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This paper is an effort to identify the difference between government and private primary schools in terms of physical infrastructure, schooling costs and student's performance. Further, the paper assessed the role of physical infrastructure and schooling costs on the performance of students. The paper aims to discuss these issues.

This study used India Human Development Survey (IHDS) data. Bivariate, trivariate, χ2 and ANOVA test, factor analyses and Theil index are used as methods of analyses.

The results present a distinct picture of government and private primary school education in India in terms of physical infrastructure standards, schooling cost and performance of students. In all the three selected indicators, private primary schools remained a forerunner or outperform the government primary schools in India. Besides this, the physical infrastructure and schooling cost found to have effect on performance of students both in private and public schools.

Since government primary schools hold more than 70 percent of total students, there is an urgent need to improve the standards of primary education in these schools. Further, efforts are needed to reduce the gaps between private and public schools in terms of its basic physical facilities and performance of students in the country.

The paper used the IHDS to examine the existing differentials between government and private primary schools. The analysis is purely an original work.

This paper presents a descriptive analysis of elite women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). It concentrates on information given about their schooling.

The biographical sketches of the women, defined as “elite” by their inclusion in three collections from the 1930s, were examined for information about their and their daughters' education. Using mixed methods in a prosopographical approach, this is mainly a quantitative analysis. It outlines and compares the schools they attended where given as well as providing basic demographic details of the 491 women.

The paper shows that, for those who gave educational details, the women and their daughters attended private schools almost exclusively. Three types of schools were listed – private venture, corporate, and a very few state schools. The paper demonstrates that the landscape for girls’ secondary schooling was not a settled terrain in terms of type, place, religion, or age of schools available for elite girls' education in the late 19th and early 20th century. Private schools are shown to be part of the “machinery of exclusiveness which characterised the inter-war years” (Teese, 1998, p. 402) and private venture schools survived well into the third decade of the 20th century.

Beyond the histories of individual schools, little is known about the educational profile of Australian elite women in the past. This largely quantitative analysis helps to uncover and compare across state-based cohorts, previously unknown demographic, and schooling details for interwar women who recorded their educational details, as well as for the NSW and Victorian daughters where given.

This paper addresses revolutionary changes in the education, fertility and market work of U.S. families formed in the 1870s–1920s: Fertility fell from 5.3 to 2.6; the graduation rate of their children increased from 7% to 50%; and the fraction of adulthood wives devoted to market-oriented work increased from 7% to 23% (by one measure).

These trends are addressed within a unified framework to examine the ability of several proposed mechanisms to quantitatively replicate these changes. Based on careful calibration, the choices of successive generations of representative husband-and-wife households over the quantity and quality of their children, household production, and the extent of mother’s involvement in market-oriented production are simulated.

Rising wages, declining mortality, a declining gender wage gap, and increased efficiency and public provision of schooling cannot, individually or in combination, reduce fertility or increase stocks of human capital to levels seen in the data. The best fit of the model to the data also involves: (1) a decreased tendency among parents to view potential earnings of children as the property of parents and (2) rising consumption shares per dependent child.

Greater attention should be given the determinants of parental control of the work and earnings of children for this period.

One contribution is the gathering of information and strategies necessary to establish an initial baseline, and the time paths for parameters and targets for this period beset with data limitations. A second contribution is identifying the contributions of various mechanisms toward reaching those calibration targets.

Education can be classified into formal and informal sectors—the first category as a regular schooling system and the latter category as private tutoring. After completing secondary education, students in many countries receive education from private tutoring to get admission into the university. This study examines the effect of private tutoring on university admission and subsequent students' academic achievement at the university level.

Using survey data from Bangladesh as a case study, this study employs a two-stage least squares (2SLS) methodology.

Considering that coaching centers offer services such as private tutoring, this study finds that an informal education for admission greatly helps academic achievement. Students who benefit from informal schooling are more likely to achieve higher grades in subsequent programs.

This study strongly suggests that formal education at the secondary school level is unable to meet the academic expectations that are demanded at the tertiary level. This forces the development of private tutoring, which supports the students from more financially well-off families to perform well at the cost of educational disparity.

The purpose of this paper is to examine the incidence of public education subsidies in Ghana. Since the late 1990s, Ghana’s government has increasingly recognized human capital as key to alleviating poverty and income inequality, causing dramatic increases of government expenditures to the education sector. At the same time user fees have been introduced in higher education while basic education is being made progressively free. The question then is, whether these spending increases have been effective in reaching the poor and to what extent? What factors influence the poor’s participation in the public school system?

The authors address the key issues by employing both the standard benefit incidence methods and the willingness-to-pay method.

The results give a clear evidence of progressivity with consistent ordering: pre-schooling and primary schooling are the most progressive, followed by secondary, and then tertiary. Own price and income elasticities are higher for private schools than public schools and for secondary than basic schools.

Given the liquidity constraints African governments face yet there is the need to improve the human capacity of the countries, this study offers solution to how to optimally allocate the educational budget.

The use of policy simulations to ascertain the incidence of public spending on education is innovative as far as previous studies in Africa is concerned.

The purpose of this paper is to provide insight into the current contributions of private schools to education provision in Tanzania, and to consider the feasibility of a school voucher program to contribute to the expansion of the secondary school system, compared to the alternative expansion of public secondary education.

The study offers an analysis of current educational circumstances and educational goals in Tanzania, and projects differential costs and outcomes associated with various options for expanding secondary education. Data come from two sources: a census of the private schooling market in the Morogoro Urban district, conducted as part of the World Bank’s Systems Approach for Better Education Results initiative; and Tanzania’s National Panel Survey 2010–2011.

For those students unable to cover the full cost of secondary education, findings suggest that a targeted private school voucher would be an efficient and equitable policy mechanism for secondary school expansion. Such an approach would ease the financial burden on government for constructing all new schools, yet assure access for the most vulnerable.

The implementation of school voucher programs is increasing in low-income countries. It is important for policy makers to carefully consider the appropriateness of this type of policy intervention for their particular educational contexts. This paper models an approach by which researchers and policymakers can assess the educational circumstances of a particular location, and determine the potential effectiveness of a private school voucher policy.

The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner.

The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017.

Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to the government, tax-raised, funding of government and non-government schools. A combination of the peculiarities of Australian federalism in relation to education, political expediency, popular exhaustion with the “state aid” debate, the power of entrenched interest groups and the distancing of democratic decision making from the decision-making process in relation to education all play a part.

The originality of this contribution to a research journal lies in its combination of autobiography with historical policy analysis.

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.

This paper is a historical review of the development of private primary and secondary education in Hong Kong from 1841-2012. The purpose of this paper is to examine the evolving relationship between the state and private schools in Hong Kong.

This paper utilizes sources from published official documents, public data available on government websites, archival documents and newspapers. The authors also carried out a few individual interviews with legislators, government officials and principals who were familiar with the history of private education in Hong Kong.

The colonial Hong Kong Government adopted laissez-faire policy in greater part of its rule until 1970s. The year 1978 marked the period of “state control” until the 1990s when privatization and deregulation emerged as a world trend in the governance of education. The role of government changed to that of “supervision” instead of “control.” Further, it is shown that the change of sovereignty did not avert the trend of decentralization, deregulation and privatization in education which is entrenched in the management of public affairs in human societies.

The findings provides an illuminating look into the development of a society and how it grapples with the fundamental questions of the degree of social control and proper use of political power in a colonial setting.

This chapter estimates the degree of intergenerational educational mobility in Argentina, focusing on the mobility differences between teenagers and young adults. Based on a new database, the Survey of Employment and Education of Youth (CEDLAS-INDEC) nonbiased mobility estimators for children older than teenagers is obtained. Our robust estimations reveal a lower degree of intergenerational mobility for young adults than for teenagers. Furthermore, young adult immobility is not uniform across parents’ education level. Finally, gender differences also affect mobility.