The “it from bit” theory is closely related to scientific information about analyzing atoms in the physical world as seen, shaped, and experienced. The other side of the view highlights a bit in the deep world that holds meaning for each “it” in the mere world. In this definite sense, schools, as a space to learn, are not different from the institution type. However, higher education and private partnership differ in the meaning they create for teaching and learning. The compost of talents they translate to the new generations and the overall message they like to propose to the public.
After globalization, the overlapping of definitions between civilized, cultured, and educated exceeded the direct and concise meaning and the difference between the three. For instance, an educated individual has passed the tests and examinations of educational institutions’ specific training sessions. However, teaching is concerned with understanding and developing formulas, facts, and procedures. And this relation concedes that the partnership between public-private education sectors enhances the notion of teaching initially. Here, the democratization of the teaching flow between generations becomes more focused on learning development. However, the public is different from the private sector in its communication of details; but the intention to increase wisdom, build a solid status to analyze and exist, and acquire skillful functions to proceed in life remain the same.
The question that remains from the above collection is how can this partnership focus on what the students do not know, a need to fill the gaps in students’ will, and the ambiance of education curriculums. Criticism plays a distinct role in the objective of teaching, and this is where the partnership between P3 starts. This agreement highlights that educational systems are concerned with the development of knowledge. Since knowledge is changing; with its size, forms, and its fast pace of democratization, institutions’ attitudes and behaviors adapt to these transformations. The latter directs us to the notion that whatever the types of the tools behind the P3, like know-how and know-that, the constant search and aim to know more is the base for any progress. Accordingly, educational institutions can formulate effective strategies to cooperate through these approaches, not as private or public sectors operating alone.
The benefits of this agreement are highly applicable in the scientific sense of analyzing the “it from bit” theory, which shows that both the public and the private sectors in education are the interface of another deep dimension that follows growth. The latter is the ultimate goal of any civilized, educated, or cultured individual, business, or nation. But this particular goal is framed through uncertain and indirect causes that lead to circumstances, like the necessity of change in educational curricula by bringing new subjects to the table. Moreover, Anath Foundation looks for these goals and assembles them.
The flexibility and efficiency of P3s increase the demand for this shift in the educational scene nowadays. These features belong to the changing circumstances after the Covid-19 pandemic, which started restructuring the basic needs of societies. For example, a building that requires maintenance can be double-used operationally, and the investment in this particular infrastructure becomes for many destinations and possibilities, in addition to the other maintenance issues, which include the use of technology, budget certainty, and system facilities to the same goal, or P3. On the other hand, the shared risk and responsibility focus more on education and leadership as a trait and strategy to craft the path of knowing more and connecting with more opportunities. On top of this, time efficiency is the controller and the orientation center of any goal. Here, education leaders can provide more time for what they do best, teaching. Like how Anath Foundation functions and offers time for what it likes, supporting leaders and institutions for knowledge.