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Implementation of public–private partnerships (PPPs) in African projects is inundated with a number of capacity building challenges which affects growth and project performance. Further, there is paucity of empirical studies on the strategies for overcoming these challenges. Therefore, this research addresses that knowledge gap by examining the human capacity building (HCB) strategies for improving PPP implementation in construction projects in developing countries, with a focus on Tanzania.

HCB strategies identified from the scoping review were administered to 81 handpicked Tanzanian practitioners attending PPP training course. To examine the differences in the perception of the identified HCB strategies, and the relationships between different pairs of the HCB strategies, the data were subjected descriptive statistics, parametric tests, Kendall’s concordance and Pearson correlational analysis, including group wise correlation analysis.

Based on the overall sample, “Engagement of stakeholders on capacity development”, “Organization of PPP seminars and training” and “Introduction of in-house training to Public institutions expected to undertake PPP projects” are the top ranked HCB strategies. “Development of study tours to stakeholders involved in PPP projects” is the least ranked. Significant differences between the sub-groups of “no PPP experience” and “some PPP experience” were evident for “Invitation of International experts to share experiences” and “Sharing of responsibilities” HCB strategies. The “no PPP experience” group rated both strategies higher than those with “some PPP experience”.

The identified HCB strategies can be used as a “road map” for the development of appropriate engagement strategies with various stakeholders for the successful implementation of PPP thereby, enhancing the performance of the construction firms.

Eight strategies have been identified from the literature and tested for the Tanzanian context. The uniqueness of Tanzanian PPP implementation context arising from varying cultural, organizational, political and economic conditions differentiates the priority of HCB strategies when compared to other contexts where these strategies were investigated. This is germane to the PPP research.

The purpose of this study is to analyze how strategic planning is used as critical success factors (CSF’s) in not-for-profit (NFP) organizations. This was because many nonprofits had to innovate their operations owing to the global fiscal crises, the continuing international economic instability, natural disasters or the increasing man-made worldwide terrorism. Additionally, the objective is to identify what successful nonprofit organizations actually do to remain effective at the national association level of analysis.

A constructivist research design ideology is applied (in contrast to the customary positivist philosophy to collect quantitative). The literature is critically reviewed to identify NFP CSF’s and terms such as capacity building. NFP institutions are theoretically sampled using US-based retrospective data to identify practitioner CSF activities. Applying a constructivist research design ideology, the theoretical CSF’s from the literature review are compared to practitioner activities. Representatives of NFP organizations are invited to participate in a strategic planning exercise to identify the most important CSF’s from the literature and practice that would be needed in the future.

Seven of the nine United Nations NFP capacity building CSF’s are similar to NFP nine practitioner best practices. In comparison to the general literature, NFP practitioners applied leadership, strategic planning, innovation, documented procedures/training, human/technology resource management, financial management, accountability practices, ethical standards with professional communications policies, collaborative fundraising and marketing initiatives along with performance success evaluations.

The sample was drawn theoretically from 44 nonprofit state-centered institutions in the USA. Although statistically the results pertain strictly to US-based nonprofits, the principles should generalize to other countries as revealed by the similarity with United Nations innovation and strategic planning recommendations.

The authors applied a strategic planning exercise with the 44 participants at their recommendations to prioritize the CSF’s. The result was an innovative SWOT-TOWS diagram that summarized how the nine CSF’s were prioritized and grouped into the three categories of market performance, ethical responsibility and human resources.

The purpose of this paper is to examine the Tanzanian practitioner’s readiness assessment for public–private partnership (PPP) adoption. This study is important as the readiness assessment enables the stakeholders to assess their capability and current status quo to implement new ideas such as PPPs.

Underpinned by the theoretical lenses of innovation diffusion theory (IDT), this research undertakes semi-structured interviews with PPP practitioners within the Tanzanian affordable housing sector. The content analysis was used for the data as collected.

“Lack of awareness and usage of PPPs framework models during the feasibility and subsequent implementation process”, “Limited knowledge and skills required for PPP practitioners”, “Poor capacity building”, “Lack of engagement of experts during the viability and assessment process” and “Poor selection process of private partners giving rising to unsolicited proposals” are the main PPP features influencing the readiness process and fostering of innovation.

The identification of the readiness approaches would support PPP policymakers and stakeholders with the government mechanisms for identifying the key areas needed to be addressed to improve the PPP implementation performance.

Outputs of this study provide insights on how to foster a better understanding of the readiness assessment strategies and approaches for successfully implementing PPP in affordable housing projects.

This paper is second of seven in this volume elaborating different approaches to quality improvement in education. It delineates a methodology called design-based implementation research (DBIR). The approach used in this paper is aimed at iteratively improving the quality of classroom teaching and learning practices in defined problem areas through collaborations among researchers, practitioners and other education stakeholders.

The paper describes the origins of the approach in US education, along with its foundations, core principles and a case application of DBIR in practice. The case focuses on the specific problem of teaching science and genetics in primary and secondary schools in a district.

The guiding principles of DBIR are: a focus on persistent problems of classroom educational practice; iterative and collaborative design and testing of innovations through partnerships between researchers and practitioners, involving multiple stakeholders’ perspectives; a concern with developing theory related to both implementation processes and classroom learning outcomes, using systematic inquiry; and development of the capacity of both researchers and practitioners to sustain changes in educational systems.

Few theoretical treatments and demonstration cases are currently available in US education that examine common models of quality improvement, particularly DBIR. By engaging practitioners with researchers in designing, testing and implementing reforms meaningfully, DBIR shows promise in offering significant on-the-ground benefits. This paper adds value by allowing readers to compare the DBIR method with the other improvement approaches explicated in this volume.

In the collective or distributed leadership models that are now increasingly dominant in the literature about leadership in public services, the role of the “practitioner as leader” takes on powerful significance. The purpose of this paper is to address a gap in this corpus of research, which is a critical analysis of what constitutes the role of the practitioner leader, and the strengths and limitations of these informal leaders as agents of organisational change.

The paper develops a critical comparative analysis of the role of ordinary teachers and doctors as leaders, as a way of gaining purchase on what comprises and shapes the role of practitioner leader and the potential of this form of leadership to be a driver for quality improvements in the public sectors of education and health.

Traversing traditional academic divides and comparing medical and teacher leadership provides a clearer picture of how professional and organisational culture strongly influences the roles that practitioner leaders can take up and the influence they can wield. This comparison also shows that building capacity of practitioner leadership in the public services should be approached as an expansion of professional identity, rather than an “added extra” for keen few.

Importantly, this critical comparative review indicates that practitioner leadership is best understood and fostered as a particular ethical stance, rather than a special form of power or knowledge and that it occupies an interstitial space in between formal leadership structures and ordinary practitioners. This is both its strength and its weakness as a form of leadership.

Working in the world of international education consulting, while being fresh out of a PhD in comparative and international education (CIE), has magnified the challenges in bridging academic CIE research and practical work. When brought into practical work, CIE academic research brings a critical lens to what can often be a normative field, while clarifying theoretical lineage and concepts, supporting the operationalization and conceptualization of terms, and strengthening survey and questionnaire development. Despite the usefulness of CIE academic research to strengthen practical projects, programs and research, access to academic research in CIE limits its use on numerous levels. First, physical access to articles and books through costly subscriptions is an often-discussed challenge. Access to academic language, particularly for second language learners, carries an additional barrier. Finally, practitioners’ ability to wade through lengthy, dense, and technical articles, while identifying the key components of academic research, is a skill that is developed over time and with training.

While the reasons for the divide are common to many fields, CIE academic research has the added challenge of being situated in the highly practical field of education. However, this makes practitioner access to CIE academic research all the more crucial. Along with discussing issues of relevance and access, this discussion chapter highlights the exploration of alternative sources of academic research content to help academics and other scholars in CIE make their research more accessible. In this way, this discussion proposes that academic research and practice meet in the middle. Not only by increasing physical access to research through the various means discussed but also by using scaffolding approaches to academic research dissemination with the aim to increase the capacity of practitioners’ access to and use of CIE academic research. These approaches not only serve to bring academic research into the visibility of practice, but also to support practitioners’ skills in accessing and applying academic CIE research more easily.

Latin American countries have encountered multiple challenges to implement meaningful transformations to their national educational systems (Baten, 2016). Through a mixed-methods approach (Maxwell, 1992), this chapter aims to present the significance of professional development for teachers and principals in public schools in Latin America. Specifically, the authors explore the significance of professional development that allows these educators to develop a student-centered approach (Gibbs, 1981) in their daily work.

By presenting qualitative and quantitative data from three programs implemented by the non-profit organization Educando by Worldfund, this chapter seeks to showcase how the challenges that Latin America currently faces can be improved through a methodology that focuses on building capacity and that helps educators with concrete practices to foster a student-centered approach in their practice.

The findings in this study showcase the significance of educational interventions that are grounded and tailored to the sociopolitical context in which they will be implemented and it will also posit that, according to the authors’ findings, the students in public schools feel empowered and motivated after their teachers and principals participate in one of these three programs. The larger impact from the cases explored in this chapter will hopefully contribute to a larger conversation regarding how to implement public policies that can empower principals and teachers across Latin America.

This paper is one of seven in this volume elaborating upon different approaches to quality improvement in education. This paper aims to delineate a methodology called Implementation Science, focusing on methods to enhance the reach, adoption, use and maintenance of innovations and discoveries in diverse education contexts.

The paper presents the origins, theoretical foundations, core principles and a case study showing an application of Implementation Science in education, namely, in promoting school–community–university partnerships to enhance resilience (PROSPER).

Implementation Science is concerned with understanding and finding solutions to the causes of variation in a program’s outcomes relating to its implementation. The core phases are: initial considerations about the host context; creating an implementation structure; sustaining the structure during implementation; and improving future applications.

Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. The paper also derives value, as it permits a comparison of the Implementation Science approach with other quality improvement approaches treated in this volume.

Customised capacity building is thought to be essential for organisations. However, empirical studies are lacking with respect to its effect on employee outcomes. This study aims to examine the effect of customised capacity building on employee outcomes including employee empowerment and employee engagement through employee learning in Ghanaian local government institutions.

Valid responses from 281 employees of Metropolitan, Municipal, and District Assemblies (MMDAs) in Ghana were collected through a survey. A structural equation model was used to analyse the data and test the hypotheses formulated.

The results showed that customised capacity building has an effect on employee learning, employee empowerment, and employee engagement. Employee learning also had an effect on employee empowerment and employee engagement. In addition, employee learning partially mediated the effect of customised capacity building on both employee empowerment and employee engagement.

This study is of particular relevance to public organisations. As there is a dearth of studies focusing on customised capacity building, this study provides insight into incorporating the phenomenon into public sector organisations to enhance employee learning, empowerment and engagement.

This paper aims to examine the money laundering vulnerability of private legal practitioners in Tanzania, the involvement of these practitioners in money laundering activities and their role in preventing, detecting and thwarting money laundering and its predicate crimes.

The paper applies the “black-letter” law research approach to describe, examine and analyze the anti-money laundering law in Tanzania. It also uses the “law-in-context” research approach to interrogate the anti-money laundering law and to provide an understanding of factors impacting on the efficacy and readiness of private legal practitioners in Tanzania to tackle money laundering. The review of literature and analysis of statutory instruments and case law, reports of the anti-money laundering authorities and agencies and media reports-generated data are used in this paper. This information was complemented by data from interviews of purposively selected private legal practitioners.

Private legal practitioners in Tanzania are vulnerable to money laundering. There is an emerging evidence that indicates the involvement of some private legal practitioners in the commission of money laundering and/or its predicate crimes. The law designates the legal practitioners as reporting persons and imposes on the obligation to fight against money laundering. Law-related factors and practical challenges undermine the capacity of the legal practitioners to curb money laundering. Additionally, certain hostile perceptions contribute to the legal practitioners’ unwillingness, indifference or opposition against the fight against money laundering.

The paper underscores the need for Tanzania to reform its policy and legal frameworks to create enabling environment for anti-money laundering gatekeepers, including private legal practitioners to partake efficiently in the fight against money laundering. It also underlines the importance of incorporating the principles that govern the private legal practise to enable the practitioners to partake effectively in tackling money laundering.

This paper generates useful information to private legal practitioners, policy makers and academicians on issues relating to money laundering and its control in Tanzania and presents recommendations on possible policy and legal reforms that can be adopted and applied to augment the role of the legal practitioners in Tanzania to combat money laundering.