Almost 50 percent of parents surveyed for this study were of the opinion that the subjects their children studied in school were not adequate for real life situations. Moreover, 39 percent of respondents stated that some school subjects in Romania had too many hours in 2020.

Updated yearly using enrollment data, employment data, information from websites, phone calls, and any other resources as available. At time of update fields were added to include employment data, enrollment data, building code, school code, TAZ08, and school website. Please verify information before use as it will be updated on an ongoing basis. Please contact COMPASS with any questions or any knowledge of updates, alterations or modifications that need to be made. FIELDS:UpdateBy: Name or initials of last person to update the recordUpdateOn: Date the record was last updated onSchoolName: Name of the school at the pointSchoolDist: School district the point physically is withinType: Describes the nature of the building and grade/age range of students enrolledValues:PRE K: Preschool &/or Nursery school & Day CareELEMENTARY: Traditional Kindergarten through 6thgradeK-8: Kindergarten through 8th gradeK-12: Kindergarten through 12th grade MIDDLE: 6thgrade through 8thgradeJUNIOR HS: 7thgrade through 9th gradeSENIOR HS: 9th through 12thgradePOST SR: College, University, Technical or Professional SchoolsOTHER: Irregular range of grades or ages ADMIN: Administrative Building/ServicesRETAIL-EDU: Retailor or seller of educational materials or suppliesSiteAddres: Physical address of the school or buildingSiteCity: City the school or building is located inSiteState: State the school or building is located inSiteZip: Zip code the school or building is located inSiteCounty: County the school or building is located inBuilding_Code: Building Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_Code:School Code assigned to the school according to the 2012 Enrollment data sheet, where the number is not available or this does not apply the value used is ‘N/A’School_JoinID: Concatonated field of Building Code + School Code as a 7 digit code assigned by the 2012 Enrollment data sheet. If the School Code is only a three digit code an additional ‘0’ is added before the code to achieve the full seven digits necessary for the field. Where the number is not available or this does not apply the value used is ‘N/A’Notes: Any pertinent information that was not suited for another fieldEmploy13:Number of employees according to the 2013 employment final point fileTAZ08: TAZ08 in which the point liesType_II:Describes the nature of the school – public vs private runValues:PUBLIC: Owned, operated, funded, governed and sanctioned by the Idaho Department of EducationPRIVATE: Owned, operated & funded by private donors, foundation, trust or other source. May or may not meet State or Federal curriculum requirements/standardsOPT_ENROLL: Y/N field indicating if there is an open enrollment boundary for the schoolType_III:Any further information or description about the school. Values:AG PRODUCTION & RESEARCH: U of I extension campuses with specific research focus and use intentionALTERNATIVE: Any alternative learning environment, field may contain a ‘-_’ for a further description about what the alternative style is; teen parents, night school, at risk, ect…CHARTER: Any public school classified as a charter by the State Board of EducationCOLLEGE, UNIVERSITY, TRADE SCHOOL: Any post-secondary education institution, includes graduate programs, law schools and vocational training programs.COMMUNITY EDUCATION – ENVIRONMENTAL: Nontraditional classroom facilities which offer courses for the community (child and adult) to promote higher learning and understanding of the environment, care of the environment and environmental issues.CULTURAL: Any school which offers cultural enrichment or a multi-cultural learning environment. Field may also contain ‘-_’ to describe what the specific culture the school educates in.DURRING INCARCERATION: Schools are run through the Juvenile Detention Centers. These schools are acknowledged by the State Department of Education, and are recognized by the State. Available to students during the time of their incarceration. FAITH BASED: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum.FAITH BASED BOARDING: Any school run by or affiliated with a religious organization or faith based system of beliefs, and incorporates values and beliefs into the curriculum. These school also offer a live in facility option to students.HEADSTART: Formal pre-kindergarten education programsINTERNATIONAL BACCALAUREATE: School which offers programs for International Baccalaureate credit for studentsLANGUAGE AND CULTURE: Private (non-charter) language and culture focused schools. Field may also contain ‘-_’ to describe what the specific culture the school educates in.MAGNET: Any school with a particular subject area focus intended to draw students with natural aptitudes or specific interests, these schools have open enrollment boundaries with an application process, as long as the student resides within the school district to which the school is a part of. MONTESSORI: Private schools with a focus on experiential learning rather than traditional learning methods. MUSIC: Schools with an additional focus on musical aptitude and methodsONLINE OR HOME SCHOOL: Virtual or online classroom optionsSPECIAL NEEDS: Schools with facilities and resources for students with special needs or additional assistance and attention. Access: Indicates whether the point is the actual building location itself or an access point. Building locations are coded as "Loc" and access points are coded as "PV" for pedestrian/vehicle access.Main_Acc: Identifies if an access point is the main entrance/exit location for each school.Source: Where the numbers for the employment data and/or student enrollment were gathered from.Enrollment: # of students enrolled according to the 2012 enrollment data, or based on best information we were otherwise able to obtain (if not on the 2012 enrollment data).Website:Most recent URL if able to locate, if unable to locate indicated in field with “UTL”Status: Used to describe if the school is currently active, closed, or planned (used to query out inactive schools for performance monitoring purposes)UniqueID: Made by combining District number and building number in from DDDBBBB. _Updated Fall 2013 From School District WebsitesUpdated 9/11/11 From School District WebsitesJuly 2010 . Canyon County has since requested a new data structure to match their address points. The new schools file has the new structure. The point location of this file is identical to the new schools point file May 2010 - Edited the Ada County schools to align with school sites on NAIP imagery and confirmed schools against respective school district websites Jan - March 2010 - Worked with Jay Young over a several month period and several renditions to reconcile the Canyon County side of this file. December 2009 - Merged with Jay Young's Canyon point file in order to build a new data structure that meets Emergency Service data standards. Went through point by point to ensure alignement with buildings on NAIP imagery and attribute values.

The dataset displays information regarding the number of upper secondary school students divided by year of course, type of course, specialization and gender within the state schools of the Municipality of Milan. The data specifically found in the dataset are: * School Year: Numeric Reference school year in the school registry; * CodiceScuola: Code of the school (plexus); * AddressSchool: Delivery address of the school * DenominationInstituteReference: Denomination (name) of the reference institution of the school * DenominazioneScuola: Denomination (name) of the school (plexus) * Path: Indicates the active path in the school. The "Iefp" category corresponds to regional education and vocational training courses which remain aimed at obtaining the three-year qualification/four-year diploma *School address: Text depicting the school address undertaken; * AlumniMaschi : Number of male pupils * AlumniFemale: Number of female pupils * ZIP code: Postal code * TOWN HALL: Town hall * ID_NIL: Local identity nucleus identifier * NIL: Local identity nucleus * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location : Latitude and Longitude

K-12 International Schools Market size was valued at USD 67,654.38 Million in 2024 and is projected to reach USD 106,022.96 Million by 2032, growing at a CAGR of 6.63% from 2026 to 2032.

Global K-12 International Schools Market Overview

The global K-12 education landscape is undergoing significant transformation, driven by technological advancements, policy reforms, and demographic shifts. The COVID-19 pandemic significantly hastened the integration of digital technologies in education, prompting governments and global organizations to prioritize innovation in response to disruptions. In the UK, the adoption of Artificial Intelligence (AI) in classrooms is rapidly advancing, with initiatives such as the creation of an AI-compatible content repository and the introduction of AI-driven lesson-planning tools like Aila, now utilized by 20,000 educators.

Abstract

This survey is the first detailed study on the phenomena of teacher absenteeism in Indonesia obtained from two unannounced visits to 147 sample schools in October 2002 and March 2003. The study was conducted by the SMERU Research Institute and the World Bank, affiliated with the Global Development Network (GDN). Similar surveys were carried out at the same time in seven other developing countries: Bangladesh, Ecuador, India, Papua New Guinea, Peru, Uganda, and Zambia.

This research focuses on primary school teacher absence rates and their relations to individual teacher characteristics, conditions of the community and its institutions, and the education policy at various levels of authority. A teacher was considered as absent if at the time of the visit the researcher could not find the sample teacher in the school.

This survey was conducted in randomly selected 10 districts/cities in four Indonesian regions: Java-Bali, Sumatera, Kalimantan-Sulawesi, and Nusa Tenggara.

Geographic coverage

Java-Bali, Sumatera, Kalimantan-Sulawesi and Nusa Tenggara regions

Analysis unit

• Teachers
• Schools

Kind of data

Sample survey data [ssd]

Sampling procedure

Information from Indonesian Statistics Agency (BPS) and the Ministry of Education was used as a basis to build a sample frame. The data gathered included the amount of total population, a list of villages and primary school facilities in each district/city. Due to limited time and resources, this research only focused on primary schools. In Indonesia, there are two types of primary education facilities: primary schools and primary madrasah. Primary schools are regulated by the Ministry of National Education, using the general curriculum, while primary madrasah are regulated by the Ministry of Religious Affairs, using a mixed (general and Islamic) curriculum.

A sample of districts/cities and schools (consisting of primary schools and primary madrasah) were selected using the following steps. First, Indonesia was divided into several regions based on the number of total population: Java-Bali, Sumatera, Kalimantan-Sulawesi, and Nusa Tenggara. Indonesian provinces that were suffering from various conflicts (such as Aceh, Central Sulawesi, Maluku, North Maluku, and Papua) were removed from the sample selection process. Then, from each region, a total of five districts and cities were randomly selected, taking into account the population of each district/city.

Second, 12 schools were selected in each district/city. Before choosing sampled schools, researchers randomly selected 10 villages in each district/city to be sampled, taking into account the location of these villages (in urban or rural areas). One of the 10 villages was a backup village to anticipate the possibility of a village that was too difficult to reach. In each village sampled, researchers asked residents about the location of primary schools/madrasah (both public and private) in these villages. They started visiting schools, giving priority to public primary schools/madrasahs. To meet the number of samples in each district/city, additional samples were selected from private schools.

Third, in each school sampled, the researcher would request a list of teachers. If a school visited was considered to be large, such as schools with more than 15 teachers, then the researcher would only interview 15 teachers chosen randomly to ensure that survey quality could be maintained despite the limited time and resources. Each school was visited twice, both on an unannounced date. From the 147 primary schools/madrasah in the sample, 1,441 teachers were selected in each visit (because this is a panel study, the teacher absence data that were used were taken only from teachers that could be interviewed or whose data were obtained from both visits). If there were teachers whose information was only obtained from one of the visits, then their data was not included in the dataset panel.

Mode of data collection

Face-to-face [f2f]

Research instrument

The following survey instruments are available:

• Teacher Questionnaire, First Visit
• Teacher Questionnaire, Second Visit.

Cleaning operations

Detailed information about data editing procedures is available in "Data Cleaning Guide for PETS/QSDS Surveys" in external resources.

The STATA cleaning do-file and the data quality report on the dataset can also be found in external resources.

The dataset displays information regarding the number of upper secondary school students divided by year of course, type of course, specialization and gender within the state schools of the Municipality of Milan. The data specifically found in the dataset are: * School Year: Numeric Reference school year in the school registry; * CodiceScuola: Code of the school (plexus); * AddressSchool: Delivery address of the school * DenominationInstituteReference: Denomination (name) of the reference institution of the school * DenominazioneScuola: Denomination (name) of the school (plexus) * Path: Indicates the active path in the school. The "Iefp" category corresponds to the regionally competent education and vocational training courses which remain aimed at obtaining the three-year qualification/four-year diploma *School address: Text depicting the school address undertaken; * AlumniMaschi : Number of male pupils * AlumniFemale: Number of female pupils * CAP: Postal code * MUNICIPALITY: Municipality * ID_NIL: Local identity nucleus identifier * NIL: Local identity nucleus * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location : Latitude and Longitude

The PACE (Primary Assessment, Curriculum and Experience) project aimed to study the impact on English primary schools of the introduction, following the 1988 Education Reform Act, of the National Curriculum and its associated assessment procedures. Questionnaires and interviews with heads and infant teachers in forty-eight schools in eight varied areas, provided background data for a closer focus on nine schools. Children as well as teachers in primary school classes were interviewed. These randomly selected pupils formed a cohort who have taken part in the subsequent years of the study. New assessment procedures were also observed and analysed as they were introduced. The project consisted of three phases: phase 1 (SN:3486) was carried out in 1990-1992, phase 2 (SN:3470) in 1993-1994 and phase 3(SN:3969) in 1995-1996. Pupils of the original cohort, continued to be observed and interviewed, as did their teachers into year 6 (phase 3). In addition, teachers and heads in the wider sample of schools have again been interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on the degree and kind of change experienced in primary schools during a period of unprecedented innovation.

Snapshot img

Virtual Schools Market Size 2024-2028

The virtual schools market size is forecast to increase by USD 4.57 billion at a CAGR of 15.2% between 2023 and 2028. In the evolving education landscape, virtual schools are gaining significant traction as the next level in delivering quality education. Active student participation is a key trend in virtual classroom-based education, ensuring tempo and success for learners. Quick delivery of curriculum is another driving factor, as students and parents seek flexible and efficient educational solutions. The integration of 5G network facilities and seamless internet connectivity further enhances the virtual school experience. The designing stages of e-learning courses include consultation with Subject Matter Experts (SMEs) on content creation. However, the high cost associated with virtual schools may pose a challenge for some students and families. To stay competitive, virtual schools must continually innovate and provide value-added services, ensuring a positive return on investment for students.

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The market is experiencing significant growth as technology continues to revolutionize the education sector. With the widespread availability of the internet and cell phones, edtech start-ups are introducing innovative solutions for distance learning courses. This transformation is particularly crucial for low-income students who may not have access to traditional educational institutions. Digital disruption is at the forefront of this change, with interactive teaching methods becoming increasingly popular. Cloud-based arrangements enable schools, colleges, and universities to offer full-time and sequential programs, as well as synchronous and asynchronous instruction.

Moreover, new technologies, such as artificial intelligence (AI) and machine learning, are being integrated into virtual schools to enhance the learning experience. AI and machine learning are used to personalize learning, provide automatic translation, and offer localization capabilities. These features cater to the diverse needs of students, ensuring they receive a high-quality education regardless of their geographical location. Virtual schools provide pupils with the opportunity to learn from teachers and peers in a collaborative environment. The use of interactive teaching methods and technology allows for a more engaging learning experience, which is essential for students preparing for competitive exams.

Furthermore, the benefits of virtual schools extend beyond the classroom. Teachers can access a wealth of resources and tools to create effective lesson plans and assess student progress. Additionally, virtual schools offer flexibility, enabling students to learn at their own pace and on their own schedule. In conclusion, the market is revolutionizing education through the use of the internet, cell phones, and cloud-based arrangements. Interactive teaching methods, AI, and machine learning are just a few of the new technologies being integrated into virtual schools to enhance the learning experience for students. This transformation is particularly crucial for low-income students who may not have access to traditional educational institutions.

Market Segmentation

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2024-2028, as well as historical data from 2018-2022 for the following segments.

Application

  Elementary schools
  Middle schools
  High schools
  Adult education


Type

  For-profit EMO
  Non-profit EMO


Geography

  North America

    Canada
    US


  Europe

    Germany


  APAC

    China
    Japan


  South America



  Middle East and Africa

By Application Insights

The elementary schools segment is estimated to witness significant growth during the forecast period. In the market, there has been a notable rise in the popularity of virtual schools for elementary education. These schools utilize the Internet and cloud-based arrangements to deliver personalized learning experiences. With cell phones and other digital devices becoming increasingly common among students, virtual education provides a flexible and convenient solution for elementary school children.

Furthermore, the individualized approach offered by virtual schools caters to diverse learning styles, ensuring each student receives the attention they need. Furthermore, virtual education platforms expand the curriculum choices for students, enabling them to access specialized programs and enrichment opportunities that may not be available in traditional schools.

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The Elementary schools segment was valued at USD 972.50 million in 2018 and showed a gradual increase during the forecast period.

Regional Insights

North America is estima

The USAID Opportunities for Equitable Access to Quality Basic Education (OPEQ) activity was a school-based intervention implemented by the International Rescue Committee (IRC) in partnership with the DRC’s Ministry of Education and focusing on early grade reading and math skills. The IRC integrated into OPEQ its social-emotional skills building curriculum which has resulted from the IRC’s education research and experience in conflict and crisis-affected areas. The OPEQ activity had four components: (1) informing national level in-service teacher-training policy and systems, (2) community mobilization and engagement, (3) alternative education and vocational training for out-of-school youth, and (4) Learning in a Healing Classroom (LHC), an in-service teacher professional development and integrated curricular program. The impact evaluation of OPEQ’s LHC activity employed a 3-year cluster-randomized trial, measuring the impact of LHC in treatment schools to wait-list control schools. The intervention was assigned to two cohorts defined by geographic location and timing of implementation. The Katanga 4 cohort had schools that received one year and two years of LHC located in Katanga province. The Kivu+ cohort had schools that received one year of the LHC intervention located in South Kivu and some parts of Katanga province. At each school in the sample, field researchers surveyed 81 students randomly selected from the student enrollment register. For the baseline and midline phases, students in the 2nd, 3rd, and 4th grades were tested. For the endline phase, students in 3rd, 4th, and 5th grades were tested.

This statistic shows the degree to which teachers agree or disagree that school policy towards curriculum and pupil assessment are narrow and uncreative, as of June 22 to July 7, 2015. The greatest share of respondents strongly agreed that school policy is narrow and uncreative regarding curriculum and pupil assessment.

Access Europe K 12 International Schools Industry Overview which includes Europe country analysis of (United Kingdom, France, Germany, Italy, Russia, Spain, Sweden, Denmark, Switzerland, Luxembourg, Rest of Europe), market split by Type, Application, Curriculum, Ownership, Mode of Learning

According to a survey conducted in July 2023, 58 percent of school staff, including teachers, school leaders, and district leaders, said that in the past year, at least one parent had expressed concerns on the school curriculum containing content on LGBTQ+ issues or sexual orientation. 38 percent further cited that at least one parent had expressed concerns on gender-related topics in the school curriculum.

Since President Obama took office, Congress has appropriated more than $4 billion to help turn around the nation's lowest-performing schools. States were awarded nearly $3.5 billion in School Improvement Grant funds in 2010 to turn around their persistently lowest achieving schools. School districts then applied to state for the funds this spring. When school districts applied, they were required to indicate that they would implement one of the following four models in their persistently lowest achieving schools: Turnaround Model: Replace the principal, screen existing school staff, and rehire no more than half the teachers; adopt a new governance structure; and improve the school through curriculum reform, professional development, extending learning time, and other strategies. Restart Model: Convert a school or close it and re-open it as a charter school or under an education management organization. School Closure: Close the school and send the students to higher-achieving schools in the district. Transformation Model: Replace the principal and improve the school through comprehensive curriculum reform, professional development, extending learning time, and other strategies.

Success.ai’s Education Industry Data with B2B Contact Data for Education Professionals Worldwide enables businesses to connect with educators, administrators, and decision-makers in educational institutions across the globe. With access to over 170 million verified professional profiles, this dataset includes crucial contact details for key education professionals, including school principals, department heads, and education directors.

Whether you’re targeting K-12 educators, university faculty, or educational administrators, Success.ai ensures your outreach is effective and efficient, providing the accurate data needed to build meaningful connections.

Why Choose Success.ai’s Education Professionals Data?

1. Comprehensive Contact Information
2. Access verified work emails, direct phone numbers, and LinkedIn profiles for educators, administrators, and education leaders worldwide.

3. AI-driven validation guarantees 99% accuracy, ensuring the highest level of reliability for your outreach.

4. Global Reach Across Educational Roles

5. Includes profiles of K-12 teachers, university professors, education directors, and school administrators.

6. Covers regions such as North America, Europe, Asia-Pacific, South America, and the Middle East.

7. Continuously Updated Datasets

8. Real-time updates ensure that you’re working with the most current contact information, keeping your outreach relevant and timely.

9. Ethical and Compliant

10. Success.ai’s data is fully GDPR, CCPA, and privacy regulation-compliant, ensuring ethical data usage in all your outreach efforts.

Data Highlights:

• 170M+ Verified Professional Profiles: Includes educators and administrators across various levels of education.
• 50M Work Emails: Verified and AI-validated emails for seamless communication.
• 30M Company Profiles: Rich insights into educational institutions, supporting detailed targeting.
• 700M Global Professional Profiles: Enriched datasets for comprehensive outreach across the education sector.

Key Features of the Dataset:

1. Education Decision-Maker Profiles
2. Identify and connect with decision-makers at educational institutions, including principals, department heads, and education directors.

3. Reach K-12 educators, higher education faculty, and administrative professionals with relevant needs.

4. Advanced Filters for Precision Targeting

5. Filter by educational level, subject area, location, and specific roles to tailor your outreach campaigns for precise results.

6. AI-Driven Enrichment

7. Profiles are enriched with actionable data to provide valuable insights, ensuring your outreach efforts are impactful and effective.

Strategic Use Cases:

1. Educational Product and Service Marketing
2. Promote educational tools, software, or services to decision-makers in schools, colleges, and universities.

3. Build relationships with educators to present curriculum solutions, digital learning platforms, and teaching resources.

4. Recruitment and Talent Acquisition

5. Target educational institutions and administrators with recruitment solutions or staffing services for teaching and support staff.

6. Engage with HR professionals in the education sector to promote job openings and talent acquisition services.

7. Professional Development Programs

8. Reach educators and administrators to offer professional development courses, certifications, or training programs.

9. Provide online learning solutions to enhance the skills of educators worldwide.

10. Research and Educational Partnerships

11. Connect with education leaders for research collaborations, institutional partnerships, and academic initiatives.

12. Foster relationships with decision-makers to support joint ventures in the education sector.

Why Choose Success.ai?

1. Best Price Guarantee

2. Success.ai offers high-quality, verified data at the best possible prices, making it a cost-effective solution for your outreach needs.

3. Seamless Integration

4. Integrate this verified contact data into your CRM using APIs or download it in your preferred format for streamlined use.

5. Data Accuracy with AI Validation

6. With AI-driven validation, Success.ai ensures 99% accuracy for all data, providing you with reliable and up-to-date information.

7. Customizable and Scalable Solutions

8. Tailor data to specific education sectors or roles, making it easy to target the right contacts for your campaigns.

APIs for Enhanced Functionality:

1. Data Enrichment API

2. Enhance existing records in your database with verified contact data for education professionals.

3. Lead Generation API

4. Automate lead generation campaigns for educational services and products, ensuring your marketing efforts are more efficient.

Leverage Success.ai’s B2B Contact Data for Education Professionals Worldwide to connect with educators, administrators, and decision-makers in the education sector. With veri...

Abstract copyright UK Data Service and data collection copyright owner.

The dataset comprises three surveys (headteachers in an 8% national sample of secondary schools; headteachers in a 25% random sample of secondary schools; science teachers in a 25% random sample of secondary schools).
The main purpose was to determine the headteachers' and science teachers' familiarity with curriculum development projects and their use of them, and to correlate this with a variety of possible influential factors affecting familiarity and use.
Main Topics:

Attitudinal/Behavioural Questions
Questionnaires for headteachers:
Opinion of the influence of 25 curriculum development projects and awareness of aspects of the projects; the school's involvement with the projects; opinion of the influence of educational changes on the curriculum; the usefulness of information sources; facilitating and limiting factors which influence take-up of projects in the school; opinions of the effects of curriculum development projects.
Questionnaires for teachers:
Familiarity with and use of science curriculum development projects; facilitating and limiting factors related to their use of projects; information sources; opinions about the role of science advisers; personal opinions on the outcome of science teaching compared with those attributed to projects; opinions on the effects of curriculum projects.
Background Variables
Headteacher: age; sex; ability of pupils in school; qualifications and experience.
Teacher: appointment; training; subject taught; number of periods devoted to various subjects; experience.

This package contains replication data for: "Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not." It contains analysis data from two interventions conducted in schools in Pakistan between 2016 and 2017. The first intervention, referred to in this package as “elearn,” contains testing and survey data from 59 schools collected between August 2016 (baseline) and January 2017 (endline). The second intervention, referred to in this package as “elearn_tablets,” contains testing and survey data from 75 schools collected between November 2016 (baseline) and February 2017 (endline). The scripts, produced in Stata, contain code to replicate the tables and figures in the paper and its appendix. For further details on the data or how to run the code, please see the readme file. The abstract of the associated paper is as follows: Using two RCTs in middle schools in Pakistan, we show brief, expert-led, curriculum-based videos integrated into the classroom experience improved teaching effectiveness – student test scores in math and science increased by 0.3 standard deviations, 60% more than the control group, after 4 months of exposure. Students and teachers increased their attendance, and students were more likely to pass the government high-stakes exams. In contrast, similar content when provided to students on personal tablets decreased student scores by 0.4SD. The contrast between the two effects shows the importance of engaging existing teachers and the potential for technology to do so.

The dataset displays information regarding upper secondary school students, divided by year of course, type of course undertaken, school address, etc... within the private schools of the Municipality of Milan. The information found in the dataset is: * School Year: Numeric Reference school year in the school registry; * CodiceScuola: Code text of the school (plexus); * DenominazioneScuola: Denomination (name) of the school (plexus) * AddressSchool: Delivery address of the school * TipoPercorso: Indicates the type of path active in the school. * Path: Indicates the active path in the school. It assumes the values: classical, scientific, linguistic, artistic... The lefp" corresponds to the regional competence education and vocational training courses which remain aimed at the achievement of the three-year qualification/four-year diploma * Address: Indicates the active study address in the Assumes values: scientific high school, applied sciences, tourism, administration, finance and marketing... * AnnoCorso: Indicates the year of the course with reference to the school order For primary school from 1 to 5. For lower secondary school from 1 to 3. For upper secondary school from 1 to 6 * AlumniMaschi: Number of male pupils * AlunniFemmene: Number of female pupils * CAP: Postal code * MUNICIPALITY: Municipality * ID_NIL: Local identity unit identifier * NIL: Nucleus local identity * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location: Latitude and Longitude

According to Cognitive Market Research, The Global K 12 International Schools market size is USD 7.8 billion in 2023 and will expand at a compound annual growth rate (CAGR) of 9.00% from 2023 to 2030.

The demand for K-12 International Schools is rising due to the growing international education.
Demand for English language international schools remains higher in the K 12 International Schools market.
The international baccalaureate category held the highest K 12 International Schools market revenue share in 2023.
North American K 12 International Schools will continue to lead, whereas the European K 12 International Schools market will experience the most substantial growth until 2030.

Increase in Government Initiatives to Provide Viable Market Output

The increasing government initiatives propel the growth of the K 12 International Schools market. Policymakers worldwide are increasingly recognizing the importance of quality education and are implementing initiatives to enhance the accessibility and standards of K12 education. Financial support, curriculum development, and infrastructure improvements are common focus areas. These initiatives aim to foster a conducive learning environment, boost student outcomes, and prepare future generations for a rapidly evolving global landscape. As governments actively invest in education the K12 international schools market benefits from a supportive regulatory framework and increased resources, fostering growth and innovation in the sector.

For instance, Saudi Arabia announced the 'Madrasati' e-learning platform in 2020. In 2021, the Online Learning Consortium (OLC) ranked it among the seven top global e-learning platforms.

(Source:www.arabnews.com/node/1918431/saudi-arabia)

Growing Demand for International Education to Propel Market Growth

The growth of international education has significantly impacted the K 12 International Schools market. Parents increasingly recognize the importance of a globally oriented curriculum that fosters cultural awareness and equips students with a competitive edge in the global job market. International schools offer diverse and comprehensive learning experiences, often incorporating internationally recognized curricula such as the International Baccalaureate (IB) or Cambridge Assessment International Education. This demand is further fueled by the rise in expatriate populations, the desire for English language proficiency, and the aspiration for a well-rounded education beyond traditional academic metrics. As a result, the K12 international schools sector is witnessing sustained growth to meet the evolving educational preferences of a globally-minded generation.

For instance, on October 26, 2022, US-headquartered investment house Safanad and international education platform Global School Management propounded an initial investment of $200 million in the Middle East to take over education assets. It significantly boosted their investment as they spread their portfolio of K-12 schools in the region.

(Source:safanad.com/posts_news/safanad-and-global-school-management-plan-investments-of-us200-million-in-mena-education-sector/)

Rising Demand of Online Education Fuels the Market

Market Dynamics of the K 12 International Schools

Strict Admission Criteria to Restrict Market Growth

Strict admission criteria constrain the market's growth. These criteria often require students to meet rigorous academic, language proficiency, and financial prerequisites. While intended to maintain educational standards and a diverse student body, they can exclude potential candidates, reducing overall revenue and expansion prospects. This restraint may limit the school's reach and diversity, potentially affecting its competitiveness and profitability in a highly competitive market.

Impact of COVID–19 on the K 12 International Schools Market

The rapid shift to online learning, lockdowns, and other restrictions impact school revenues and enrollment. Many international schools faced challenges adapting to virtual education and addressing the digital divide. Safety measures led to changes in classroom setups and curricular adjustments. However, the crisis also accelerated technology adoption and innovative teaching methods. Post-pandemic, the market is expected to continue evolving, with a greater emphasis on blended learning and digital tools, while adapting t...

The North American private school market, valued at $61.05 billion in 2025, is experiencing robust growth, projected to expand at a Compound Annual Growth Rate (CAGR) of 12.55% from 2025 to 2033. This significant expansion is fueled by several key factors. Increasing disposable incomes among high-net-worth individuals are driving demand for premium educational services. Parents are increasingly prioritizing specialized programs, smaller class sizes, and enhanced extracurricular activities offered by private schools, leading to a preference for private education over public schools, particularly in the senior high and elementary segments. Furthermore, a growing emphasis on STEM education and personalized learning experiences is shaping the curriculum and infrastructure investments within private schools. Competition is intensifying amongst established institutions like Avenues The World School and Harvard Westlake School, alongside newer entrants seeking to carve out market share. This competitive landscape is leading to innovation in pedagogy, technology integration, and facilities development. The market segmentation reveals a strong presence across all education levels, with elementary, middle and junior high, and senior high schools all contributing significantly to the overall market value. Within North America, the United States likely dominates the market share, followed by Canada and Mexico. However, growth in Mexico might be slightly lower than in the U.S. and Canada due to differing economic factors and varying levels of private education adoption. The market faces some restraints, including the high cost of tuition, which can be a barrier for many families. Regulatory changes and increasing government scrutiny regarding admissions policies and financial transparency also pose potential challenges. Nevertheless, the long-term outlook for the North American private school market remains positive, driven by persistent demand for high-quality education and a growing preference for private schooling within the affluent segments of society.

Abstract copyright UK Data Service and data collection copyright owner.

Background to the PACE study
The PACE (Primary Assessment, Curriculum and Experience) project aimed to study the impact on English primary schools of the introduction, following the 1988 Education Reform Act, of the National Curriculum and its associated assessment procedures. Questionnaires and interviews with heads and infant teachers in forty-eight schools in eight varied areas, provided background data for a closer focus on nine schools. Children as well as teachers in primary school classes were interviewed. These randomly selected pupils formed a cohort who have taken part in the subsequent years of the study. New assessment procedures were also observed and analysed as they were introduced.
The project consisted of three phases: phase 1 (SN:3486) was carried out in 1990-1992, phase 2 (SN:3470) in 1993-1994 and phase 3(SN:3969) in 1995-1996.
Pupils of the original cohort, continued to be observed and interviewed, as did their teachers into year 6 (phase 3). In addition, teachers and heads in the wider sample of schools have again been interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on the degree and kind of change experienced in primary schools during a period of unprecedented innovation.

Phase 3 of the PACE Study (PACE 3)
This dataset consists of four files:
PACE Year 4, 5 and 6 Class Teacher Questionnaire, Autumn Term Year 6 1995/96
PACE Year 4, 5 and 6 Class Teacher Interview, Autumn Term Year 6 1995/96
PACE Head Teacher Questionnaire, Autumn Term Year 6 1995/96
PACE Head Teacher Interview, Autumn Term Year 6 1995/96
This is the final part of a unique, longitudinal study of teacher and pupil experiences and practices in primary schools in England. It is concerned with teachers' conceptions of professionalism and with pupil perspectives of primary schooling, in the context of observed classroom behaviours and practices related to curriculum, pedagogy and assessment. Additionally, this analysis will be related to the social contexts of the sample schools and to government policies over the period of study since 1989, thus enabling a consideration of the unintended consequences, mediation and coping strategies of the major policy changes which have impacted on English primary education since that time.
Main Topics:

The topics covered in this study are:
Teacher background characteristics; pedagogy and pupil experience; curriculum change and continuity; assessment practices; impact of the National Curriculum on teaching and learning; changes in teachers' roles; changes in planning and management within the school; teacher/pupil relationships; staff relationships.
Headteacher perspectives; school relationships; impact of recent policy changes; curriculum and pedagogy; assessment policy; pupil experience.
Characteristics of teachers and headteachers, e.g. age, sex, years of experience, socio-economic catchment area of school; educational objectives for the children; accountability; meaning of professional responsibility.