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At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and ‘re-invigoration’ of teacher professionalism. In ‘Teaching Scotland's Future’ it was argued that both of these are required for the development of ‘high quality’ teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education.

Although the key messages from ‘Teaching Scotland's Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that ‘Teaching Scotland's Future’ can play in a changing partnership policy landscape.

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical “craft,” something that requires a scant “training” program, and those who frame the education of teachers as a more holistic activity; one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of Association for Partnership in Teacher Education in England, six dimensions of the current school–university partnership culture are identified. How those involved in ITE are affected by these elements is then critiqued. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teaching – like the roman rider straddling various horses. Their ability to balance the “disturbances” that arise from the rapidly changing central government policies in England, potentially challenges the integrity of the teaching profession.

Transnational arrangements between different types of higher education institutions provide an interesting example of partnership working, being business arrangements with learning as a core organising principle. Successful partnerships both learn and work together and can become mutually transformative, sources of growth for the individuals and institutions involved. Individual projects early in the lifecycle of a partnership can support this development, enabling both organisations to take responsibility for relationship building and the demonstration of trust. This approach has the advantage that it takes the focus away from the home/away dichotomy often apparent in discussions of transnational partnership working and instead attention turns to the development of a new hybrid organisation, a ‘third space’ characterised by reciprocity, commitment, effective communication, competence and trust.

This chapter provides a case study analysis of a learning and teaching programme which provided the opportunity for a partnership between a London-based university and a private provider in Sri Lanka to have transformational potential. It uses multiple sources of data to identify practical characteristics associated with developing a culture of transformative partnership working which includes the experiences of the ‘boundary spanner’ responsible for its development and leadership.

Temporary, part-time, and contract workers face a myriad of challenges as they seek to navigate the complex labor market landscape. Working Partnerships Staffing Service (WPSS), a project initiated by one of the most prominent labor councils in the U.S., sought to create a new type of labor market institution – one that could empower contingent workers by innovatively linking job placement with training, benefits, and membership-based services. However, like other social movement organizations that endeavor to combine advocacy and income generation, structural pressures led WPSS to conform in important ways to the dominant private-sector staffing-industry model. I argue that WPSS's response to these pressures ultimately constrained their ability to successfully innovate. Analyzing the challenges facing new worker-centered institutions, this case study presents important insights on “next generation” union initiatives aimed at better positioning workers in the flexible economy.

This article suggests that given the fulfilment of a number of preconditions Public–Private Partnerships (PPPs) may be attractive instruments for countries in Africa seeking to improve the quality and competitiveness of their services base, particularly the so-called infrastructure services. This article builds, in addition to a selective review of the vast literature on PPPs, on first-hand practical experience on the ground and a number of pilot projects. This methodological approach provides a non-exhaustive PPP mapping in Africa, which in turn leads to a discussion of some of the challenges and risks to PPPs in Africa. It also covers a discussion of the recent trends in the approach to improving the enabling environment upon which are based a few policy recommendations, respectively: establishing an institutional framework for PPPs; designing a realistic and efficient strategy for enabling environment improvement; and finally moving from national-level initiatives to intergovernmental initiatives. This article takes the position that a series of pitfalls and shortcomings, many of which are associated with the enabling institutional environment and the governance framework, need to be addressed if PPPs are to deliver their full potential in Africa. It is believed that the national and intergovernmental PPP initiatives could lend significant support to achieving the 2030 Agenda for Sustainable Development in Africa. In addition to the reviewing and discussing primarily the most recent literature on PPPs, the main value addition of our chapter brings to the literature is derived from the presentation of recent PPP cases, which draw directly from the authors own practical experience on the ground.