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This chapter explores the rise of Public Private Partnerships (PPPs) in global education policy through theories of neoliberal globalization and analyzing the practices of international organizations that help to frame and establish such policies in various countries such as Egypt. PPPs have been a vehicle for promoting the involvement of transnational corporations, especially in the information and communication technology (ICT) sector, in education sector reforms. The chapter examines the case of Egypt and the role of internal and external actors in promoting educational reform, spearheaded by the largest PPP: the Egyptian Education Initiative. The chapter questions the relevance and impact of such education reforms in the unstable political, economic, and social environment of post-revolution Egypt.

The research aims to describe Sri Lanka's education system, discuss reforms that have been implemented within the school, university and vocational education sectors in the recent past and suggest potentially fruitful reforms whilst identifying the various constraints which can affect their implementation.

A descriptive approach is employed, with extensive review of related literature and the use of relevant secondary data where appropriate.

The research shows the need for considerable reform of Sri Lanka's education system, especially with regard to improving the quality of state education and encouraging greater private sector participation.

The research shows the deficiencies Sri Lanka's education system suffers from and suggests means to overcome them. However, the political and social pressures may present obstacles upon the implementation of such courses of action.

The recommendations offered by the research could make a contribution towards transforming the education system in Sri Lanka into one which can produce empowered individuals who can find employment within the emerging sectors of the economy and thereby improve overall living standards in the country.

The paper makes a novel contribution by encompassing school, tertiary and vocational education in Sri Lanka. It shows the numerous problems that could arise in a context where a universal system of free education from the primary to the tertiary level exists vis‐à‐vis a flourishing private sector, and would be of value to education policy‐planners in Sri Lanka and other countries with both state and private sector provision of education.

The purpose of this paper is to determine the working conditions of the students of food and beverage management in the sector throughout their education.

The survey method was a direct (face-to-face) interview. The study included 145 undergraduate students studying in food and beverage management department. Data were collected through questionnaires. The questionnaire form was composed with students’ demographical information (age, gender, class), vocational education situations (high school education) and also sector experience.

The number of students working in pubs increases with grade and the students who had education in the cuisine department of vocational high schools had the highest number of students working in the cuisine in the sector. The working period of men were determined to be higher and the students who did not receive vocational education in high school were determined to have shorter working periods. The study concluded that the students had working experiences in different departments of sector throughout their education and businesses are inclined to employ individuals with educational backgrounds in this field.

The research data is limited by the answers of the students which they gave to the questionnaire. The answers which the students gave are considered to be true. The research was only limited for the students studying in the food and beverage management education in a university located in Turkey. New research can be made regarding the food and beverage management education’s impact on the employment in the sector and the opinions of the sector managers.

As professional experience is an important indicator for success, application of education within a given sector is crucial. Informed manager and employee will enable the growth of the businesses, which in return will enable domestic and eventually national growth in the economy.

In order for food safety within the food and beverage sector and the application of healthy nutrition methods the students studying in this field has important responsibilities. As the number of graduates raise and the employment of educated personnel, positive development in the health of the society and increasing the quality of services can be accomplished. This growth can be furthered with the legal incentives of the government that favours educated and well-informed employees. Especially with a legal obligation for the management of these food and beverage businesses to have had graduated with a bachelor’s degree, the service quality will experience a considerable increase in a short time. Such managers can help further aid personnel through job-shadowing. In accordance with the tourism investments, the education of young population in this area may contribute resolving unemployment problem.

The research will give an idea of the enterprises willingness of employing such students and the students’ trend on working in their professional sectors.

Thailand continuously has had administrative reforms in spite of periods of military regime and democratic government. This chapter describes the leadership of administration reforms coming from issue experts and senior civil service officers described as a ‘jazz-banded’ leadership model of different actors. Political parties pick up reform packages consistent with their policy platforms, while the military looks for ready-to-deliver policy packages. The author discusses the example of education and health care reforms and the role of the Office of Public Sector Development Commission (OPDC). In Thailand, resistance usually occurred during the implantation stage rather than at the formulation stage. The chapter discusses that OPDC initiatives were implemented with bonuses of up to 12-month salary for some senior officers and department heads. In health care, success came from concerted efforts of health care experts who transcend their ideas from one generation to another and who kept convincing politicians running the Ministry of Public Health. However, in other instances, budget allocations may bump up against financial procedures that are detailed and tight due to anti-corruption practices. In education reforms, teachers were placed at different school districts that lacked commitment. In the decentralization of reforms, resistance comes from line ministries wanting to secure their authority, although local authorities are very active. Resistance often requires negotiation of many parties; rarely do politicians step in to overcome and assist.

This chapter attempts to untangle the complex arena of private sector engagement in education by discussing the definitional challenges associated with understanding the non-state sector and by introducing some conceptual frameworks employed in research on private education. A thematic review of research from the field of Comparative International Education is provided to give the reader an understanding of the diversity that characterizes private involvement as well as the interconnectedness of private actors, specifically drawing attention to findings that grapple with equity implications. The chapter concludes with some suggestions for developing a framework for research via posing questions that ought to be asked when designing, conducting and analyzing findings from studies into private sector engagement in education.

Evidence suggests that international comparison has become a ubiquitous component of educational innovation and entrepreneurship in spite of significant variation among educational contexts worldwide. This chapter provides an overview of educational innovation and public sector entrepreneurship from an internationally comparative perspective. The influence that the global shift from natural resource and industry-based economies to knowledge-based economies has had on the development of educational innovation and entrepreneurship is explained. Several examples of educational innovation and education-oriented public sector entrepreneurship highlight the discussion, which concludes with an examination of specific knowledge society issues related to educational entrepreneurship and its reciprocal effect on innovation.

This paper focuses on the analysis of how mass inclusion has taken place primarily in the private higher education sector. I present data on the evolution of Brazilian higher education, indicating the complementary roles undertaken by public and private sectors and their effects on the present configuration of our higher education. Then, I discuss the increase in higher education enrollment, in view of two factors: the widening of the supply and demand base – the former specifically by means of the expansion of for-profit private sector – and the adoption of mechanisms for access and commitment to higher education by public financing for students in private institutions.

This paper aims to examine the variety of approaches to curriculum development for enterprise education developed for schools, further, and higher education under an Entrepreneurship Action Plan in Wales and to consider the sustainability issues for delivery in these sectors.

This investigation adopted a case study approach that obtained post‐development information obtained from stakeholders in curriculum development in the three sectors based on semi‐structured interviews. The paper presents an analysis of the curriculum development initiatives in schools, further and higher education based on a three‐stage categorisation model: inspiration, information and implementation and activities involving cross‐sector approaches.

Stakeholders generally provided positive feedback toward the curriculum development material from each sector. Curriculum development applied to fostering enterprising qualities and practical support produced a broad span of diverse actions across Wales covering inspiring, information and implementation. There are consistent threads in enterprise content of attitude, creativity, relationships and organisation. Curriculum content needs to be maintained and updated in a sustainable way and a sustainability framework is proposed together with a set of recommendations for each sector.

Suggestions on how to further strengthen and develop the sustainability of enterprise education programmes are provided for the three sectors: schools, further, and higher education, for example, through centralised curriculum support, the extension of credit‐based courses and structured staff development for stakeholders.

Enterprise education is acknowledged to have an influence on the knowledge, skills and attitudes of students and can contribute to entrepreneurship. Curriculum development in enterprise education enables educational institutions to stimulate interest of students and to foster entrepreneurial qualities among potential entrepreneurs in society. Approaches to curriculum development for three educational sectors are examined, categorised and recommendations advanced for sustaining such enterprise education programmes over an extended period of time.

This chapter provides the details of the political context of Ukraine and presents the details of the findings of the research conducted on the higher education actors involved in the Bologna reform in Ukraine before 2014. Four clusters of actors are discussed: the central governing bodies, their consultants, civil sector organisations and higher education institutions. All of these clusters existed before Bologna. Prior to Bologna, the relationships among them were defined by the central cluster. It fully controlled the work of higher education institutions and the consultative bodies, and it avoided the influence of the civil sector. Such power relations among these actors have been partially preserved in Bologna and have been argued by the civil sector to hinder the Europeanisation of higher education. However, the strict centralisation in the higher education system of Ukraine started to weaken, albeit marginally, during Bologna. The cooperation between the civil sector and the central governing bodies strengthened, largely, due to the partnership developed between the Ministry and the National TEMPUS/ERASMUS Plus Office. The latter actor, in its turn, has been slightly diluting the strict control of the Ministry over higher education policy-making. A gradually burgeoning and increasing cooperation among different actors, facilitated primarily by the civil sector, seems to have been accompanied by a slowly decreasing centralisation in the relationships among higher education actors in Bologna.