as job-hopping is increasingly prevalent across industries, including academia in search of better opportunities or personal growth. Due to this situation, it is more challenging for educational institutions, particularly in the private education sector to retain highly skilled lecturers in the organization. This study aims to identify the relationship between job-hopping intention among lecturers in private educational institutions and the factors that are job satisfaction, job motivation, psychological contract, and person-environment fit. Data was collected from 260 respondents across all KPTM branches through questionnaires and analyzed using SPSS version 29. The findings show that strong psychological contract negatively influences job-hopping. On the other hand, job satisfaction, job motivation, and person-environment fit show no significant influence. This study not only provides a deeper understanding of job-hopping motivation but also gives valuable insight for policymakers to develop strategies and modules that enhance job satisfaction and retention among lecturers, especially in private education institutions.

Lessons in Collections and on Collecting

Abstract Carl Bäck was the son of Carolus Linnaeus’s best friend Abraham Bäck. Bäck senior and Linnaeus bonded over natural history; between them they owned the two biggest herbariums in Sweden. Unsurprisingly, they wanted to communicate their passion to the next generation. The first aim of this article is to explore how collections were used to teach natural history, drawing on the case of Carl Bäck. As we shall see, young Bäck learned both the behaviours and more hands-on technologies from Linnaean naturalists. The second aim is to situate Bäck’s education within a history of teaching natural history in early-modern Sweden, showing the extent to which we need to consider both institutional and informal and private education in order to understand how this knowledge was reproduced, and the central role Linnaeus and his many students played in this process.

Correlation between Teacher Motivation, Remuneration and Student Outcomes in Nigeria, with a Focus on Public versus Private Educational Institutions

Purpose: The aim of the study was to investigate the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The investigation into the correlation between teacher motivation, remuneration, and student outcomes in Nigeria reveals a clear link between teacher incentives and student performance, with notable differences between public and private institutions. In private schools, where teachers generally receive higher salaries and better working conditions, student outcomes are significantly better, as measured by exam performance and retention rates. Conversely, in public schools, low teacher remuneration, lack of incentives, and inadequate working conditions result in low teacher motivation, which negatively impacts student outcomes. Unique Contribution to Theory, Practice and Policy: Herzberg’s two-factor theory, expectancy theory & equity theory may be used to anchor future studies on the correlation between teacher motivation, remuneration, and student outcomes in Nigeria, with a focus on public versus private educational institutions. Performance-based remuneration systems should be implemented in public schools to enhance teacher motivation. Policymakers should establish a national remuneration framework that aligns public and private sector teacher pay, ensuring equity in compensation and reducing the motivation gap between the sectors.

The Design of Teaching and Learning Platform to Support Exchange Learning for Elementary and Middle Schools in Korea

The education sector needs to improve education quality after the post-pandemic and subsequent decline in educational attainment. Additionally, there has been a heightened reliance on private education, coupled with the projected inflection point of 2070, when the global population will decline. Various solutions have been developed and implemented to support changing educational environments and teaching methods. However, despite these efforts, the problem of a widening educational gap between urban and rural students persists. This is due to difficulties accessing educational resources caused by long distances between schools, and there is an increasing demand for practical measures to make education more inclusive. In this case study, we analyzed the building and operation of a teaching-learning platform. We interviewed stakeholders to prepare a preemptive response to social issues that education will face in the future. Through this, we derived considerations for an exchange learning-based teaching-learning platform (that supports teachers' exchange learning lesson designs) and proposed a design plan platform. The results of this study are expected to minimize the learning gap between urban and rural areas, support the development of educational programs that consider students' interests, and adjust the educational difficulty to a suitable level for each student. It is also believed to help develop and utilize an AI-based, learner-customized learning platform.

Comparing readiness for self-directed learning in undergraduates of private and public medical colleges.

To measure the readiness for self-directed learning among medical undergraduates of private and public medical colleges, and to evaluate their performance and strategies. The cross-sectional study was conducted in Lahore, Pakistan from February to July 2023, and comprised medical undergraduate students of either gender from 1 private and 1 public academic institution. Data was collected using a prevalidated structured questionnaire having self-management, desire for learning, and self-control domains to explore self-directed learning readiness. Data was analysed using SPSS 26. Of the 330 subjects, 166(50.3%) were females and 164(49.7%) males, while 166(50.3%) were from the private institution and 164(49.7%) were from the public institution. There were 183(55.4%) students in the 3rd year, 89(27.0%) in the 4th year and 58(17.6%) in the final year of their coursework. Self-directed learning readiness was significantly higher in students from the private institution (p<0.05). There was a significant correlation between self-directed learning readiness in private and public medical education institutions, with readiness being higher in the private sector.

Education system resilience in the face of inflationary pressures

This paper examines the detrimental impact of rapid inflation on the quality of private education in developing countries. By focusing on the financial challenges faced by private schools, the study highlights the tension between education policy and economic realities. While private schools often attract parents with smaller class sizes and specialized programs, the core motivation lies in investing in children’s future through quality education. However, this study demonstrates how inflation can cripple this sector. The case of Turkey exemplifies this challenge. Post-pandemic inflation created a financial stranglehold on private schools, as rising costs made it difficult to adjust teacher salaries. This, in turn, led to teacher demotivation and a mass exodus, ultimately compromising educational quality. Furthermore, government interventions aimed at protecting parents from high tuition fees, through limitations on fee increases, inadvertently sacrificed the very quality they sought to safeguard. The paper concludes by advocating for alternative policy approaches that prioritize direct support for education system during economic downturns. Such measures are crucial for ensuring a strong and resilient education system that benefits all stakeholders, including parents, students, and the nation as a whole.

Private Educational Expenditure Inequality between Migrant and Urban Households in China’s Cities

This paper studies households’ expenditure on the education of children in China’s cities to assess how internal migrant families’ investment in the human capital of their offspring differs from that of local urban families. The private education-related expenditure reflects both households’ willingness to invest in human capital and institutional constraints, as China’s household registration (hukou) system prevents children without a local city hukou from enrolling in urban public schools. In-school fees (consisting of statutory tuition and institutional tuition fees) are commonly topped-up with substantial private tutoring expenditure. We apply multiple regression to the 2008 “Rural–Urban Migration Survey in China” data to analyze the average expenditure differences between temporary migrants, permanent migrants and locals. The findings are, after controlling for social and economic characteristics, that: (1) the overall spending on education of migrant households overwhelmingly exceeds that of locals, which is expected since migrants must finance privately all education-related expenses their children incur; (2) migrant households spend more on institutional tuition fees compared to households with a local city hukou, reflecting the varying severity of administrative hurdles faced by families; and (3) temporary migrants spend more on institutional tuition fees than permanent migrant households, but less in private tutoring.

Exploring the factors of employee turnover intentions in private education institutions in China: a Delphi study

Exploring the factors of employee turnover intentions in private education institutions in China: a Delphi study

Does private education pay off?

AbstractEducation plays a crucial role in promoting innovation, entrepreneurship, and equal opportunities in society, acting as a “social elevator.” However, an inequitable educational system can perpetuate inequalities, leading to significant social consequences. This paper examines two mechanisms through which schooling systems may generate or reinforce inequalities: private schooling and school composition. Earlier studies often suggested that private schooling, particularly government-dependent private schools, had a positive impact on student achievement. However, more recent research has challenged this view, highlighting the importance of contextual factors such as school composition and socio-economic background. Building on these findings, our analysis explores how the advantages attributed to private schools are shaped by the demographic profiles of their students. Using data from the OECD Program for International Student Assessment (PISA) 2015 and employing an education production function, we assess the effects of private schooling and school composition on student performance. Our findings contribute to the growing body of research questioning the comparative advantage of private schools, demonstrating that their perceived superiority often arises from the socio-economic advantages of the students they enroll, rather than the quality of education provided. The study also reveals significant variations across countries, underscoring the urgent need to address the segregation issues linked to private school networks.

Student satisfaction in virtual education

Virtual education emerged as a response to the COVID-19 pandemic, allowing for educational continuity through social distancing. However, this transition revealed inequalities in access to and use of technology among students and teachers, influenced by factors such as geographical location, economic resources, and technology training. Additionally, the pandemic generated psychosocial issues that impacted students' emotional well-being, increasing stress and sleep disorders. Although various studies have analyzed virtual education, focusing on its behavior during and after the crisis, a significant gap has been observed between public and private education in terms of resources and quality. This study focuses on student satisfaction in virtual education, exploring conditions and methodological variables, and is part of a chapter in a book examining the educational system during the pandemic.

The impact of distance learning on tourism and hospitality education during the SARS-CoV-2 pandemic in Region VI, Western Visayas

This study investigates the impact of the shift from face-to-face to distance learning during the SARS-CoV-2 pandemic on tourism and hospitality education in colleges and universities in Region VI, Western Visayas. It compares the effects on academic performance and learning styles of students in different educational modes. The research employs a mixed-method approach, combining qualitative and quantitative descriptive methods, using mobile and electronic online surveys with 292 participants from tourism and hospitality courses in Region VI. The study examines how students coped with the sudden use of technologies, including artificial intelligence (AI), and their readiness for this abrupt shift. The pandemic led to psychological effects on students' academic performance as the educational system transitioned from traditional in-person learning to utilizing hardware, software, and learning resources to maintain effective education. The results indicate that academic motivation was "Average," study skills were "Moderately Low," and academic stress was "Average" across higher education institutions. A hybrid model of education and digital learning emerged, widening educational gaps due to the sudden shift in classroom activities. The pandemic reshaped national education delivery, affecting millions of private and public education students due to institutional closures. Students relied on on-hand modules and online learning through flexible or blended learning approaches, significantly impacting tourism and hospitality education and different educational modalities.

Research on the Relationship between the School-Running Characteristics of Private Colleges and Universities and the Development Objectives of the Government

The development objectives of the Chinese government have a guiding effect on the school-running characteristics of private colleges and universities. This paper explores the relationship between the characteristics of private colleges and universities and the development objectives of the provincial government, using Jiangsu Province as a case study. All the schools have the consciousness of fully considering the development objectives of Jiangsu Province when formulating the school-running characteristics. Their characteristics all contain some training methods, training courses, or institutional construction aiming at the development objectives. Most universities can support the government’s objectives on employment and innovation. Only a third of the schools provide government support for science research. Private colleges and universities should make full use of the free and flexible advantages of private education, combine them with the continuous changes of policies and markets, and create clear, scientific, and dynamic school-running characteristics, in order to achieve long-term development.

The Effect of Private Education on Class Engagement and Academic Achievement Based on Latent Classes of Affective Attitudes in Mathematics: Using the Manual BCH 3-Step

The Effect of Private Education on Class Engagement and Academic Achievement Based on Latent Classes of Affective Attitudes in Mathematics: Using the Manual BCH 3-Step

Spatial Analysis of Private Education Services in the City of Samawah

Spatial Analysis of Private Education Services in the City of Samawah

QUALITY ENHANCEMENT OF HIGHER EDUCATION IN CAMBODIA

Quality improvement is critical for both public and private colleges in Cambodia. The purpose of this study is to identify common quality management practices in Cambodian Higher Education Institutions (HEIs), measure the relationships between quality management and quality assessments (internal and external), and evaluate the relationships between quality assessments and HE quality enhancement. A quantitative research approach was used in this study to evaluate the factors between quality enhancement and quality management for their significant implications. This study used simple and multivariate regressions to look at how quality assurance variables affect higher education quality. The study developed accurate questionnaires for 337 people from Cambodia's private and public higher education colleges and institutes, including academics and management staff. According to the findings, the majority of institutions regarded academic curriculum, facilities, educational management, academic staff and teaching methodologies, and student evaluation as critical quality management measures. However, they placed less emphasis on cooperation. The multiple regression analysis revealed that factors related to internal quality assessment (IQA), external quality assessment (EQA), and HE quality enhancement were consistent, indicating that academic curriculum, student assessment, facilities, support staff, and collaborations were potential factors for improving higher education quality. The emphasis on Internal Quality Assessment (IQA) and External Quality Assessment (EQA) resulted in dramatically enhanced higher education quality. Highly ranked institutions tended to have a better IQA and EQA system, and IQA and EQA played an important role in conducting frequent examinations of quality management methods.

“There Is Only One Childhood”: A New Interpretation of China’s “Crackdown” on Education Companies

In recent years, the Chinese government has implemented a series of dramatic crackdowns on various business sectors in China, one of which, beginning in July 2021, targeted the private tutoring industry. This article offers a new interpretation of this crackdown on private education companies, arguing that it is part of a new comprehensive education policy called the “Double Reduction” (DR) policy. Although the policy’s main goal has been to reduce students’ educational burden, this article also links the policy to China’s core objective of advancing indigenous innovation to enable national rejuvenation. The analysis of the DR policy also reveals two contradictions that currently characterize China’s educational path: first, the contradiction inherent in the authoritarian and paternalistic state using tough measures to enforce parental compliance with policies aimed at fostering more democratic parenting styles; and second, the contradiction inherent in policies aimed at fostering happy childhoods for the purposes of global competitiveness.