PROTOCOL: Effectiveness of public‐private partnerships on educational access and quality of primary and secondary schooling in low‐ and middle‐income countries: A systematic review

Ali, Sajid; Bhutta, Sadia Muzaffar; Ahmad, Sohail; Ansari, Aisha Naz; Ahmed, Afaq; Qadir, Yasir

doi:10.1002/cl2.1385

Cited by 4 publications

(3 citation statements)

References 41 publications

(57 reference statements)

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“…It shows that TQM must always pay attention to Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator employee development so that human resources in an institution become professional. This research does not align with (Ali et al, 2024) research, which shows that continuous improvement indicators have a significant influence. It means that madrasah policies must lead to continuous improvement.…”

Section: Discussioncontrasting

confidence: 81%

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Mukaromah,

Fuadi,

Daryono

2024

TJKMP

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This research investigates the influence of the principal's leadership and teacher performance on the quality of education and the mediating role of TQM in this relationship. Random sampling techniques were used to sample 50 MA Darul Falah Sukorejo Ponorogo teachers. Data collection was carried out using a questionnaire consisting of a 5-point Likert scale. PLS-SEM analysis was used to analyze data and test the conceptual model. The research results show that teacher performance significantly improves education quality but not principal leadership's influence. Apart from that, TQM mediates in increasing the influence of the principal's leadership on the quality of education (ρ=0.008) but not on the influence of teacher performance (ρ=0.703). The research implications emphasize the development of organizational culture supported by TQM and teacher professional training and development. So, building an organizational culture that supports TQM principles is essential. It involves a commitment from all levels of management, including principals and administrative staff, to prioritize educational quality and continuous improvement. Provide regular training to teachers on TQM concepts, practices, and strategies for implementing them in teaching and learning contexts.

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Section: Discussioncontrasting

confidence: 81%

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Mukaromah,

Fuadi,

Daryono

2024

TJKMP

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“…Pre-primary education provides a stimulating environment for children's cognitive, social, and emotional development; it promotes essential skills such as literacy, calculus, and problem-solving [33][34][35][36]. On the other hand, successful completion of lower primary education is crucial for continued education, as it provides a solid foundation for more advanced skills in secondary and higher education [37].…”

Section: Resultsmentioning

confidence: 99%

Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance

Carvalho,

Almeida,

Loures

et al. 2024

Preprint

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Considering the unquestionable role of education in economic development, it has an impact at a macroeconomic level—contributing to enhancing productivity and innovation, reducing poverty and promoting social cohesion—and at a personal level—ensuring the improvement of knowledge, skills and individual capabilities and promoting social values like empowerment and equality. Notably, quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in education (SDG 4) varies from country to country, according to the 2023 Sustainable Development Report results. Thus, the present study used a fuzzy set qualitative comparative analysis to assess the conditions for attaining higher levels of quality education based on the different indicators used to measure SDG 4. The analysis will allow comparisons of results among different countries and provide information about the initiatives that could be relevant to increasing quality education worldwide and for policymakers.

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“…Pre-primary education provides a stimulating environment for children's cognitive, social, and emotional development; it promotes essential skills such as literacy, calculus, and problem-solving [29][30][31]. On the other hand, successful completion of lower primary education is crucial for continued education, as it provides a solid foundation for more advanced skills in secondary and higher education [32].…”

Section: Resultsmentioning

confidence: 99%

Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance

Carvalho,

Almeida,

Loures

et al. 2024

Sustainability

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The relationship between education and societal development is unquestionable. Education contributes to achieving both societies’ and individuals’ social and economic goals. Quality education is recognized as one of the Sustainable Development Goals (SDGs), which, jointly with other behaviors and attitudes, could impact the development of societies in other fields like health and well-being, cultural preservation, environmental sustainability, and even peace and stability—all of them also listed as SDGs. However, the capacity, or not, to reach higher levels of compliance with quality in education (SDG 4) varies from country to country, according to the 2023 Sustainable Development Report results. Thus, the present study aims to identify the sufficient conditions for achieving higher levels of quality education (SDG 4) globally and to analyze how these conditions vary across different world regions. Applying a fuzzy set qualitative comparative analysis and using data from the 2023 Sustainable Development Report, we focus our analysis on four SDG 4 indicators—early education, primary education, lower secondary education, and literacy rate—across 117 countries, in order to assess the conditions for attaining higher levels of quality education. The results reveal there are specific and identifiable conditions that are sufficient for achieving higher levels of quality education on a global scale, with significant regional variations. These insights contribute to understanding the complex dynamics of educational quality and could be used as guidance for policymakers and educators aiming to improve educational outcomes worldwide.

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PROTOCOL: Effectiveness of public‐private partnerships on educational access and quality of primary and secondary schooling in low‐ and middle‐income countries: A systematic review

Cited by 4 publications

References 41 publications

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Assessing the Impact of Principal Leadership and Teacher Performance on Educational Quality: The Role of TQM as a Mediator

Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance

Quality Education for All: A Fuzzy Set Analysis of Sustainable Development Goal Compliance

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