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In Folge der Halbierung der Schüler*innenzahlen in Ostdeutschland nach der Wiedervereinigung haben die Kultusministerien der neuen Länder im Bereich der Schulentwicklungsplanung mit unterschiedlichen Steuerungsansätzen reagiert. Am Beispiel von Mecklenburg-Vorpommern und Thüringen zeigt der vorliegende Beitrag auf, dass diese Steuerungsansätze eine zentrale Erklärung für den je nach Bundesland unterschiedlich stark ausgeprägten Anstieg von Schulen in freier Trägerschaft liefern. In Mecklenburg-Vorpommern, wo ein Top-down-Steuerungsansatz verfolgt wurde, führten restriktive Vorgaben bezüglich der Aufrechterhaltung von Schulstandorten zu einem starken Rückgang der öffentlichen Schulen bei gleichzeitig starkem Aufwuchs der Privatschulen. In Thüringen, wo sich die Landesebene aus der Schulentwicklungsplanung weitgehend heraushielt, wurden auf kommunaler Ebene seltener Schulschließungen beschlossen und zugleich auch weniger Privatschulen gegründet. Der Beitrag stützt sich auf die Dissertation der Autorin zum Rück- und Umbau von Schulstandorten bei Schüler*innenzahlenrückgang unter besonderer Berücksichtigung des Privatschulwesens. (DIPF/Orig.), After the number of students in East Germany fell by half in the period after the reunification, the ministries of education of the new Länder employed different governance approaches in the area of school development planning. Using the examples of Mecklenburg-Western Pomerania and Thuringia, this article suggests that the nature of these governance approaches provides an explanation for the varying degrees of growth of the private school sector across states. In Mecklenburg-Western Pomerania, where a topdown governance approach was followed, strict guidelines regarding the closure of school sites led to a sharp decline in public schools and, at the same time, a sharp increase in private schools. In Thuringia, where the state level administration largely stayed out of school development planning, school closures were decreed less often at the municipal level and, at the same time, fewer private schools were founded. The article is based on the author’s dissertation that focuses on the dismantling and conversion of school sites in the face of a demographic decline in student numbers, particularly emphasizing the private school sector. (DIPF/Orig.)

Für diesen Beitrag wurde eine Befragung Berliner Eltern als Grundlage genommen um herauszufinden, welche elterlichen Assoziationen in Bezug auf öffentliche und private Schulen vorliegen. Dabei zeigt sich, dass Privatschulen von den befragten Eltern deutlich positiver wahrgenommen werden als Schulen in öffentlicher Trägerschaft. In einem zweiten Schritt wurde dann anhand empirischer Studien und weiterer statistischer Daten versucht, die von Eltern aufgestellte These der besseren Privatschulen zu überprüfen. Dabei wurde sich thematisch an den von den Eltern genannten Aspekten in Bezug auf öffentliche und private Schulen orientiert. Dabei kann und will dieser Beitrag die Frage, ob Privatschulen die besseren Schulen sind, nicht beantworten. Stattdessen führt der tiefere Blick in die derzeitige Studien- und Datenlage vor allem dazu, die umfangreichen Forschungsdesiderate und Datenlücken im Feld der Privatschulforschung aufzuzeigen. Der Beitrag ist daher, neben einem Überblick über den aktuellen Forschungsstand, hauptsächlich ein Appell an Bildungsforscher*innen, sich mehr mit dem bislang eher vernachlässigten Privatschulbereich zu beschäftigen sowie eine Aufforderung an die Bildungsverwaltung, umfangreichere Daten in der amtlichen Statistik auch für Privatschulen bereit zu stellen., For this article, data from a parent survey in Berlin was used to find out which parental associations exist with regard to public and private schools. The results show that private schools are perceived much more positively by the parents surveyed than schools run by the state. In a second step, empirical studies and further statistical data were used to test the thesis of better private schools. Thematically, the aspects mentioned by the parents with regard to public and private schools were taken into account. This article cannot and does not want to answer the question of whether private schools are the better schools. Instead, the deeper look into the current study and data situation leads above all to pointing out the extensive research desiderata and data gaps in the field of private school research. Therefore, in addition to an overview of the current state of research, this article is mainly a call to educational researchers to deal more with the private school sector, which has been rather neglected so far, as well as a request to the education administration to provide more comprehensive data in the official statistics also for private schools.

Education, especially early childhood education, is a responsibility that both families and schools share, so much so that children find themselves in two differentiated learning environments. Educational and parenting styles may join forces, sharing values and behaviours that enhance children’s development, just as the Montessori Pedagogy has shown. It is for this reason that the present study will attempt to analyse the relations established between the opinions and the application of the principles of such pedagogy focusing on the first six years of life, both in educational and family environments, considering the degree of commitment the school has towards the Montessori Pedagogy.

This article examines the long-term effects of the regulation of private education adopted in the course of the education reform in 1996 and the sustainability of the guiding principles that served as the starting point for this regulation. It reviews the guiding principles of the intro-duction of private education, the goals of the reform laid down in the White Paper in 1995 and the regulations introduced on the basis of these tenets. It follows up on the ‘life’ of the legal solutions and the history of (attempted) amendments of the legislation, which generally start in the Slovenian Parliament and then proceed all the way to the Constitutional Court. The article also examines the effects of the adopted regulation: how the private education sector has established itself and what kind of relationship it has developed vis-a-vis public education. The second part of the article explores certain developments in the field of education in Slovenia and on the global scale, using them as the basis for assessing the sustainability of the goals that guided the education reform. The thesis proposed by the article is that it is the normalisation of private education in Slovenia should be considered the main achievement of the education reform.

[Einleitung ...] In unserem Beitrag untersuchen wir einerseits wie sich die Schulinfrastruktur in Ost-deutschland in den letzten 25 Jahren entwickelt hat und ob während eines historisch einmaligen Rückgangs der Schülerzahlen die räumliche Abdeckung der Schulversorgung gewährleistet werden konnte. Zum anderen untersuchen wir dabei, welche Rolle die Privatschulen bei der räumlichen Abdeckung von Schulstandorten gespielt haben. Dabei untersuchen wir auch, ob politische Faktoren wie die zur Mindestklassengrößen und der Möglichkeit zur Zusammenfassung von Schulformen die Schulabdeckung beeinflusst haben. Denn kurze Wege zur nächsten Schule sind bedeutsam für den regionalen und sozial gleichwertigen Zugang zu allen Bildungsabschlüssen. Basis unserer Untersuchung sind die jährlichen Schulverzeichnisse der ostdeutschen Bundesländer der Schuljahre 1992-93 bis 2015-16. Die darin enthaltenen Informationen zu den Adressen der Schulstandorte verknüpfen wir in einem ersten Schritt mit Geokoordinaten. Die Geokoordinaten der Schulen haben wir dann via Open-Street-Map für jedes Jahr kartiert. Mit Hilfe dieser Web-Anwendung kann die Entwicklung der Schulstandorte (nach Bildungsgang getrennt) über den Lauf der Jahre nachverfolgt werden. Während mittlerweile verschiedene Geo-gestützte Karten von Schulen in Deutschland existieren, stellt unsere Arbeit die erste dar, die Veränderungen von Schulstandorten im Zeitverlauf darstellt. Im vorliegenden Beitrag werden wir über verschiedene methodische Zugänge aufzeigen, wie sich das Schulnetz in den ostdeutschen Bundesländern entwickelt hat.

Der Beitrag analysiert die Auseinandersetzungen, Konfliktlinien und Akteurskonstellationen in den Debatten um die Dauer der Grundschulzeit seit der Weimarer Reichsverfassung. Dabei zeigt sich, dass der mit dem Weimarer Kompromiss eingeschlagene Entwicklungspfad einer vierjährigen Grundschulzeit bis heute relativ resistent ist gegenüber allen Reformversuchen. Vorstöße zur Verlängerung der Grundschulzeit scheiterten in der Vergangenheit häufig daran, dass höhere soziale Schichten sich diesen erfolgreich widersetzen konnten. Die Zunahme sozialer Ungleichheiten in der Gesellschaft in den letzten Jahren führt aus unserer Sicht dazu, dass Ausweichmöglichkeiten und die horizontale Differenzierung im Grundschulbereich an Bedeutung gewinnen und die gemeinsame Grundschule für alle zunehmend unterwandert wird. The article analyses the conflicts and actor constellations in the debates on the length of primary schooling since the Weimar Constitution. The compromise between the political polities in the Weimar Republic lead to a development path of four year primary schooling, which is resistant against any reform attempts. Higher socio economic groups were up to date successful in preventing any reform proposals. The model of joint schooling for all pupils is jeopardised by alternatives and private schools, which become more important for parents in times of increasing social inequalities.

Agnes Gosche (1857-1928) gehörte zu den ersten promovierten Frauen in Halle (Saale), zur Akteurin der bürgerlichen Frauenbewegung und Gründerin bzw. Mitorganisatorin etlicher frauenspezifischer Vereine. Sie war als Lehrerin privater Höherer Töchterschulen tätig bevor sie 1911 die Leitung der Frauenschule übernahm. Als Direktorin dieser Schule wirkte sie auf die Berufsausbildung von Frauen, insbesondere als Erzieherin, hin. 1919 kandidierte sie für die Nationalversammlung. Agnes Gosche (1857-1928) was one of the first women in Halle (Saale) to earn a doctorate, a player in the civic women's movement and founder or co-organiser of several women's associations. She worked as a teacher at private secondary schools before taking over the direction of the women's school in 1911. As director of this school, she worked towards the professional training of women, especially as educators. In 1919, she stood as a candidate for the National Assembly.

Using a structural life-cycle model and data on school visits from Safegraph and school closures from Burbio, we quantify the heterogeneous impact of school closures during the Corona crisis on children affected at different ages and coming from households with different parental characteristics. Our data suggests that secondary schools were closed for in-person learning for longer periods than elementary schools (implying that younger children experienced less school closures than older children), and that private schools experienced shorter closures than public schools, and schools in poorer U.S. counties experienced shorter school closures. We then extend the structural life cycle model of private and public schooling investments studied in Fuchs-Schündeln, Krueger, Ludwig, and Popova (2021) to include the choice of parents whether to send their children to private schools, empirically discipline it with data on parental investments from the PSID, and then feed into the model the school closure measures from our empirical analysis to quantify the long-run consequences of the Covid-19 school closures on the cohorts of children currently in school. Future earnings- and welfare losses are largest for children that started public secondary schools at the onset of the Covid-19 crisis. Comparing children from the topto children from the bottom quartile of the income distribution, welfare losses are ca. 0.8 percentage points larger for the poorer children if school closures were unrelated to income. Accounting for the longer school closures in richer counties reduces this gap by about 1/3. A policy intervention that extends schools by 3 months (6 weeks in the next two summers) generates significant welfare gains for the children and raises future tax revenues approximately sufficient to pay for the cost of this schooling expansion.

SchulVerwaltung / Hessen und Rheinland-Pfalz 26 (2021) 6, S. 179-181, Die unterschiedliche Situation des Musikunterricht an den Schularten der Sekundarstufe I wird für das Schuljahr 2016/17 anhand der wenigen schulstatistisch verfügbaren einzelschulischen Daten dargestellt. Deutlich wir die Bevorzugung des Gymnasiums. (DIPF/Autor)

While in the so-called Global North private education is mostly associated with elite-type schools requiring tuition fees, whereas government schools are free, the private schools’ sector in many countries of the ‘Global South’ has experienced the expansion of a new type of private schools besides also existing denominational or elite schools: low-fee (or low-cost) private schools, often profit-oriented. These schools are provided by private enterprises – individuals or companies, including some large transnational school chains – on the financial basis of collecting rather low amounts of fees so as to attract pupils from low or lower middle-income backgrounds. Often claiming to fill a gap because of lacking governmental provisions as well as answering local demands, these schools have in the last decade come under heavy attack from a wide range of state and especially non-state organizations ranging from local to national, continental and international levels, who object such schools because they counter the very principles of national education systems which are to provide basic education for all for free, at a good quality and with equal access, if not by, then surely under the auspices of the government. Have such protest and critique which have become a major focus of concerted actions of national and international CSOs (Civil Society Organizations) been successful? The answer in the following article is: Yes, since some recent developments indicate that education has regained its logic principles. (DIPF/Orig.), Während im sogenannten Globalen Norden Privatschulen meist mit gebührenpflichtigen Eliteschulen in Verbindung gebracht werden und staatliche Schulen kostenlos sind, hat sich in vielen Ländern des Globalen Südens neben den bestehenden konfessionellen oder Eliteschulen ein neuer Typus von Privatschulen entwickelt: Niedrigpreis- (oder Low-Cost-)Privatschulen, die häufig gewinnorientiert sind. Diese Schulen werden von Privatunternehmen – Einzelpersonen oder Firmen, einschließlich einiger großer transnationaler Schulketten – auf finanzieller Grundlage der Erhebung relativ niedriger Gebühren angeboten, um Schüler/-innen aus niedrigen oder unteren Einkommensschichten anzuziehen. Diese Schulen, die den lokalen Bedürfnissen entsprechen und oft vorgeben, eine Lücke zu füllen, weil es an staatlichen Angeboten mangelt, sind in den letzten zehn Jahren unter heftigen Beschuss einer Vielzahl staatlicher und vor allem nichtstaatlicher Organisationen geraten. Diese sprechen sich auf lokaler, nationaler, kontinentaler und internationaler Ebene gegen solche Schulen aus, weil sie den Grundsätzen der nationalen Bildungssysteme zuwiderlaufen. Diese Grundsätze bestehen darin, allen Menschen eine kostenlose, qualitative Grundausbildung mit gleichem Zugang für jeden zu bieten: wenn nicht durch die, so doch wenigstens unter der Schirmherrschaft der Regierung. (DIPF/Orig.)

This paper provides an overview of school education in India. Firstly, it places India`s educational achievements in international perspective, especially against countries with which it is now increasingly compared such as BRIC economies in general and China in particular. India does well relative to Pakistan and Bangladesh but lags seriously behind China and the other BRIC countries, especially in secondary school participation and youth literacy rates. Secondly, the paper examines schooling access in terms of enrolment and school attendance rates, and schooling quality in terms of literacy rates, learning achievement levels, school resources and teacher inputs. The substantial silver lining in the cloud of Indian Education is that its primary enrolment rates are now close to universal. However, despite progress, attendance and retention rates are not close to universal, secondary enrolment rates are low, learning achievement levels are seriously low and teacher absenteeism is high, signalling poor quality of schooling. Thirdly, the paper examines the role of private schooling in India. While more modest in rural areas, the recent growth of private schooling in urban areas has been nothing short of massive, raising questions about growing inequality in educational opportunity. Evidence suggests that private schools are both more effective in imparting learning and do so at a fraction of the unit cost of government schools, their cost advantage being because they can pay market wages while government school teachers` bureaucratically set minimum wages have large rents in them which teacher unions have fought hard to secure. Lastly, the paper discusses some major public education initiatives such as Sarva Shiksha Abhiyan, mid-day meal and para-teacher schemes. The impacts of these massive interventions (and their sub-components) on children`s schooling outcomes need to be rigorously evaluated to learn about the cost-effectiveness of alternative interventions for better future policy making. However, the existence of some of these initiatives and the introduction of the 2% education cess to fund them suggests increased public commitment to school education and, together with increased NGO education activity, gives grounds for optimism about the future, even though many challenges remain.

In this paper data from a school survey in India is used to ask whether there is evidence for the payment of performance related pay and whether such pay structures do impact on student achievement. It is shown that—after controlling for student ability, parental background and the resources available—private schools get significantly better academic results by relating pay to achievement; government schools do not. We discuss possible interpretations of this result.

Jugendliche aus dem Ausland, die private Internatsgymnasien in Deutschland für mehrere Jahre mit dem Ziel besuchen, das Abitur zu absolvieren, sind keine Seltenheit. In diesem Beitrag wird zunächst eine theoretische Rahmung dieser Bildungspraxis vorgenommen und auf der Grundlage einer qualitativen Analyse von Inhalten zu internationalen Schüler_innen auf Webseiten privater Internatsgymnasien in Deutschland vorgestellt. Darauf aufbauend werden in einer interviewbasierten Fallanalyse die Erwartungen an den Wechsel in das deutsche Schulsystem aus Sicht eines Schülers aus China, seines Vaters sowie des Leiters eines Internatsgymnasiums rekonstruiert. In der gemeinsamen Hervorbringung des transnationalen Bildungsverlaufs zeigt sich eine globale Bildungsorientierung bei einer gleichzeitigen Verankerung in den nationalen Schulsystemen. Das Setting für eine entsprechende Praxis können private Internatsgymnasien in Deutschland für Schüler_innen aus dem Ausland und ihre Familien bieten. Damit wird eine Form der bildungsbezogenen Neuzuwanderung von Jugendlichen in Deutschland aufgegriffen, die im aktuellen Diskurs um den sogenannten Seiteneinstieg von Schüler_innen bisher keine Berücksichtigung findet. (DIPF/Orig.) It is not uncommon for young people from abroad to attend private boarding schools in Germany for several years with the aim of completing their Abitur and graduating from secondary school. In this paper, first a theoretical framing of this educational practice is initially undertaken before a qualitative content analysis is presented on the presence of international students on the websites of private boarding schools in Germany. Based on this, an interview-based case study reconstructs the expectations of a student from China, his father, and the head of a German boarding school. The joint creation of a transnational educational trajectory shows a global orientation towards education with a simultaneous anchoring in the national education system. Private boarding schools in Germany can provide a setting for such practice for students and their families from abroad. This addresses a form of educational migration of young people into the school system in Germany that has not yet been taken into account in the current discourse on newly arrived students and the so-called side-entry into the German school system. (DIPF/Orig.)

In einer partizipativ arbeitenden Grundschule wurde in Beobachtungen und Interviews explorativ untersucht, welche Strategien Erwachsene zur Umsetzung von Partizipation nutzen und welche Perspektiven Kinder auf ihre Beteiligungsmöglichkeiten haben. Die Ergebnisse der Einzelfallstudie zeigen, dass teilweise ein hoher Grad an Mitbestimmung erreicht wird. Parallel entstehen neue Hierarchien und Einschränkungen von Handlungsspielräumen, die kritisch diskutiert werden. (DIPF/Orig.), In a primary school with a participation concept, observations and interviews explored, which strategies adults use to implement participation and which perspectives children have on their participation opportunities. The results show that sometimes a high degree of participation is achieved. At the same time, new hierarchies and restrictions of scope for action arise, which are critically discussed. (DIPF/Orig.)

Der Beitrag untersucht die Politiken der Privatschulfinanzierung in Australien und der Schweiz. Aus Perspektive des Historischen Institutionalismus wird basierend auf Primärquellen und Sekundärliteratur analysiert, welche Rolle politische Parteien, Lehrkräfteverbände und andere Interessenverbände sowie ihre Strategien für die Subventionierung von Privatschulen haben. Während in Australien seit Dekaden ein subventionierungsfreundliches Klima in der Schulpolitik herrscht und der Privatschulsektor dank hoher staatlicher Subventionen expandieren konnte, kennzeichnet die Schweizer Schulpolitik eine starke Zurückhaltung in der Subventionierung von Privatschulen. (DIPF/Orig.), L‘article examine les politiques de financement des écoles privées en Australie et en Suisse. Il analyse, du point de vue de l’institutionnalisme historique et sur la base de l’étude de sources primaires et de la littérature secondaire, le rôle des partis politiques, des syndicats des enseignantes et enseignants et autres groupes d’intérêts ainsi que leurs stratégies pour subventionner les écoles privées. Alors que l‘Australie jouit depuis des décennies d‘un climat favorable aux subventions dans ses politiques scolaires et que le secteur privé a pu se développer grâce à des subventions élevées, la politique scolaire suisse fait preuve de beaucoup de retenue dans ses subventions aux écoles privées. (DIPF/Orig.)

The article analyses the (third) Coleman Report on private and public schools. The report scrutinises the relationship between private and public schools and shows that private school students show better academic achievement. Coleman concluded that these findings provided a strong argument in favour of public financial support for private schools. However,he identified a number of school characteristics that he believed to be related to student achievement. According to his analysis, these characteristics were not limited to privateschools; public schools exhibiting the same characteristics also had good results. Coleman interpreted the available data in favour of financial aid to private schools, although this was not the only possible interpretation. An alternative conclusion would have been to encourage these characteristics in public schools. Why did Coleman disregard this possibility? Why did he deviate from his usual scientific rigour? The present article suggests that there appear to be two reasons for the narrow interpretation of the relationship between public and private schools in Coleman’s third report. The first lies in Coleman’s notion of contemporary society as a constructed system in which every individual actor holds a place in the structure and requires incentives in order to act to the benefit of society. In the case of education, the goal of the institution is to ensure the high cognitive achievement of students, and the incentive is related to choice and competition. The second reason is related to Coleman’s vision of sociology as a discipline aiding the construction of an effective society.

Die Annahme und Erwartung, dass Schulorganisationen offene Institutionen moderner Gesellschaften sind, in denen nur die Leistung der Sch��ler z��hlt, wird durch einen Schultypus herausgefordert, den die Bildungsforschung als 'Eliteschule' bezeichnet: Von diesen Schulen werden eine starke finanzielle Selektion der Klientel, sehr leistungsstarke Sch��ler/innen und ein besonders erfolgreicher Karriereweg angenommen und vorausgesetzt. Der Beitrag richtet sich gegen die Ableitung schulischer Exzellenz aus der Selektion der Sch��ler. Hingegen argumentiert er eine symbolische Differenzierung ohne schulische Exzellenz und r��ckt die Normalit��t dieser schulischen Organisationen sowie ihre symbolische Bedeutung f��r die Familien in den Blick. (DIPF/Orig.), The assumption and expectation that school organisations are open institutions of modern societies, in which only the students' performance counts, is challenged by a type of school which educational researchers call the 'elite school'. These schools presuppose a strong financial selection of their clientele, very high-performing students, and an especially successful career path. This article argues against the derivation of school excellence from the selection of students. However, it argues for a symbolical differentiation without school excellence and highlights the normality of those school organisations as well as their symbolical significance for families. (DIPF/Orig.)

Abschlussbericht zum Projekt, gefördert von der Max-Traeger-Stiftung und der BGAG Stiftung.

Der Beitrag analysiert, wie sich das Schulnetz in den ostdeutschen Bundesländern in den letzten 25 Jahren entwickelt hat. Den Bundesländern gelang es in dieser Zeit relativ gut, eine Versorgung mit Grundschulen und Schulen mit gymnasialer Oberstufe abzusichern; weniger erfolgreich waren sie dagegen in der Versorgung mit Schulen ohne gymnasiale Oberstufe. Privatschulen spielten bei der räumlichen Grundversorgung mit Bildungseinrichtungen eine untergeordnete Rolle. The article analyzes the development of school sites in the last 25 years since the reunify cation. The East German Lander were successful in ensuring the coverage of primary schools and schools with an upper school form, but less of secondary schools without such forms. Private schools played a minor role for the basic and spatial supply of schools.

In recent decades, private players have emerged as major providers of education in urban India. The popularity of private schools among the lower income groups is extensively reported and has received a mixed response in academic writing. In much of the literature, details about the social context of people identified as the urban poor and as belonging to lower income groups are seldom provided. It is also important to unravel the processes through which they navigate the private educational market in the urban space. This paper attempts to examine the class and status dynamics of families associated with a private school in the city of Banaras. The paper begins with a history of the demarcation of urban space for the poor in the city of Banaras along lines of class, caste and occupation in terms of a ‘weavers’ settlement’. It also seeks to explore how families living in these areas seek to reconstitute their relation to schools through increased monetary and cultural investments with the hope of securing valued cultural resources for their children. A closer examination of school choice, however, suggests how the realisation of such ends remains difficult., Education and the Urban in India: Working Paper Series, vol. 4

The aim of the present study is to identify the attitudes of the directors of different types of educational units regarding the practices of Total Quality of Human Resources Management (TQHRM) in Greece. The specific objectives of the survey are the exploration and analysis of the following issues: a) The philosophy applied by each director on the unit they manage and the position of the HR in it; b) the directors’ opinion about the TQHRM Practices; and c) the difference in the approach of these practices between the public and private educational unit directors.The data is collected using a questionnaire that was sent electronically to Greek schools of various levels in 2018 and the number of responses is 70, of which 53% are from the private and 47% from the public sector directors. To process responses and draw conclusions, both one-dimensional and multidimensional analysis were performed. The results of this survey show that the HRM practices followed by the directors do not have a clear orientation. This highlights the need for training those who run an educational institution on TQHRM and the understanding of the importance of Human Resources on achieving the goals of an organization., SUBMITTED: MAY 2018, REVISION SUBMITTED: JULY 2018, ACCEPTED: SEPTEMBER 2018, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 19 OCTOBER 2018

The purpose of this research, is to investigate whether, during the economic crisis, various private secondary-education organizations in Greece including secondary tutorial schools, private schools, foreign language centers, special course delivery services (private tutorial schools) and study centers, develop and pursue a marketing strategy. Other points covered include demographics, characteristics of organisations, specific strategy focus, amount spent on such strategy and possible changes on both academic and financial level. Possible correlations between specific marketing actions and results were calculated. The statistical analysis of the data, showed that the implementation of a marketing plan (and the amount invested on this project) positively affect students' academic performance, new enrollments, organizations’ earnings and recruitment of new scientific staff. Twenty close-ended questionnaires were used to collect the data. During research period, many private schools had ceased their duties because of summer holiday time. As a result, a small number of the data was collected from these schools and it will not be possible to generalize any results for the ones, SUBMITTED: APRIL 2018, REVISION SUBMITTED: JUNE 2018, ACCEPTED: SEPTEMBER 2018, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 19 OCTOBER 2018

Purpose: The aim of this study is to investigate how to employee performance impact on reward in private school. The study also aims to show how to employee improve the performance has in reward system. Design/methodology/approach: Questionnaire is used as instrument and 100 questionnaires were used to check the respondent’s opinion. Findings: descriptive analysis, correlation and multiple regression tests were applied for data analysis. Conclution: Study concludes that there is positive relationship between rewards (extrinsic and intrinsic) and employee’s job performance. Most of the organizations implement rewards system to increase the job performance and job satisfaction. Originality/value: By reviewing the different finding that the reward and employee performance. the contribution of this paper is to look at how to finding the effective solution of employee performance will be in reward system inter-organisational and school. Study of paper: The study of this paper is exploratry is qualitative study of research.