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The Middle East and North Africa region has the world's lowest returns to education. This paper examines what the value of a degree is using nationally representative labour market surveys from Egypt (2012), Jordan (2010) and Tunisia (2014). Specifically, the authors estimate Mincer models for levels and years of schooling. They find that returns are highest in Tunisia and lowest in Egypt, although all three countries fall short of the global average. Higher education is where returns are greatest. They also analyse the returns by sub-groups: sex; age group; and sector. The returns are higher for women than men in Egypt. The younger generation has lower returns than the older generation in Egypt. The private sector in Egypt and Tunisia has lower returns than the public sector. One reason for the low returns is that many individuals are overeducated relative to position requirements.

Purpose: This paper provides critical insights into the contextual challenges of researching indigenous people in Vietnam's public sector organisations. Design/methodology/approach: Drawing on a study of indigenous employee voice and inclusion in public sector organisations in three locations in the Central Highlands region, the researcher engages in self and methodological reflections to explain the challenges faced. Findings: This paper identifies and discusses the challenging issues of political sensitivity, data access, availability and consistency of quantitative data, and characteristics of indigenous participants in the context of Vietnam. Practical implications: This paper benefits directly those who are interested in researching Vietnam's indigenous people in future. Further, it contributes to the global conversation on the challenges of conducting indigenous research, particularly in reaching out to indigenous populations and obtaining reliable data in order to capture indigenous voice and experiences. Originality/value: There is a dearth of knowledge of indigenous research in non-Western countries where indigenous people are not recognised officially by the government. This paper addresses this knowledge gap by focusing on cultural, political and societal issues of indigenous research from Vietnam.

This article profiles public-private partnerships and networks established by the public, residential, STEM-focused Carol Martin Gatton Academy of Mathematics and Science in Kentucky. Authors discuss relationships and partnerships cultivated to extend student learning opportunities beyond what public support provides. The article focuses first on key partnerships that were imagined when the program was created, profiling how these relationships have evolved in the program's first 12 years. These foundational partnerships include the program's integration with Western Kentucky University and a model designed to partner with every school district in the state. The authors then take a wider view of program partnerships, spotlighting relationships within the program's portfolio of philanthropic networking, external funding, and corporate partnerships. The network of partnerships profiled includes strategies to endow summer internship programs, need-based scholarship funding, and to provide a rounded arts education in a STEM-focused learning environment.

This research study critically analyzes the scope and contribution of Bloom's Taxonomy in both assessment and teaching-learning process. Bloom's Taxonomy consists of six stages, namely; remembering, understanding, applying, analyzing, evaluating and creating and moves from lower degree to the higher degree. The study applies Bloom's Taxonomy to the prevailing assessment system at the level of secondary education in Sindh. The data are collected from the last five years' question papers used by the Board of Intermediate and Secondary Education (BISE), Karachi, Hyderabad Sukkur at secondary level for the subject of English. The questions asked in these papers are classified and analyzed from the vintage point of Bloom's Taxonomy to determine whether the present assessment system focuses on the lower degrees of learning like remembering, understanding, applying or it transcends to the higher degrees such as analyzing, evaluating and creating. The data are quantitative hence SPSS. 20 is used to analyze and draw conclusions and results. The findings of this study will help to improve both assessment and teaching-learning process, which will hopefully uplift the learner from the sheer practices of description, rote-learning and memorization to the profound level of analysis, evaluation and creativity.

Multiple forms of privatization are emerging in the Canadian public sector, including public-private partnerships. This article focuses on one approach to public-private partnerships called "social finance," and a network of public, private, and not-for-profit organizations that promotes social finance as a means of funding public services, including education. The authors employ social network analysis to identify key members of this network, and critical discourse analysis to examine the discourse the network produces. Findings reveal a number of discursive and extra-discursive practices the network uses that legitimize social finance approaches to funding public services. These practices manufacture consent for increased privatization in the public sphere, and this has important implications for public education.

Generally, this study explains the digital divide among older workers of age 50 to 58 years in public and private sectors in the state of Melaka. The main purpose of the study is to reveal and distinguish the factors that contribute to digital divide among older workers of age 50 to 58 years in public and private sectors. According to the Ministry of Energy, Water and Communications digital divide is a reference that is given to the circumstances in which part of the community is not likely to ease of use of information communication technology (ICT) infrastructure caused by factors such as accessibility, capability, ability to use computer and lack of local content. The study focuses on factors that cause digital divide namely demographic factors (socio-economic backgrounds, education level, and geographical location of residential area), accessibility of ICT infrastructure, computer skills, and perception towards ICT. The study is conducted to achieve three objectives: namely to examine the ability to use computer and digital divide among elderly between public and private sectors, to investigate distinction level of digital divide arising among elderly workers in public and private sectors and lastly to identify factors that cause digital divide among the elderly. Population of elderly workers of age 50 to 58 years are stratified into public and private sectors. From each of the sectors, samples with the stated quota, that is, those workers of age between 50 and 58 years old are selected. From the results of the analysis obtained, there is a distinction that indicates emergence of digital divide among elderly between public and private sectors. As such, government should take more effective initiatives to address the digital divide issue among the elderly. Through these initiatives the digital gap among the elderly in public and private sectors can be bridged in helping the elderly to be more independent and competitive to face the challenging old days.

While financial planning students are expected to be able to understand client retirement plans, subtle differences in cost-of-living adjustments can have major impact on the success of client retirement plans. This teaching note compares the cost-of-living adjustments in the largest government sponsored retirement systems and a hypothetical traditional privately sponsored plan. Using a Monte Carlo simulation, we estimate the impact on retirement experience from the different COLAs. These differences are large, with differing protection from future inflation and differing risk for running out of money during retirement. This teaching note will help instructors address Certified Financial Planner (CFP) Board Learning Outcome G.52 "Retirement Needs Analysis". The material may also be used in economics, human resources, public administration, and other classes addressing policy aspects of retirement plans.

This study examines factors leading to unemployment among young Emirati adults and new entrants to the workforce despite the abundant employment opportunities available in the UAE private sector. The study points out that new entrants to the workforce, including a growing number of college graduates, find few opportunities in the preferred but saturated public sector so they are faced with a three-part employment decision: considering employment in the private sector for a long-term career, entering the private sector temporarily, or remaining unemployed until an opportunity emerges in the public sector. The study sheds light on the obvious question, "Why would Emirati youth prefer to remain unemployed when so many private sector jobs are available?" by examining and identifying factors for Emirati job satisfaction. More than 1,000 Emirati participants employed in both public and private sectors responded to a quantitative survey rating aspects of job satisfaction. Quantitative data, supported by open ended responses, indicated that culturally friendly work environments and flexibility to manage family responsibilities were the most important factors for job satisfaction and employment decisions most Emiratis and especially for Emirati women. The study concludes that the most important factor for young Emiratis, especially women, is a workplace aligned with the culture in which they operate embodying the concept of holistic sustainability.

Past research have pointed out that excellent strategies have been written but extremely small have been accomplished in their implementation. It has additionally been proposed that only 10% of formulated strategies are successfully implemented. However, crafting the best strategy is not the end in itself but the ultimate result will only be realized once the plan is successfully implemented. A strategic plan is a management tool that is used to transform organizational objectives into actions. The purpose of this study was to establish the effects of strategic plan implementation on organizational performance: a case study of public Secondary Schools in Kenya. The country in the recent past has experienced challenges like student declining performance in national examinations and increased student enrolments this implies that student cannot be able to join higher learning institutions which mean their future is blurred. The specific objectives were to analyze the effects of leadership style and communication in successful implementation of the strategic plans. A descriptive survey design using stratified sampling was used. The study population comprised of the school managers including teachers, principals and deputy principals serving in selected schools. Primary data was collected through questionnaires that were administered through "drop and pick later" method while secondary data was gathered from relevant Ministry of Education, Teachers Service Commission (TSC) and Government of Kenya publications like the Strategic plan, TSC Act, Ministry of Education (MoE) records. Quantitative data was analyzed though descriptive statistics and multiple regression analysis. Quantitative data was presented using bar graphs, pie charts and frequency distribution tables.

The article is devoted to some methodological features of modernization in modern education in the context of "the knowledge economy" development which is aimed at shaping new mental potential of the modern state. Features and prerequisites for the emergence of the knowledge economy, the priorities of which include the development and spread of information technologies, development and introduction of innovations, investment in human capital formation, have been clarified. It has been shown that in the socio-economic development system of the country, the knowledge economy as a social labor resource is one of the most important criteria of efficiency of organization of the socio-economic system of the country. Preconditions for organization of innovative-educational sector of economy of the Russian Federation are stated. The article focuses on the strategic landmarks of the formation and development of the innovative-educational sector of economy in the Southern Federal District. Network integration is considered to be the factor which enables to treat education as a separate, innovational sector. As for the preferable form of its organization, the authors mention private-public partnership with attraction of businesses. The paper also covers technical characteristics of implementing the model in the innovative-educational sector of economy of the Southern Federal District. The article presents promising areas of the study of this problem, which involves further development of the theory of intellectual capital development in education, subject-oriented methodology of educational system modernization in the applied aspect, as well as technologies of management of the national innovation-oriented educational system of the Russian Federation.

The relevance of researched problem is caused by the fact that public-private partnership has high potential to become an effective platform not only for infrastructure and socially important projects, but also to start mechanisms of environmental problems solution and activization of ecological business responsibility at the levels which are significant for the Samara region. The aim of the article is to consider the institutional environment of the Samara region from the point of view of readiness to implement public-private partnership in the sphere of environmental protection. The leading method to research this problem is analysis and synthesis that allow revealing essential aspects of the institutional environment in the region to implement projects of public-private partnership in the sphere of environmental protection. Results: there were revealed the factors, constraining development of public-private partnership in the sphere of environment in the Samara region, conditions of forming the environment are determined. Results of this research can be useful for specialists in the sphere of PPP both in executive, and in industry authorities.

Massive growth in the numbers of fee-paying international students and an increasing private sector role are two of the most salient features of Australian higher education in the past quarter century. Both these trends were evident in a little known partnership, involving a public regional university and a private entrepreneur, which had its origins in 1993. While hindsight allows us to locate this development in a neoliberal framework, this article explores the origins of the relationship and concludes that while the eventual operation was consistent with the theme of the overall decline of the university as an essentially public enterprise, the role of personalities was crucial in what was initially more serendipity than grand strategy.

The purpose of this study was to examine a concept and content of a public-private partnership as a perspective tool for development of cooperation among the EEU countries. The standard and legal base and institutes of PPP development in the EEU countries are studied herein. Main problems of PPP development are determined on the basis of the analysis of PPP practice in the EEU countries. Recommendations regarding the PPP mechanism development in the EEU countries are given to develop international cooperation in PPPs and coordination among the EEU countries at the interstate level.

It is broadly accepted that learning is important in supporting the delivery of change. Furthermore, during times of public sector budget cuts there is a growing interest in innovation and change. However, it is also generally accepted that austere times typically lead to a reduction in training and development budgets -- particularly within the public sector. This paper explores the extent to which the assumed link between learning and change is contested during austerity. Fifty-one public sector managers from Wales and Scotland participated in the study, over a period of 13 months, from a wide range of public sector organisations across two devolved parts of the UK. The research explored issues surrounding motivations for learning, expectations of outcomes and perceptions around the drivers of change. It is found that public sector budget cuts are having a direct impact on learning and development opportunities across the UK public sector. Whilst budget cuts may lead to change, this is likely to be piecemeal rather than strategic. In conclusion, this research supports the view that austerity is a barrier to meaningful change in the public sector and not a driver.

This article presents the conceptual and methodological design of a register of public-sector organizations, as well as a preliminary delineation of such organizations in Europe. Conceptual and methodological issues are discussed, as well as the potential usage of the register for interlining datasets and analysis. The significance of the register for research policy and evaluation studies is also discussed, as related with changes associated with New Public Management reforms.

This article analyses the diversification of research systems by focusing on the role of the new population of centres created by universities, public research organizations, and firms for the purpose of knowledge transfer and exchange. It departs from the mix of policies and the structural conditions in Spain which resulted in an organizational field frequently unnoticed in research evaluation exercises. An original methodology combining a map of centres and a survey has been used to observe their profiles, activities, and internal organization. This study highlights the role of hybrid research organizations in the system and the importance of institutionalization processes to shape their portfolio of activities and outcomes. In the conclusions, methodological and practical implications are provided for an understanding of the heterogeneity of research systems as a result of collaboration between academic science and industry.

This article addresses, conceptually and empirically, the classification of public research organizations (PROs) understood as non-university and non-enterprise research-focused organizations that are public by nature or in which the government has an influence. The construction of archetypes of research performing organizations has been a standard method of analysis, as reflected in the Frascati Manual that guides national statistical offices to delineate the perimeter of the institutional sector of PROs. However, this practice has often overlooked the emergence of new types because traditional approaches to classification tend to characterize previously defined mutually exclusive categories, rather than allow evidence to reveal categories "ex-post." This gives rise to a number of concerns related to the scientific validity of the classification of entities in the organizational field of research. The present article discusses conceptual and methodological issues associated with different classificatory strategies. It also presents the empirical results of a taxonomical exploration that allows the identification of categories not determined "ex-ante." Our empirical strategy consists in applying clustering techniques on a number of organizational dimensions, chosen based on theoretical grounds and proxied by variables determined by data availability. We implement it on a pilot dataset of 197 research-focused organizations from eight different European countries.

While the literature on firm mergers and acquisitions (M&A) is quite extensive, systematic approaches to analyze mergers in the public research sector are still scarce and focus only on the higher education sector. This article provides, for the first time, systematic empirical evidence on the extent and characteristics of M&A in public-sector research in Europe, by building on a novel dataset comprising demographic events since the year 2000. The goal of this study is to characterize such events in terms of organizations involved, types of events, and regional distribution. We find that M&A constituted a major change process within European public research. Nearly 400 events occurred in Europe between 2000 and 2016 with an increasing trend over time; M&A involved nearly one-fifth of public-sector research organizations and were geographically distributed across two-fifths of all European regions. Demographic events concerned primarily specialist institutions and to a larger extent public research entities and colleges. While the strong involvement of colleges was expected from the literature, for the first time we can show the extensive restructuring which took place in the public research entity sector. On the contrary, well known and prestigious university mergers, largely driven by the quest for international visibility, constituted only 10% of the events. Finally, we identified six broad groups of events characterized in terms of two dimensions, i.e. whether the involved organizations are active on the same or different markets and the extent of overlap between subject offerings.

Accelerated aging trend has become a serious issue in meeting workforce demand in many developing and developed countries. Various workplace interventions have been sought to address this issue. The purpose of this study is to examine the extent that there is a typology of older workers whose skill proficiency and skill utilization are influenced by their perceived degree of readiness to learn and informal learning, and participation in non-formal learning in South Korea. Using the PIAAC data, this study conducted Latent Class Analysis to identify the types of older workers who achieved significantly different levels of basic skill proficiencies and skill utilization in organizational settings. From the data analysis, three types of older workers are identified: The Dormant Workers with Low Skills, The Educated Workers in the Public Sector, and The Educated Workers in Flexible Working Conditions. From the findings, practical and research implications are discussed.

Australia's state-based public sector standing anti-corruption commissions each have an education function. The function is underpinned by a largely unquestioned assumption that integrity education will reduce levels of misconduct and corruption in the public sector. This study explores how these commissions undertake evaluations and publicly report on the effectiveness of their education events to demonstrate a contribution to this purpose. It acknowledges that well-designed and executed education events may deliver public value outcomes, but finds that the evaluative and reporting approaches used by commissions are insufficient to reliably demonstrate whether or not the function actually achieves this purpose. The dominance of exposure-as-success attendance statistics revealed in this study is particularly concerning as they offer no insights that are directly relevant to this purpose. Consistent with the findings of previous studies, there is also a heavy reliance on reaction-based satisfaction surveys that primarily reflect participants' enjoyment of an education event, but do not provide meaningful evidence of learning, application of learning, organizational impact, or the overall delivery of public value. As such, it is argued that commissions need to transition from largely superficial appraisals to more robust and strategic assessments that measure actual attitudinal and behavioral change in the public sector. This study also raises questions of broader relevance to the evaluation of other types of workplace education, particularly that requiring affective and behavioral learning.

This paper draws on recent research in Europe and England to discuss the politics of accountability. It is suggested that, as policies in education are increasingly focused on delivering technical-managerial accountability, that is accountability understood as evidenced in international, national, institutional and individual comparative measures of performance, so the shifting power relations of system redesign supported by data use are concealed and suppressed. System redesign is promoted by 'networked' governance and the de-centred state, in institutional 'freedom' from bureaucracy, in the de-professionalisation of public sector workers, in the proliferation of managers, in the redefinition of citizens as consumers. The implications of such reforms for politics are profound, as political legitimacy is a fundamental precondition for the sustainability of the welfare state and welfare state organizations are dependent on active political processes of producing legitimacy and political accountability.

Despite Public-Private Partnerships' (PPPs) growing popularity within education policy circles, research on their effects yields contradictory results. The understanding of PPP effects is limited by the prevalence of generalist analyses that neglect to acknowledge the exceptional heterogeneity of the policy frameworks in which PPPs crystallize. Building on a scoping literature review, this paper aims at identifying patterns of effects of main PPP modalities on education (namely vouchers, charter schools and public subsidies for private schools) by considering the mediating role of policy-design variables. Our results show that PPP configurations oriented at the generation of market-like dynamics are frequently found to exacerbate school segregation and educational inequalities. Conversely, those PPP arrangements less conducive to market competition and those that follow an affirmative action rationale (such as targeted vouchers) are more likely to yield more positive effects on learning outcomes than other types of PPPs, without necessarily undermining equity.

Purpose: This study aims to investigate the formative evaluations of the training programmes of a Portuguese national railway public company for an entire calendar year. The aim is to uncover alternative configurations for the design of training programmes to create better levels of evaluation. This study is based on the following research question: What are the configurations that lead to the success and or failure of trainers and trainees? Among those, are there any common designs that generate the success and or failure of both trainers and trainees? Design/methodology/approach: This study used matched data from an entire calendar year to examine the trainers and trainees' evaluations of 429 training events. This study also used a fuzzy-set qualitative comparative analysis (fsQCA) to provide configurations that generate the success or failure of trainers and trainees. This methodology offers alternative pathways to the same outcomes and thus gives managers different options to reach similar results. Findings: The results show that there are more configurations that lead to trainers' success (five) than to its absence (four). However, the configurations that lead to trainees' success (three) are less than those that lead to its absence (six). The findings indicate that a single common configuration exists that leads to high evaluations. Research limitations/implications: This study does not address summative evaluations. Regarding data, the study acknowledges the use of self-evaluations for trainees, although they serve as a proxy for a learning evaluation. The generalisation of the results outside the Portuguese railway company's context is not possible. Practical implications: The proposed analysis is applicable to other settings without restrictions. Managers may replicate this study's approach in their organisations to uncover the alternative configurations that lead to the success or failure of trainers and trainees. They may adopt the ones that lead to successful outcomes and avoid the ones that lead to undesired ones. Originality/value: This study is innovative because it addresses concurrently the success or failure of trainers and trainees that is only possible by using the fsQCA method. This study opted to use this method to provide alternative pathways to extreme outcomes: the most successful or the most unsuccessful. These multiple pathways are better results compared to traditional quantitative statistical methods that only provide a single estimated solution to the presence of the dependent variable; for example, a regression analysis or structural equation modelling.

Public affairs programs aim to prepare students for public service roles by teaching certain skills and reinforcing prosocial motivations. Studies provide mixed results as to whether these aims are met. What we do not know is whether public administration and public affairs programs in Asia attract students different in their job sector attitudes and sector preferences from those in Western Europe. To this end, we analyze survey data on 247 students from public affairs programs in the Netherlands and Singapore. We find no significant difference in job sector preference. However, Singaporean students display a higher level of public service motivation (PSM) and a higher preference for pecuniary rewards. This implies that public affairs programs in Asia should take into account students' distinct motivations when designing curricula, and public affairs programs in both countries should leverage the prosocial motivation of students by enhancing their PSM through socialization during their educational experience.

The last twenty-five years have seen an erosion of the public sector with whole industries being sold off and made into private companies. Even those roles that have remained in the public sector have undergone enormous change, with the importation of ideas and practices formally associated with businesses. Reforms have led to cost-cutting and an increase in managerialism. This paper sets out what is meant by a profession and then explores whether the reform and modernisation agenda has enhanced the profession of social work or whether it has been to the detriment. It is asserted that social workers have seen a reduction in their ability to act independently and that professional knowledge has therefore been eroded. The tensions between these changes and social work values are discussed. The author posits that the reforms have not contributed to service user's life opportunities. It is concluded that that, alongside the manageralism agenda, social work's poor media profile and the fact that many social workers do not want to be considered professionals has contributed to the continued lack of professional standing. Initiatives that may help with improving the profile of the social work profession and outcomes for service users are discussed--although it is noted that the current government's commitment to these aims appears limited.

The aim of this study is to bring under the spotlight the need for a broader public sector accounting education plan that would facilitate the development of participatory citizens. The study develops a conceptual framework that links citizens' government accounting literacy with various community-related decisions and in particular citizens' voting decisions during election periods, building on democracy, democratic participation and the image of the 'participatory citizen'. It is suggested that democratic participation could be enhanced by educating citizens on issues of public sector accounting, making them able to understand, monitor and evaluate the performance of public administrations. Furthermore, the study discusses ways of enhancing citizens' government accounting literacy through the provision of public sector accounting education in a continuous life-long learning process. In particular, the introduction of school courses that would target citizens' education on these aspects from an early age is discussed.

This article presents an innovative teaching and learning method based on three different simulations of multi-level governance settings. Public management at the local level is recreated using the SimCity computer game; the decision-making process at the national level is simulated through a national parliament simulation; and the intervention of the public sector at the international level is based on a simulation of the Council of the European Union. The main objective of this study is to assess students' perceptions regarding how useful simulations may be for teaching and learning economics. The implementation of this teaching method demonstrated that the students perceived problem-based and role-play methods as useful learning tools. They also declared that their perception about the complexity of real-world problems has changed and that their political engagement may have increased thanks to their participation. Abbreviations SDGs - Sustainable Development Goals

Over the past decade the Teach for India (TFI) organisation has emerged as a prominent non-governmental organisation (NGO) involved in Public-Private Partnerships (PPP) with ailing urban municipal government bodies across select cities in India. An off-shoot of the Teach for America (TFA) programme, TFI aims to improve quality of education in under-resourced municipal government schools through English medium education. Through in-depth interviews with members associated with TFI, some municipal school teachers and information accessed through Right to Information (RTI) applications, this article delineates the modalities of the PPP arrangement within municipal schools in Delhi. It examines how the intervention is institutionalising parallel governance structures, accentuating class-based tensions and exacerbating pedagogical inequities within these long-neglected schools.

This article discusses the globalised phenomenon of public-private partnerships, which involve the private and public sector collaborating to provide infrastructure and service delivery to public institutions. Within the education sector, the most commonly known public-private partnerships exist in the United States as charter schools and the United Kingdom as academies. Discussing this phenomenon in the South African context, this article draws on the Collaboration Schools Pilot Project as an example for understanding how the involvement of private partnerships within public schooling is being conceptualised by the Western Cape Education Department. Framed within the debate of public-private partnerships for the public good, the article provides a critical discussion on how these partnerships are enacted as a decentralisation of state involvement in the provision of public schooling by government. The article concludes by noting that the Collaboration Schools Pilot Project, which involves significant changes in policy regarding how schools are governed and managed, requires more rigorous and critical dialogue by all stakeholders as the model unfolds in schools in the Western Cape.

Interest in how to better connect research to policy and practice is gaining momentum globally. Also gaining widespread agreement is the view that intermediary organizations have an important role to play in facilitating multi-stakeholder partnerships between researchers, practitioners and policymakers in order to increase the mobilization of research and its impact in public service sectors. Knowledge mobilization (KMb) includes efforts to strengthen linkages between research, practice and policy in public service sectors. This special issue explores a range of intermediary organizations, networks and initiatives in order to showcase how research-practice-policy gaps are being addressed in different contexts.

Present study determines the effects of organizational learning culture on female teachers' critical thinking skills of public sector higher education institutes (HEI) of the Punjab, Pakistan. The questionnaire from Yang (2003) (21-item) of organizational learning culture and from Naieni (2005) (30-item) questionnaire on critical thinking skills was adopted. All items are developed on five point Likert scale. The values of Cronbach's alpha computed for both constructs are high which represent that data on both constructs are reliable. The KMO measure of sample adequacy and Bartlett's test of sphericity authenticate that our data are appropriate for the use of factor analysis. The study employed principal component analysis in order to find the validity of the measure of organizational culture and critical thinking skills. This study collects data from 250 full time female permanent teachers in higher education institutes of Punjab, Pakistan. The findings represent that organizational learning culture significantly affects the critical thinking skills of female higher education female teachers of Punjab.

This paper explores the everyday enactments of new public management in our professional lives utilizing principles of self-ethnography. Drawing on the reworking of an Action Research class, I explore the possibilities of a contextual analysis of the workplace to make more transparent the enactment of new public management. Little is known regarding how NPM plays out on the ground in local sites and how, in interacting with the culture it creates, professionals locate themselves and their work. I offer a close examination here of our changing context to explore the techniques and forms of power of NPM in the realms of higher education as well as how we might enact a politics of refusal.

The objectives of this research were: 1) to study the current situation and problem of Knowledge Management of the office of the primary education service area, 2) to develop a Knowledge Management model, 3) to study the success of the implementation of the Knowledge Management system. There were 25 persons in the target group. There were 2 kinds of instrument: the instrument for work development was the Handbook for wok implementation, and the instruments for data collection were: questionnaire, semi -structured interview form, action record form, knowledge Test. The statistic used for data collection included the percentage, mean and standard deviation. There were 3 phases of research implementation including: Phase 1: to study the current situation and problem, Phase 2: to design the Knowledge Management Model for developing Quality, and Phase 3: to use the Model, and study. The research findings found that: 1. The findings of current situation and problem the implementation was in "Moderate" level. Problems in using knowledge for organization, in every aspect are in "High" level. 2. The findings of model usage, and success in Knowledge Management for developing the Quality in Public Sector Management, in overall are in "High" level. 3. The findings from evaluating the success of the Knowledge Management model, based on indicators of success from the model, were that propriety was at an overall "High" level.

There is an increasing reliance on market principles and values in the education space, particularly in urban contexts, accompanied by a growing diversification of educational service providers. Due in part to increased interactivity amongst constituents in this growing assembly of providers and actors, educational innovation ecosystem arrangements have emerged across urban centers. In this article, we present and define the concept of educational innovation ecosystems: The concept is discussed generally as a product of an increased market emphasis in the education sector and more specifically as a product of public-private partnerships. The concept is further exemplified through case examples that offer a perspective on how such arrangements can be of benefit in urban education environments. The article opens with an example of how market logic has been operationalized in some urban centers through a diversification model for providing schooling services. Next, we discuss and provide case examples of educational innovation ecosystems. Finally, we conclude with a discussion of how education technology, as an outgrowth of public-private activity and collaboration, is being designed for pedagogical application in schools.

The purpose of this study was to investigate the health care practices for medical textiles in government hospitals Enugu State, Nigeria. Specifically, the study determined the availability and maintenance of medical textiles in government hospitals in Enugu State, Nigeria. A sample of 1200 hospital personnel were studied. One thousand two hundred copies of questionnaire were distributed to the respondents and were filed and collected completely. Data collected were analyzed using frequency and mean. The findings include that medical textiles are not enough and the few medical textiles available in the government hospitals are not properly maintained. The findings of the study will create awareness to the hospital management in the provision and maintenance of medical textiles. Federal government should sponsor and monitor the provision of medical textiles in the hospitals, there should also be regular supervision by medical supervisors to ensure that the medical textiles supplied in the government hospitals are properly cared for.

Neoclassical economists make the case for profit seeking firms in the private sector because they supply goods and services efficiently, meeting consumer demand at the least possible price and the highest quality. The government also supplies some goods and services directly, and also has made provisions for non-profit firms to do so, recognizing that in some cases for-profit firms will not supply them efficiently, because of a variety of market failures. In the United States, higher education has been one of those services that has traditionally been supplied to a large extent by non-profits and the government sector, and not by the for-profit sector. Over the last few decades, that has been changing radically, with much of the growth in enrollments in higher education taking place in the for-profit sector. Understanding the evolving roles of for-profits, non-profits and the public sector in the provision of higher education over the past several decades is important because they can have public policy implications. The government's response to market failure, in particular, has welfare implications for both individuals and society.