This dataset shows the Number of Secondary School Teachers in Government & Government-Aided Schools by State and Sex, Malaysia 2000 - 2021. Footnote Data 2000-2014, 2019-2021 as at 30 June. Data 2015, as at 31st Oct. Includes Special Model Schools, Sports Schools and Arts School. Source : Ministry of Education, Malaysia

Data for a multiple case study research. Semi-structured interviews were used to try to understand how the stakeholders viewed the change. The interviews were recorded and transcribed by the researchers themselves. The transcriptions were analysed hence the analysed data document is attached.

Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase significantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic benefits from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance.

This dataset shows the Number of Students at Primary level in Government & Government-Aided Schools by State and Sex, Malaysia 2000 - 2021. Footnote 1) Data 2000-2014, as at 30 June. 2) Data 2015, as at 31st Oct. 3) Data 2019-2021, as at 30 June 4) 2000-2002: Excluding students in special class and pre-school levels. 5) 2003: Excluding students in special class. 6) 2004-2009: Including special class and pre-school levels. 7) 2010-2013: Includes Special Education Intergration Programme, Special Model Schools and Sports Schools. Source : Ministry of Education, Malaysia No. of Views : 403

List of private and government schools.

K-12 School Management System Market Outlook

The K-12 School Management System market size is projected to grow significantly from USD 5.2 billion in 2023 to USD 12.3 billion by 2032, exhibiting a robust CAGR of 10.1%. This impressive growth is driven by the increasing adoption of digital technologies in educational institutions and the need for efficient school management solutions. The demand for streamlined administrative processes and enhanced academic management tools is a key factor propelling the market forward.

One of the primary growth factors in the K-12 School Management System market is the rapid digitization of educational institutions. Schools are increasingly implementing digital platforms to manage administrative tasks, academic records, and communication channels efficiently. This shift towards digital solutions not only reduces paperwork and manual errors but also enhances the overall productivity of the educational institution. Moreover, the integration of advanced technologies like artificial intelligence and machine learning in school management systems is revolutionizing the way schools operate, providing personalized learning experiences and predictive analytics for better decision-making.

The growing emphasis on personalized learning and student-centric approaches is also significantly contributing to the market growth. K-12 School Management Systems are equipped with features that allow for individualized education plans, tracking of student progress, and tailored learning experiences. These systems provide tools for teachers to create customized lesson plans and assessments, catering to the unique needs of each student. This personalized approach not only improves academic outcomes but also fosters a positive and engaging learning environment, thereby driving the adoption of these systems.

Additionally, the increasing need for data-driven decision-making in schools is fueling the demand for K-12 School Management Systems. These systems offer robust data analytics capabilities, enabling school administrators to gain insights into various aspects of school operations, student performance, and resource allocation. By leveraging data analytics, schools can make informed decisions that enhance operational efficiency, improve academic outcomes, and optimize resource utilization. The ability to generate real-time reports and dashboards further supports effective school management, making these systems indispensable for modern educational institutions.

In the realm of educational technology, the implementation of an Alumni Management System can significantly enhance the connectivity and engagement between schools and their graduates. Such systems are designed to maintain a comprehensive database of alumni, facilitating communication and fostering a sense of community. By leveraging these systems, educational institutions can organize events, manage donations, and track the career progress of their alumni, thereby strengthening the school's network and reputation. Furthermore, an effective Alumni Management System can serve as a valuable resource for current students, providing mentorship opportunities and career guidance through established alumni networks. This integration not only enriches the educational experience but also contributes to the long-term success and sustainability of the institution.

Regionally, North America is expected to dominate the K-12 School Management System market owing to the high adoption rate of advanced technologies and well-established educational infrastructure. The presence of key market players and the availability of funding for educational technology initiatives further bolster the market growth in this region. However, Asia Pacific is projected to witness the highest growth rate during the forecast period due to the increasing government initiatives to digitalize education and the rising number of K-12 schools in countries like India and China. The focus on improving the quality of education and the integration of technology in classrooms are significant drivers in this region.

Component Analysis

The K-12 School Management System market is segmented by components into software, hardware, and services. The software segment holds a significant share of the market, driven by the increasing demand for comprehensive school management solutions. These software solutions encompass various modules such as student information systems, learning management systems, and academic manageme

This dataset shows the Number of Secondary Schools in Government & Government-Aided by State, Malaysia 2000 - 2020. Footnote Data 2000-2014, 2019-2020 as at 30 June. Data 2015, as at 31st Oct. Includes Special Model Schools, Sports Schools and Arts School. Source : Ministry of Education, Malaysia No. of Views : 240

While current revenue figures have seen continued growth for the five years through 2024-25, inflation has meant that it has materially declined over the same period. Currently, revenue for the Government Schools industry sits at an estimated $70.5 billion, reflecting an annualised contraction of 1.2% since 2019-20 and a 2.5% drop compared to 2023-24 figures. As the Australian population aged between 5 and 18 grows, demand for public schools continues to swell. Government schools are mainly funded by state and federal governments, with education being a critical part of their budgets. Secondary to this, schools also receive funding from donations and fundraising. However, the cost-of-living crisis has threatened this additional revenue stream. Many parents perceive private schools as of a higher quality than government schools, partly because of marketing efforts to boost their reputation. This competition has meant that public schools have faced staff shortages as teachers move to private schools to receive the higher salaries offered. Private schools can offer these wages as, unlike public education providers, they receive sizable fees from parents. In contrast, public schools operate not-for-profit, limiting their ability to pay staff higher salaries. Looking to the future, government schools will continue to derive growing revenue from government funding. The 2024-25 Victorian budget contains $753.0 million for school maintenance and upgrades, and $139.0 million for getting more teachers into schools as the state attempts to fight staff shortages. The NSW 2024-25 budget includes $8.9 billion to continue the development of school infrastructure in both regional New South Wales and the rapidly growing Western Sydney. Overall, government schools' revenue is expected to climb at an annualised 1.5% through the end of 2029-30, to total $75.9 billion.

This dataset provides information on 40 in Russia as of June, 2025. It includes details such as email addresses (where publicly available), phone numbers (where publicly available), and geocoded addresses. Explore market trends, identify potential business partners, and gain valuable insights into the industry. Download a complimentary sample of 10 records to see what's included.

This dataset shows the Number of Primary Schools in Government & Government-Aided by State, Malaysia, 2000 - 2021. Footnote Data 2000-2014, 2019-2021 as at 30 June Data 2015, as at 31st Oct. Includes Pre-schools that is part of Primary Schools, Special Model Schools, Sports Schools, national type chinese and national type indians. Source : Ministry of Education, Malaysia No. of Views : 586

This dataset contains the details about the cumulative number of schools in India and also by the type of school management such as Government, Private, Government Aided and others.

This dataset shows the Number of Primary School Teachers in Government & Government-Aided Schools by State and Sex, Malaysia 2000-2021. Footnote 1) Data 2000-2014, 2019-2021 as at 30 June 2) Data 2015, as at 31st Oct. 3) Includes Pre-schools that is part of Primary Schools, Special Model Schools, Sports Schools, national type chinese and national type indians. Source : Ministry of Education, Malaysia No. of Views : 390

Comprehensive dataset of 1 Government schools in Santa Cruz de Tenerife, Spain as of June, 2025. Includes verified contact information (email, phone), geocoded addresses, customer ratings, reviews, business categories, and operational details. Perfect for market research, lead generation, competitive analysis, and business intelligence. Download a complimentary sample to evaluate data quality and completeness.

In 2023, there were just over 6.7 thousand government and around 2.9 thousand non-government schools in Australia. This reflected a slight increase in the number of both types of schools across the country from the previous year.

Market Analysis for K-12 School Management Platform The global K-12 School Management Platform market is expected to reach a value of XXX million by 2033, exhibiting a CAGR of XX% over the forecast period (2025-2033). The growing need for efficient and effective school management, coupled with the rise of cloud-based solutions and increasing adoption of technology in education, are key drivers of market growth. Market segments include on-premises and cloud-based platforms, with applications ranging from student management to finance and accounting. Key industry players include Workday, Oracle, Ellucian, SAP, and Infor, among others. Drivers and Restrains Key drivers of the K-12 School Management Platform market include increasing government initiatives to enhance educational technology, the need for improved student performance tracking, and the growing adoption of personalized learning solutions. The rising demand for cost-effective and scalable solutions is expected to further fuel market growth. However, factors such as data security concerns, lack of interoperability between platforms, and budget constraints in some schools may restrain market expansion. To overcome these challenges, vendors are focusing on developing secure and user-friendly platforms, fostering collaboration, and providing tailored solutions for diverse school needs.

Jordan Number of Schools: Other Government data was reported at 45.000 Unit in 2016. This records an increase from the previous number of 40.000 Unit for 2015. Jordan Number of Schools: Other Government data is updated yearly, averaging 47.000 Unit from Jun 2002 (Median) to 2016, with 15 observations. The data reached an all-time high of 146.000 Unit in 2010 and a record low of 33.000 Unit in 2011. Jordan Number of Schools: Other Government data remains active status in CEIC and is reported by Ministry of Higher Education and Scientific Research. The data is categorized under Global Database’s Jordan – Table JO.G007: Education Statistics.

Statistical items definition:(1) Senior high school: Schools established in accordance with the Senior Secondary Education Act, its enforcement regulations, and the standards for the organization, establishment, and staffing of senior high schools.(2) Number of teachers: Refers to the actual number of full-time teachers (within the establishment), including principals (excluding those in institutions of higher education), teachers distributed in excess of allocated posts, full-time counseling teachers, long-term substitute teachers, special education class full-time teachers, indigenous full-time teachers, and instructors, but excluding sports coaches. Teachers on military service or unpaid leave are calculated based on the data of substitute teachers occupying actual vacancies. (3) Number of staff: Calculated based on the actual number of personnel in position (within the establishment) in accordance with Article 8 of the "Standards for the Organization, Establishment, and Staffing of Senior High Schools," including full-time personnel responsible for administrative work and general technical work (including technicians, assistant technicians, dietitians, nurses, full-time sports coaches, lifeguards or sports injury prevention officers, administrators, and internship supervisors, etc.).

This dataset tracks annual diversity score from 2009 to 2023 for Therrell School of Law- Government and Public Policy - C vs. Georgia and Atlanta Public Schools School District