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This paper discusses the history of outdoor education at a university in the South West England, starting in 1840.

This research uses secondary sources of data; original unpublished work from the university archive is used alongside published works on the university founders and first principals, as well as sources on the developments of outdoor education in the UK.

Both founding principals were driven by their strong values of social justice and their own experiences of poverty and inequality, to establish a means for everyone to access high-quality education regardless of background or means. They saw education as key to providing a pathway out of poverty and towards opportunity and achievement for all. Kay-Shuttleworth, founder of St John's, wrote that “the best book is Nature, with an intelligent interpreter”, whilst Derwent Coleridge, St Mark's first principal, had a profound love of nature and reverence for his father's poetic circle. His father, the famous English Romantic poet Samuel Taylor–Coleridge, made the first recorded use of the verb “mountaineering”. Coleridge was using a new word for a new activity; the ascending of mountains for pleasure, rather than for economic or military purposes.

The Romantic influence on outdoor education, the early appreciation of nature and the outdoors for physical and psychological well-being and the drive for social justice have not been told in any case study before.

The introduction sets out the scope of the special issue and suggests areas for further research.

This introductory article sets out the rationale and contents of the special issue of History of Education Review on “Outdoor Education in Historical Perspective”. It briefly summarizes the existing state of research and introduces the six articles that comprise the issue.

The introduction identifies four particular themes that arise from the existing literature and from the diverse contributions to this special issue: transculturality; space and place; religion and spirituality; and personality/personalities.

This special issue contains six original contributions to the study of the history of outdoor education, focussing on different locations in Europe and North America.

This paper aims to examine the external factors that influence the implementation of the new concept of public-private partnerships (PPPs) in Yemen.

This study used a self-administered questionnaire that was distributed to Yemeni organizations. Data were analyzed using factor analysis, with appropriate tests of reliability, consistency, correlation and multiple regression analysis.

The findings indicate that implementation of PPPs are affected through the government policies, market readiness and environmental uncertainty. The empirical evidence also suggests that government policies are the main predictor to PPPs implementation in Yemen. The proposed conceptual framework can be useful in developing PPPs implementation.

This study contributes to the existing literature on PPPs by providing empirical evidence to identify the external factors that influence the readiness to implement PPPs. Furthermore, the study adds value through its contextual originality, given that this study is the first to empirically use the readiness theory in PPP implementation. Moreover, this paper describes the first attempt to investigate the implementation of PPPs in the context of Yemen.