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Fee-supported educational institutions at the primary and secondary level not under direct government control have existed in Canada from the earliest years of white settlement to the present day. Until the 1830s, most schooling was private. -- From publisher. ; Peer reviewed ; final article published

About seven per cent of children in England are educated in private schools, but the significance of the private sector in policy terms is far greater than this proportion would indicate. While schools such as Eton College and Winchester College are still the best-known, these schools form only as small part of the private sector, which is actually characterised by its diversity. The number of private Muslim schools has increased considerably since the 1970s due largely to immigration. Furthermore, individual profit-orientated schools have established themselves in recent years. Despite the diversity within the sector and the lack of evidence, there is a widely held belief that private sector schools are more educationally effective. Indeed, the belief influences government policy towards both private and state-maintained schooling. (DIPF/Orig.) ; Ungefähr sieben Prozent der Schulkinder in England besuchen private Schulen, aber die politische Bedeutung des privaten Sektors reicht weit darüber hinaus. Auch heutzutage sind die traditionellen Eliteinternate wie Eton College die bekanntesten englischen Privatschulen, obwohl sie nur einen sehr geringen Anteil des Privatschulsektors ausmachen, der durch seine Vielfalt charakterisiert ist. So ist die Zahl privater muslimischer Schulen seit den 1970er Jahren im Zuge der Zuwanderung stetig angestiegen. Auch privatwirtschaftlich arbeitende Schulen haben sich etablieren können. Trotz der Diversifität und fehlender empirischer Evidenz ist der Glaube weit verbreitet, dass der Privatschulsektor akademisch effektiver ist. Diese Überzeugung beeinflusst auch die Schulpolitik der Regierung in Hinblick auf den privaten wie auch den staatlichen Sektor. (DIPF/Orig.)

This study examines the experiences of female teachers working in private schools in Islamabad, Pakistan. These schools were divided into two categories: elite schools and non- elite schools. This differentiation was made based on fee structure, location of schools and salaries offered to teachers. Thirty-six in-depth interviews were conducted, including 24 interviews from teachers and 12 from school principals. Additionally, the responses of 96 teachers were taken through a survey in the selected schools. The data reveals that female teachers in both elite and non-elite schools encountered numerous constraints. The major issues highlighted by the teachers included low wages, lack of support from administration, disrespectful behaviour from students and job dissatisfaction. The majority considered teaching as a temporary arrangement while they waited for better employment opportunities in other sectors. This study recommends that to rescue the profession of teaching, the state can play a role by safeguarding the rights of teachers. The focus should not be merely on privatization of the education sector but due accountability of private schools is needed not only in terms of quality of education provided, but also workplace ethics and resources provided to teachers.

Private schooling is an important feature of the educational landscape in Pakistan and is increasingly a topic of public and government discourse. This study uses multiple rounds of national household sample surveys to examine the extent and nature of private school participation at the primary and secondary levels in Pakistan. Today, one-fifth of children -- or one-third of all students -- go to private school in Pakistan. Private school students tend to come from urban, wealthier, and more educated households than do government school students and especially out-of-school children. Important differences exist across Pakistan s four provinces with respect to the characteristics of private school students relative to government school students, as well as in the composition of private school students. Private schooling is highly concentrated, with a few districts (situated mainly in northern Punjab province) accounting for most of the private school students. Private school participation among children varies largely from one household to another, rather than within households, and to a greater extent than does government school participation. The spatial patterns of private school supply are often strongly correlated with the spatial patterns of private school participation. In the 2000s, private school participation rates grew in Punjab, Sindh, and Khyber Pakhtunkhwa provinces and across socioeconomic subgroups, contributing in particular to the growth in overall school participation rates for boys, children from urban households, and children from households in the highest wealth quintile. Nevertheless, the composition of private school students has become less unequal over time. This trend has been driven mainly by Punjab province, which has seen declines in the shares of private school students from urban households and households in the highest wealth quintile.

Explores relationship between public school performance and private school enrollment; compares theories emphasizing "market reform" or parental choice of religious or racially segregated schools; regression analysis of 73 counties, 1991-95; Texas.

Suggests that public education should provide improved instruction to students where they face competition from the private sector; based on North Carolina data.