Quality assurance in Higher Education

Implementar procesos de evaluación en la gestión de las instituciones de educación superior es de suma importancia para el cumplimiento de los objetivos institucionales, especialmente en aquellas del sector público, ya que deben someterse a las leyes y normativas del estado. Por lo que en este estudio se exploró la integración de los factores estratégicos, de gestión y de evaluación de la Norma MECIP: 2015 y el Mecanismo de Evaluación y Acreditación de carreras de grado en una institución de educación superior con carreras acreditadas. La metodología utilizada se basó en el enfoque cualitativo de diseño fenomenológico, con alcance descriptivo y nivel exploratorio; se realizaron entrevistas a directivos, docentes y alumnos, y se aplicó la codificación inductiva. Con el análisis de los datos se logró respaldar la hipótesis de que existe una relación e integración entre los factores mencionados. Así mismo, se observó que la colaboración entre departamentos y la capacitación en gestión integrada son vitales para una articulación exitosa. El aporte de este estudio radica en identificar patrones de integración y formular recomendaciones viables para la mejora continua, así como la necesidad de adaptar los procesos de evaluación y acreditación a las características únicas de las carreras.

Les outils d’intelligence artificielle générative entrent dans l’activité de nombreux professionnels. Les recherches disponibles mesurent surtout des performances assistées ; elles ne permettent pas, à elles seules, de conclure à l’acquisition de compétences. L’article distingue la performance assistée, la compétence mobilisée et la compétence développée, examine ce que font déjà les institutions (déclarer, vérifier, répondre) et en tire des pistes pour la reconnaissance de l’expérience, à partir de travaux de l’auteur sur les diplômes, les compétences et la validation des acquis de l’expérience.

Το παρόν κείμενο αναλύει την εξέλιξη της ανώτατης εκπαίδευσης και του επαγγέλματος του Διδακτικού και Ερευνητικού Προσωπικού (ΔΕΠ) στην Ελλάδα. Η διαχρονική διάσταση της ανάλυσης διαρθρώνεται σε δύο περιόδους : από τη μια, την αρχή, τα πρώτα χρόνια λειτουργίας του πρώτου πανεπιστημίου και των αποστολών που του αποδόθηκαν· από την άλλη, τις ραγδαίες μεταβολές που συντελούνται τις τελευταίες δεκαετίες. Στόχος μας είναι να διακρίνουμε τις σταθερές αλλά και τις εξελίξεις που χαρακτηρίζουν τις μεταβολές στην αποστολή και στο όραμα του πανεπιστημίου και κατ’επέκταση των πανεπιστημιακών. Παράλληλα, να διερευνήσουμε το σύγχρονο προφίλ του πανεπιστημιακού στην Ελλάδα. Πιο συγκεκριμένα, εστιάζουμε στα δύο άκρα μιας περιόδου δύο αιώνων. Αυτές οι δύο χρονικές περίοδοι είναι ουσιαστικές για την κατανόηση των μετασχηματισμών της ελληνικής ανώτατης εκπαίδευσης. Η πρώτη αντιστοιχεί στην διαμόρφωση του κράτους (έθνους), κατά την διάρκεια της οποίας ο καθοριστικός ρόλος του πανεπιστημίου και ο περιορισμένος αριθμός πανεπιστημιακών είναι ουσιαστικοί για την οικοδόμηση της εθνικής ταυτότητας και του εθνικού οράματος αλλά και της τοποθέτησης της χώρας στο παγκόσμιο γίγνεσθαι. Η δεύτερη περίοδος χαρακτηρίζεται από τη μαζικοποίηση της ανώτατης εκπαίδευσης, τον πολλαπλασιασμό των πανεπιστημιακών ιδρυμάτων και την εμφάνιση νέων μορφών πανεπιστημίων και πανεπιστημιακών, που εντάσσονται σε λογικές αποδοτικότητας και ακαδημαϊκής επιχειρηματικότητας στο πλαίσιο ενός συστήματος δημόσιου αλλά, πλέον, και ιδιωτικού τομέα.

Artisanal and small-scale mining (ASM) and small-scale agriculture often coexist in rural African economies, creating both opportunities for livelihood diversification and competition over labour, land and water. This article examines reported linkages between ASM and small-scale agriculture in Mapunga Ward, Mushindamo District, Northwestern Province, Zambia. The study uses the supplied descriptive data from questionnaires administered to 40 miners and 40 farmers, five key-informant interviews, and three focus-group discussions involving 15 participants. The available records do not establish whether focus-group participants were distinct from questionnaire respondents; therefore, the participant categories should not be added together as a verified count of unique individuals. The reported data indicate that mining income was used for farm inputs (34 responses; 42.5%), hired agricultural labour (18; 22.5%), household consumption (20; 25%), and education or health (8; 10%), based on 80 recorded responses. Respondents also identified land degradation (46%), water pollution (28%), deforestation (16%), and no perceived impact (10%) among the environmental-impact categories supplied. Focusgroup themes point to livelihood diversification, labour competition, environmental concerns and the appeal of relatively quick mining income. These findings suggest that mining and agriculture may be economically complementary for some households while also competing for labour and placing pressure on local natural resources. Because the underlying instruments, response denominators and environmental measurements were not supplied for independent audit, the findings are descriptive and should not be interpreted as proof of causation or scientifically verified environmental damage. The article recommends integrated local planning, environmental monitoring, agricultural support and improved coordination between mining and farming stakeholders.

Σκοπός της παρούσας μελέτης είναι η τεκμηριωμένη αποτίμηση του ισχύοντος θεσμικού πλαισίου, η ανάδειξη προκλήσεων που προκύπτουν από την εφαρμογή του, καθώς και η διατύπωση προτάσεων για τη βελτίωσή του. Εξετάζει τη μεθοδολογία και τα αποτελέσματα του συστήματος αξιολόγησης των πανεπιστημίων στην Ελλάδα, το οποίο συνδέεται άμεσα με την κατανομή της κρατικής χρηματοδότησης και συγκεκριμένα της καθαρής λειτουργικής επιχορήγησης.
Η ανάλυση εκκινεί από δύο θεμελιώδεις παρατηρήσεις. Πρώτον, κάθε σύστημα αξιολόγησης οφείλει, μετά την πάροδο ενός εύλογου χρονικού διαστήματος, να υπόκειται και το ίδιο σε διαδικασίες αποτίμησης για τον εντοπισμό τυχόν αδυναμιών, και συνεπακόλουθα, σε διαδικασίες αναθεώρησης προς την κατεύθυνση των αναγκαίων βελτιωτικών παρεμβάσεων. Δεύτερον, τα πανεπιστήμια, συγκρινόμενα μεταξύ τους, δεν αποτελούν ομοιογενείς οργανισμούς, αλλά διαφοροποιούνται ουσιωδώς ως προς το μέγεθος, τη θεματική τους φυσιογνωμία, τη γεωγραφική τους θέση και τις διαθέσιμες υποδομές. Κατά συνέπεια, η εφαρμογή ενός ενιαίου συστήματος αξιολόγησης, που δεν λαμβάνει υπόψη τους αυτές τις διαφοροποιήσεις, ενδέχεται να οδηγήσει σε συστηματικές στρεβλώσεις.
Το 2020 θεσπίστηκε νέο πλαίσιο χρηματοδότησης των ΑΕΙ, το οποίο συνδυάζει ποσοτικά κριτήρια (όπως ο αριθμός των τμημάτων και των ενεργών φοιτητών/φοιτητριών) με ποιοτικά κριτήρια (όπως η βελτίωση των ακαδημαϊκών δραστηριοτήτων και η ερευνητική παραγωγή). Το πλαίσιο αυτό συνιστά σημαντική τομή, καθώς εισάγει για πρώτη φορά τη ρητή σύνδεση της κρατικής χρηματοδότησης με την επίδοση και τα επιτεύγματα των ιδρυμάτων. Ωστόσο, στην πράξη, η εφαρμογή των κριτηρίων κατανομής αφορά ένα ιδιαίτερα περιορισμένο τμήμα των συνολικών πόρων (6,1%), δηλαδή μόνο τον τακτικό προϋπολογισμό ενώ το μεγαλύτερο μέρος της χρηματοδότησης (που γίνεται μέσα από το ΠΔΕ, ΕΣΠΑ, Ταμείο Ανάκαμψης μισθοδοσία) εξακολουθεί να κατανέμεται μέσω ασαφών και μη πλήρως διαφανών διαδικασιών.
Για τις ανάγκες της παρούσας μελέτης πραγματοποιήθηκε ανάλυση των δεδομένων  της κατανομής της χρηματοδότησης βάσει των Εκθέσεων της ΕΘΑΑΕ για την περίοδο 2022–2026, και με ιδιαίτερη έμφαση στην Έκθεση του 2025 και στο παράδειγμα του Παντείου Πανεπιστημίου Κοινωνικών και Πολιτικών Επιστημών.
Από την ανάλυση του προαναφερθέντος υλικού προκύπτουν τα ακόλουθα ευρήματα:
Παρά τις διακηρυγμένες προθέσεις σύνδεσης της χρηματοδότησης με την ποιότητα, το ισχύον θεσμικό πλαίσιο —και κυρίως ο εφαρμοζόμενος συντελεστής βαρύτητας— οδηγεί τελικά στην αποδυνάμωσή της. Στην πράξη, δεν επιτρέπει ούτε ένα ελάχιστο ποσοστό, της τάξης του 1,8% της συνολικής χρηματοδότησης των πανεπιστημίων, να κατανέμεται αποκλειστικά βάσει ποιοτικών κριτηρίων.  Έτσι, το μήνυμα που εκπέμπεται προς την πανεπιστημιακή κοινότητα είναι ότι η ποιότητα στην έρευνα και τη διδασκαλία δεν αποτελεί προτεραιότητα.
Η χρήση του δείκτη «δαπανών» στα ποσοτικά κριτήρια κρίνεται προβληματική. Συγκεκριμένα, τα πανεπιστήμια που λαμβάνουν μεγαλύτερη χρηματοδότηση διαθέτουν τη δυνατότητα πραγματοποίησης περισσότερων δαπανών, οι οποίες στη συνέχεια επιβραβεύονται μέσω του ίδιου του συστήματος αξιολόγησης. Κατ’ αυτόν τον τρόπο αξιολογούνται ως αποδοτικότερα και αποκτούν περαιτέρω πλεονέκτημα στη μελλοντική κατανομή πόρων, διαιωνίζοντας έτσι έναν μηχανισμό αναπαραγωγής ανισοτήτων.
Οι βελτιώσεις σε μεμονωμένους ποιοτικούς δείκτες αποφέρουν σχετικά περιορισμένες αυξήσεις στη χρηματοδότηση, ενώ ο συντελεστής βαρύτητας που εφαρμόζεται στον συνολικό δείκτη των ποιοτικών κριτηρίων δημιουργεί σημαντικές αποκλίσεις υπέρ των μεγάλων ιδρυμάτων.
Το γεγονός ότι η ποιοτική αξιολόγηση πραγματοποιείται βάσει πέντε θεματικών ενοτήτων, χωρίς η ενότητα: «Αριστεία στην έρευνα και επιδόσεις του επιστημονικού προσωπικού» να είναι υποχρεωτική, υποβαθμίζει μια θεμελιώδη διάσταση του πανεπιστημίου, δηλαδή τον ερευνητικό του ρόλο.
Ορισμένοι δείκτες εμφανίζονται λιγότερο κατάλληλοι για τις κοινωνικές και ανθρωπιστικές επιστήμες, καθώς βασίζονται κυρίως σε χαρακτηριστικά που ανταποκρίνονται στις θετικές και τεχνολογικές επιστήμες (όπως, για παράδειγμα, οι πατέντες).
Τα μεγάλα, κεντρικά και πολυθεματικά πανεπιστήμια (όπως το ΑΠΘ, το ΕΚΠΑ, το Πανεπιστήμιο Πατρών και το Πανεπιστήμιο Θεσσαλίας) εμφανίζονται σαφώς ενισχυμένα, ενώ μικρότερα, μονοθεματικά ή/και περιφερειακά ιδρύματα (ενδεικτικά, το Ιόνιο Πανεπιστήμιο, το Πανεπιστήμιο Μακεδονίας, το Πανεπιστήμιο Δυτικής Μακεδονίας και το Πάντειο Πανεπιστήμιο) λαμβάνουν συγκριτικά χαμηλότερη χρηματοδοτική ενίσχυση.
Παρά τις διακηρυγμένες προθέσεις σύνδεσης της χρηματοδότησης με την ποιότητα, το ισχύον θεσμικό πλαίσιο δεν επιβραβεύει ουσιαστικά την ποιοτική βελτίωση, αλλά στην πράξη τείνει να την αποθαρρύνει. Αφενός, δεν λειτουργεί ως αποτελεσματικός μηχανισμός κινήτρων για την αναβάθμιση της ποιότητας από πλευράς της πανεπιστημιακής κοινότητας· αφετέρου, ενδέχεται να οδηγεί έμμεσα στην υιοθέτηση ενός μοντέλου διαφοροποιημένης ανάπτυξης, στο πλαίσιο του οποίου διαμορφώνονται συνθήκες πανεπιστημίων «δύο ταχυτήτων»: κεντρικά, μεγάλα και πολυθεματικά ιδρύματα έναντι μικρότερων, περιφερειακών και μονοθεματικών.
Αξιοποιώντας τα προαναφερθέντα ευρήματα, ακολούθως συγκεκριμένες κατευθύνσεις για τη βελτίωση του συστήματος αξιολόγησης: (i) Κατάργηση του συντελεστή βαρύτητας στα ποιοτικά κριτήρια. (ii) Κατάργηση του δείκτη «δαπανών» στα ποσοτικά κριτήρια. (iii)  Καθιέρωση της Ενότητας: «Αριστεία στην έρευνα και επιδόσεις του επιστημονικού προσωπικού» ως υποχρεωτικής στα ποιοτικά κριτήρια.  (iv)  Η υποστελέχωση και οι περιορισμένοι πόροι να μην αποτελούν κριτήριο αξιολόγησης. (v) Αναθεώρηση δεικτών που δεν συνάδουν με τη φύση των κοινωνικών και ανθρωπιστικών επιστημών.

This paper examined how institutional restructuring and process optimization could support the effective implementation of the Education and Training Policy (ETP) 2023 at St. Augustine University of Tanzania (SAUT). The policy calls for universities to operate efficiently, transparently, and in ways that align with national education and development goals. However, many higher education institutions faced challenges because rigid organizational structures, bureaucratic systems, and inefficient administrative processes slowed down reforms and reduced their effectiveness. This study reviews scholarly literature on organizational development, higher education management, national education policy documents, and models of institutional restructuring. Guided by organizational development and systems theories, the study explored how restructuring administrative units, redesigning workflows, and fostering a performance-oriented organizational culture could improve efficiency, accountability, and service delivery. The study is significant because it provides practical insights into strengthening governance, decision-making, and institutional performance in Tanzanian universities. By highlighting how institutional structures and processes can be optimized, the paper aims to assist SAUT and similar institutions in implementing national education policies more successfully, improving administrative effectiveness, and enhancing academic outcomes.

Nigeria's progress toward the Sustainable Development Goals, using a SWOT analysis framework. Nigeria's urgent need for economic diversification and technological self-reliance motivates the research. While the federal government has prioritized local content through Presidential Executive Order No. 5 and the Nigeria First Policy, engineering innovation remains essential for building economic resilience and creating jobs. However, the nation continues to struggle with weak university-industry linkages, limited commercialization of research, and inadequate infrastructure. Guided by the Triple Helix Model of academia-industry-government collaboration, the study draws on policy documents, industry reports, and academic literature to assess Nigeria's engineering innovation ecosystem. The findings reveal promising strengths: a vibrant entrepreneurial culture, a growing startup ecosystem with over 98 tech hubs, and supportive policy momentum. Ahmadu Bello University, Zaria host to Nigeria's first Huawei ICT Academy Support Centre exemplifies local innovation potential; its students won the Innovation Competition Grand Prize and the Women in Tech Award at the 2026 Huawei ICT Competition Global Finals, competing against 177 teams from 49 countries. Yet significant weaknesses persist. Only about 5% of engineering graduates are considered industry-ready, while brain drain, low patent commercialization, and fragile infrastructure remain pressing concerns. Opportunities exist through NASENI's 3Cs initiative, which has brought 44 products to market and created over 25,000 jobs, alongside the African Continental Free Trade Area. However, threats such as economic instability, insecurity in the North-East and North-West, and reliance on foreign technology cannot be overlooked. The study concludes that stronger partnerships, increased applied research funding, intellectual property reforms, infrastructure upgrades, and education improvements are vital for harnessing local engineering innovation and advancing SDG 1, 8, 9, and 17 in Nigeria.

Teacher education policies play a critical role in defining the knowledge, skills, competencies, and professional expectations required of future teachers. In the Philippines, the Commission on Higher Education (CHED) has introduced policy reforms to strengthen teacher preparation and respond to changing educational demands. This study examined the evolution of teacher education policies in the Philippines through qualitative documentary analysis of 11 primary CHED Memorandum Orders issued in 2004, 2007, and 2017, together with related issuances concerning professional education, specialization, and practicum requirements. Specifically, the study aimed to trace changes in policy directions, identify the competencies and qualities expected of future teachers, and examine the educational priorities reflected in these reforms. The documents were analyzed using thematic analysis to identify recurring patterns, shifts in policy emphasis, and emerging themes related to teacher preparation. Findings revealed a transition from a predominantly regulatory and curriculum-focused approach toward a competency-based, outcomes-oriented, and quality-assurance-driven framework. Across policy periods, teacher preparation increasingly emphasized learnercentered teaching, inclusive education, research capability, reflective practice, ethical professionalism, and lifelong learning. Recent reforms also demonstrated a stronger emphasis on institutional accountability, continuous improvement, and preparing teachers to address diverse learner needs and emerging educational challenges. The study concludes that CHED policy reforms have transformed the concept of teacher quality from primarily knowledge acquisition and compliance toward professional competence, responsiveness, and continuous development. It recommends strengthening alignment among teacher education curricula, professional standards, institutional quality assurance mechanisms, and the evolving needs of the Philippine education system to support sustained improvement in teacher preparation.

Este imposibil, dragi cititori, să nu fi văzut în ultimele săptămâni o știre sau o analiză referitoare la pericolul ca AI-ul să se dezvolte atât de rapid și în mod atât de complex încât noi, cei care am creat această realitate, să nu o mai putem controla și ghida spre a ne fi benefică. Întrebarea din titlu nu mai este de multă vreme doar o întrebare rezervată filmelor SF și discuțiilor dintre oameni de știință anxioși. Inteligența artificială avansează într-un ritm extraordinar. Sistemele devin mai autonome, pot scrie și executa cod, pot opera alte sisteme informatice și pot lua singure o serie de decizii intermediare pentru a îndeplini un obiectiv.

Graduating students face increasing financial responsibilities as they transition from higher education to the workforce, making financial literacy and responsible saving habits essential competencies. This study examines the relationship between financial literacy and saving habits among graduating students at San Indiro College in the Philippines, focusing on their preparedness to manage financial responsibilities as they enter professional life. A quantitative research design was employed using a structured questionnaire administered to 110 graduating students. Descriptive statistics were used to assess the levels of financial literacy and saving behavior, while inferential analysis was conducted to examine the relationship between the two variables. The findings indicate that graduating students possess a high level of financial literacy across three dimensions: financial knowledge, financial skills, and financial decision-making. The students also demonstrate generally positive saving habits, characterized by consistent and disciplined financial practices. Further analysis reveals a statistically significant positive relationship between financial literacy and saving behavior, suggesting that students with greater financial knowledge and competence are more likely to engage in responsible saving practices (r=0.934, p=<0.001). These findings underscore the importance of translating financial knowledge into effective financial habits as students transition from higher education to employment. The study contributes to the financial education literature by demonstrating the role of financial literacy in strengthening students' financial preparedness and responsible money management. The findings also highlight the need for higher education institutions to incorporate practical and applied financial education into student development initiatives to strengthen financial capability, encourage responsible saving, and promote long-term financial well-being.

Universities not only produce knowledge but also organize the conditions under which it can be pursued. This study asks how contemporary institutional arrangements shape which forms of research remain viable. Based on a conceptual analysis of the literature, it reconstructs three dimensions from Wilhelm von Humboldt's reflections on the university (open-ended inquiry, internal freedom and limited authority, and protection from external instrumentalization) and employs them as a heuristic rather than a normative ideal. Applied across the micro-, meso-, and macro-level, this heuristic shows how reward structures, disciplinary norms and hierarchies, and funding and market-related resource allocation interact.
The analysis suggests that these pressures rarely prohibit particular research outright. Instead, they produce differential viability: some approaches become easier to justify, finance, and sustain than others. Three recurring patterns result, namely risk aversion, methodological convergence, and topic selection bias. Together they amount to a structured epistemic selectivity that favors predictable and readily assessable work over exploratory, long-term, or unconventional inquiry. Rather than a simple decline of Humboldtian ideals, the study identifies a reconfiguration of the conditions of knowledge production. It concludes that institutional design, broader evaluation criteria, and protected space for uncertain research are central to sustaining epistemic diversity.

Comment introduire en Haïti un dispositif conçu et institutionnalisé dans d’autres contextes sans tomber dans deux écueils opposés : la simple transposition d’un modèle étranger et la volonté de tout reconstruire au nom de la spécificité nationale ? À travers la validation des acquis de l’expérience, ce texte interroge les rapports entre développement endogène, apports exogènes et transfert de compétences. L’enjeu dépasse la VAE : il s’agit de penser les conditions dans lesquelles une innovation institutionnelle peut être appropriée localement sans perdre sa cohérence ni ignorer les réalités haïtiennes. Article publié initialement sur boursiquotherve.com le 30 mai 2024. Version originale : https://boursiquotherve.com/2024/05/30/regards-croises-sur-le-developpement-endogene-et-la-mise-en-oeuvre-de-la-vae-en-haiti/

Que devient la validation des acquis de l’expérience lorsque le candidat ne peut pas être physiquement présent auprès de l’institution qui l’accompagne ? Cette question conduit à penser ensemble politique universitaire, reconnaissance de l’expérience et distance. Dans le contexte haïtien notamment, l’enjeu n’est pas seulement technique : il concerne la capacité de l’enseignement supérieur à construire des dispositifs accessibles permettant aux individus de faire reconnaître des compétences acquises hors des parcours académiques traditionnels. Article publié initialement sur boursiquotherve.com le 17 septembre 2026. Version originale : https://boursiquotherve.com/2026/09/17/politique-universitaire-accompagnement-distance-vae/

Peut-on avoir construit, au fil de l’expérience professionnelle, des compétences comparables à celles attendues d’un diplômé sans jamais avoir obtenu le diplôme correspondant ? Cette question est au cœur de la validation des acquis de l’expérience (VAE). Elle conduit à interroger la manière dont les institutions identifient, évaluent et reconnaissent les apprentissages construits dans le travail. À partir de mes recherches sur la VAE, cet article examine les fondements d’une telle reconnaissance, mais aussi les exigences nécessaires pour qu’elle ne compromette pas la valeur de la certification académique. Article publié initialement sur boursiquotherve.com le 22 septembre 2026. Version originale : https://boursiquotherve.com/2026/09/22/experience-professionnelle-reconnaissance-academique/

Avoir de l’expérience ne suffit pas toujours à faire reconnaître ce que l’on sait réellement faire. Lorsqu’aucun diplôme ne vient attester les compétences revendiquées, une question décisive apparaît : sur quelles preuves peut-on fonder leur reconnaissance ? Entre l’expérience vécue, les traces qu’elle laisse et le jugement porté sur les acquis, cet article examine ce qui permet de passer du « je sais faire » à une compétence effectivement documentable et évaluable. Article publié initialement sur boursiquotherve.com le 6 octobre 2026. Version originale : https://boursiquotherve.com/2026/10/06/prouver-competence-sans-diplome/

Universities worldwide are increasingly shaped by neoliberal reforms that emphasise competition and performance measurement. This article examines how research autonomy is experienced and negotiated within two New Zealand universities operating in a marketised higher education environment. Drawing on 26 semi-structured interviews with academics and research administrators analysed through a critical realist framework, the study identifies mechanisms shaping autonomy across institutional, disciplinary and positional contexts. Findings show that research autonomy is neither uniformly eroded nor fully preserved; rather, it is a negotiated and differentiated phenomenon influenced by funding pressures, institutional reputation, disciplinary cultures and academic hierarchy. Research-intensive faculties benefit from reputational advantages, while applied and emerging fields face stronger pressures to align with external priorities. Early-career academics reported greater constraints relating to funding and influence, whereas senior academics exercised greater strategic agency. The article offers a mechanism-based account of neoliberalism's uneven effects and implications for sustaining academic autonomy in a changing research environments.

is part of the biggest change in the way our species conducts learning since the invention of the chalkboard or perhaps the alphabet. The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere" [1: 6]. Egypt was relatively far from applying such educational system due to several reasons, mostly technical. However, over the last few years, the need for establishing a robust distance education system in Egypt has dramatically grown due to an escalating demand for more flexible educational options. It was then 2008 when a milestone change occurred, as the Egyptian government considered going heavily for elearning by launching the Egyptian Education Initiative aiming to reform the education system through the use of Information and Communication Technology. This research aims first to shed light on the status of tourism e-learning in Egypt now; second, to clarify the potential advantages and disadvantages of applying tourism elearning; and therefore, to explore the suitability of using e-learning as an alternative method for delivering tourism higher education. This will ultimately help decision makers understand significant issues such as the obstacles of applying e-learning as well as any long-term drawbacks.

This study examined video-based learning resources and digital library and e-resource platforms as correlates of the academic performance of Business Education students in Federal University Dutsin-Ma, Katsina State. Two objectives guided the study: to examine the extent to which video-based learning resources relate to academic performance, and to assess the extent to which digital library and e-resource platforms relate to academic performance. A descriptive correlational survey design was adopted. The population comprised all 234 registered Business Education students in the Department of Educational Management, distributed across four undergraduate levels. A sample of 148 respondents was drawn using the Krejcie and Morgan (1970) table, applying a proportionate stratified random sampling technique across the four levels. Data were collected with a self-developed instrument, the Online Learning Platforms and Academic Performance Questionnaire (OLPAPQ), validated by three specialists at Federal University Dutsin-Ma and yielding a Cronbach alpha reliability coefficient of .83 on pilot testing. Research questions were answered using mean and standard deviation, with 2.50 as the criterion for acceptance, while the two null hypotheses were tested using simple linear regression at the .05 level of significance. Findings showed that respondents agreed that video-based learning resources (grand mean = 3.23) and digital library and e-resource platforms (grand mean = 3.24) are positively associated with their academic performance. Both hypotheses were rejected: video-based learning resources significantly predicted academic performance (R = .682, R² = .465, F = 127.84, p < .05), as did digital library and e-resource platform use (R = .703, R² = .494, F = 143.17, p < .05), with the latter showing the stronger relationship. The study concluded that deliberate, structured engagement with both video content and digital library resources meaningfully supports academic success among Business Education students. It was recommended that the Department of Educational Management institutionalise digital library orientation for new students and that lecturers curate topic-specific video resources rather than leaving students to search unguided.

Quality assurance in higher education Technical and Vocational Education and Training (HE-TVET) is commonly expressed through accreditation, qualification standards, curriculum controls, assessment procedures, and staff credentials. These mechanisms are necessary, but they can leave underexamined a critical determinant of educational quality: the pedagogical formation of industry experts who enter higher education as TVET educators. This paper reinterprets findings from a longitudinal phenomenographic doctoral study in Higher Education, conducted in Dutch Sint Maarten, through a quality-assurance lens. The original study examined how graduates of a Technical Vocational Instructor/Teacher Training Diploma (TVITTD) programme conceived pedagogy before, during, and after structured in-service preparation. Ten educators participated in the first round of semi-structured interviews; six were interviewed again approximately four years later. Phenomenographic analysis produced an outcome space comprising four increasingly inclusive conceptions: Compliance, Adaptation, Transformation, and Contribution. Read in relation to quality assurance, the findings indicate that credentialing can establish an important threshold for entry, but qualification alone does not assure high-quality teaching. Quality enhancement became visible when educators engaged in supported pedagogical learning, peer dialogue, reflection, learner-centred practice, and the integration of occupational expertise with educational purpose. The most expansive conceptions linked facilitation, student engagement, critical thinking, institutional credibility, workforce readiness, and contribution to national development. Building on these findings, the paper proposes a five-part Pedagogical Quality Assurance Cycle for HE-TVET: assuring dual occupational-pedagogical competence; providing CANQATE 2026 | Corbin | 2 contextualized pedagogical formation; examining evidence of pedagogical enactment; sustaining enhancement through mentoring and continuing professional learning; and evaluating learner, workforce, and institutional impact. The paper concludes that Caribbean quality assurance frameworks should move beyond verifying whether TVET educators possess required credentials to examining how institutions develop, support, evidence, and continuously enhance their capacity to convert technical expertise into meaningful student learning and socioeconomic contribution.

Abstract
Small Caribbean states face a distinctive quality challenge: a limited pool of specialist educators must prepare graduates for labour markets that are technologically fluid, internationally exposed, and economically consequential. This paper argues that the pedagogical capacity of Higher Education Technical and Vocational Education and Training (HE-TVET) educators should be treated as national quality infrastructure. It offers a secondary quality-assurance interpretation of findings from a longitudinal phenomenographic doctoral study in Higher Education conducted in Dutch Sint Maarten. Ten graduates of an in-service Technical Vocational Instructor/Teacher Training Diploma (TVITTD) were interviewed shortly after programme completion and six again approximately four years later. Four relational categories—Compliance, Adaptation, Transformation, and Contribution—showed increasingly inclusive ways of understanding pedagogy. For CANQATE’s national-competitiveness sub-theme, the most salient findings are the emergence of a dual occupational-pedagogical identity, the capacity to bridge workplace and classroom knowledge, strengthened institutional credibility, learner-centred facilitation, critical thinking, and perceived workforce readiness. These findings suggest that educator quality can operate as a capacity multiplier in small systems because one well-developed educator may influence curriculum, assessment, industry relationships, programme credibility, and successive cohorts. The paper proposes a Small-State HE-TVET Quality Capacity Framework with five responsibilities: assure occupational and pedagogical
currency; develop boundary-spanning teaching capability; institutionalize industry-government-academia feedback; pool scarce expertise through regional networks; and evaluate impact through learner, institutional, and workforce evidence. The framework is conceptual, not a validated
accreditation instrument. The paper concludes that quality assurance for small-state competitiveness should examine whether institutions and regional systems are deliberately building the educator capabilities through which scarce technical expertise becomes adaptable human capital and sustainable national capacity.
Keywords: quality assurance; HE-TVET; small states; national competitiveness; educator capacity; Caribbean

This study aimed to investigate the impact of digital transformation on enhancing the efficiency of administrative decisions in higher education institutions. It highlights the structural distortions and administrative challenges facing domestic scholarship decisions for Ph.D. programs and human resource governance within the Libyan educational environment (Academy of Graduate Studies in Benghazi as a case study). To achieve these objectives, the researcher adopted a comparative documentary approach based on analyzing published statistics, official reports, and legal frameworks, contrasting the Libyan context with the digital and legislative systems applied in Egypt and Jordan. The study revealed a significant organizational gap and central planning deficiencies within the Libyan Ministry of Higher Education, where domestic scholarship decisions are issued without prior digital linkage to the actual capacity of academic faculties (shortage of faculty members). Furthermore, the results indicated that middle management resorts to temporary administrative measures, such as eliminating coursework, while imposing arbitrary and exclusionary barriers (e.g., age restrictions and strict background alignment) that contradict national regulations, including Bylaw No. 501, and disregard Quality Assurance Center accreditations. Conversely, the comparative analysis demonstrated the efficacy of Egyptian and Jordanian models in employing automated digital governance, which prevents the issuance of any admission or scholarship without real-time synchronization with available staff and seats. The study recommends implementing an integrated digital system between the ministry and executive institutions, eliminating bureaucratic constraints, and adopting the proposed digital academic clearance model alongside the research logistical package to leverage qualified female talents and develop the higher education sector.

This study aimed to investigate the impact of digital transformation on enhancing the efficiency of administrative decisions in higher education institutions. It highlights the structural distortions and administrative challenges facing domestic scholarship decisions for Ph.D. programs and human resource governance within the Libyan educational environment (Academy of Graduate Studies in Benghazi as a case study). To achieve these objectives, the researcher adopted a comparative documentary approach based on analyzing published statistics, official reports, and legal frameworks, contrasting the Libyan context with the digital and legislative systems applied in Egypt and Jordan. The study revealed a significant organizational gap and central planning deficiencies within the Libyan Ministry of Higher Education, where domestic scholarship decisions are issued without prior digital linkage to the actual capacity of academic faculties (shortage of faculty members). Furthermore, the results indicated that middle management resorts to temporary administrative measures, such as eliminating coursework, while imposing arbitrary and exclusionary barriers (e.g., age restrictions and strict background alignment) that contradict national regulations, including Bylaw No. 501, and disregard Quality Assurance Center accreditations. Conversely, the comparative analysis demonstrated the efficacy of Egyptian and Jordanian models in employing automated digital governance, which prevents the issuance of any admission or scholarship without real-time synchronization with available staff and seats. The study recommends implementing an integrated digital system between the ministry and executive institutions, eliminating bureaucratic constraints, and adopting the proposed digital academic clearance model alongside the research logistical package to leverage qualified female talents and develop the higher education sector.

This article explores the transformative potential of Artificial Intelligence (AI) within the context of educational administration in Nigeria. It examines how Artificial Intelligence (AI)-powered tools can streamline operational processes such as student enrollment, resource allocation and communication, leading to enhanced efficiency and reduced administrative burdens. Furthermore, the study investigates the role of Artificial Intelligence (AI), in facilitating data-driven decisionmaking through the analysis of educational metrics, enabling administrators to identify trends, predict future needs, and evaluate the effectiveness of interventions. The article also discussed the potentials of Artificial Intelligence (AI), to indirectly support personalized learning experiences while acknowledging the significant opportunities, it also highlights key challenges hindering widespread adoption of Artificial Intelligence (AI) in Nigeria, including infrastructure deficits, digital literacy gaps, implementation costs, data privacy concerns and potential resistance to change and as well make some recommendations. This article underscores the need for strategic planning, investment, and policy frameworks to effectively leverage Artificial Intelligence (AI)'s capabilities and usher in an era of, 21 st century more intelligent and effective educational administration in Nigeria.

Purpose Amid the worldwide lockdown and emergency transition to online classes caused by the COVID-19 pandemic, this paper aims to examine high school students’ satisfaction in this unique learning environment. Design/methodology/approach An exploratory factor analysis (EFA) was first used to extract a set of important factors from a number of variables. A logistic regression was subsequently used to access student satisfaction levels during the COVID-19 lockdown. In addition, a small qualitative study was conducted to gain additional insight into student satisfaction ratings. Findings A study sample of 486 usable responses revealed that students were most satisfied with the responsiveness of teaching staff, which included the provision of assignments and feedback on performance. The study also revealed that students experienced a range of emotions; those who experienced positive emotions (joy, pride, hope) were more satisfied than those who experienced negative emotions (frustratio...

PurposeThis paper demonstrates how the positioning of self and others affects change in higher education.Design/methodology/approachThe discourse of various educators was collected during various interviews and discussion groups. A positioning theory framework was used to analyse the data and derive conclusions.FindingsIt is shown that if individuals are understood in terms of their agendas in relation to the organisational context that they can be better led.Research limitations/implicationsThe quantity and quality of data available has limited the integrity of conclusions drawn from this paper. Further research is proposed that will provide a more robust understanding.Practical implicationsAn approach to understand how to deal with various stakeholders is presented for leaders. There is a need to deal with each person as an individual depending on how their personal agendas influence their priorities.Originality/valueThis paper introduces a social constructionist perspective to le...

A survey was conducted using the National Open University database to ascertain the number of women from the northwestern states of Jigawa, Kaduna, Kano, Katsina, Kebbi, Sokoto and Zamfara studying in the University based on the admission records from 2018 to 2022. The study also checked the faculties where those women registered during the last 4 years to determine the role of Open and Distance Learning in giving women access to higher education. A total of twenty-five thousand three hundred and sixteen women enrolled in the National Open University of Nigeria in the period under review with Kaduna Study Centre having the highest figure of 8,791, followed by Kano with 4,995 with Katsina, Dutse, Sokoto, Gusau and Birnin Kebbi having 2,554., 1,607., 1,129., 1,000 and 971 respectively while other smaller centres in Northwest had 4,263. Concerning programmes of study in various faculties, the Faculty of Health Sciences had the highest enrollment figures of ten thousand four hundred and twenty-four (10,424) representing 41.1% followed by the Faculty of Science with three thousand eight hundred and thirty-eight (3,838) representing 15.1%. Faculties of Agric, Arts, Education Law and Management had enrolment figures of 134 (0.52%), 634 (2.53%), 3,921 (15.4%8), 98 (0.38%), 2,954 (11.66%) respectively while Faculty of Social Sciences had 3,311 (13.07%). Generally, Open and Distance Learning has given women tremendous opportunities to higher education in the region considering that over twenty-five thousand women registered for various programmes using the ODL during the period under review.

This report is intended to support policymakers in designing and implementingpolicies to enhance equity and inclusion in higher education, with a focus onimproving access, progression and completion for all learners – and, in particular,to support students from underrepresented, disadvantaged or vulnerablebackgrounds.

Purpose This research sought to empirically identify context specific dimensions of service quality at Zimbabwean State Universities. The study also sought to measure the ‘university-wide’ overall service quality at National University of Science and Technology (NUST) and to explore differences in service quality perception based on selected students’ demographic characteristics. Design/methodology/approach A case study strategy was used. Focus group discussions were used to qualitatively identify service quality variables; which were then subjected to quantitative evaluation through the administration of questionnaires on a sample of 294 students. Exploratory Factor Analysis was used to reduce the service quality variables into service quality dimensions. Findings Five dimensions of service quality were identified, namely: General Attitude, Facilitating Elements, Access, Lecture Rooms and Health Services. Results also showed that most students (48.3 per cent) perceived overall serv...

This paper reports the research results of the Claraboya project, which through the implementation of attitudinal changes in teachers regarding reading suggestions, is focused on improving student academic performance and student satisfaction with the resources available in the campus library. The research methodology entails a comparison of pre-test result of seven indicators of satisfaction of 373 students against two random samples of students who responded to the 2013 Service Quality Survey. The research found that in six of seven variables students participating in the

This study aims to distinguish the Quality Assurance Effectiveness (QAE) and the performance of public and private Higher Education Institutions (HEIs), analysing the individual and combined effects of QAE on institutional performance. The originality of this study lies in three main aspects: first, it investigates the current state of QAE and HEIs performance, filling a gap in the literature by comparing them between public and private institutions; second, it addresses the lack of evidence on QAE as a predictor of HEIs performance, exploring its impact from the perspectives of faculty members; third, it applies Partial Least Squares Structural Equation Modelling (PLS-SEM) to data collected from Portuguese higher education institutions, revealing significant differences between public and private institutions in both Quality Assurance Effectiveness (QAE) and performance outcomes. The results indicate that management support, faculty engagement, and infrastructure quality are key factors for QAE, positively impacting the performance of HEIs, particularly in research and teaching/learning areas. This study contributes to the literature by providing quantitative evidence on the relationship between QAE and institutional performance. The findings also highlight that the adoption of quality practices by HEIs is influenced by external pressures and the need for legitimacy, as described by the neo-institutional theory. Management implications include strengthening leadership, consolidating quality culture, investing in infrastructure, and promoting faculty development.

La politique éditoriale de Math-Ecole est claire quant au public cible de la Revue. Il est en effet mentionné à plusieurs reprises sur le site Internet de la Revue (http://www. math-ecole.ch) qu&#39;elle « s&#39;adresse aux enseignants du primaire et du secondaire, y compris du spécialisé, qui enseignent les mathématiques, aux formateurs de terrain ou universitaires, aux chercheurs en didac-tique des mathématiques et aux étudiants en formation initiale, mais aussi à toute per-sonne désireuse de s&#39;informer sur les travaux récents ou de partager des expériences touchant à l&#39;enseignement et à la didac-tique des mathématiques ». Malgré le public large à qui s&#39;adresse la Revue, elle a toute-fois la prétention d&#39;intéresser en priorité les enseignants ; car comme nous pouvons le lire, toujours sur le site Internet de la Revue, elle « s&#39;adresse avant tout aux enseignants romands de tous les niveaux scolaires ». Et qu&#39;en est-t-il des auteurs potentiels ? Car si le pub...

A tanulmány a Nemzeti Kutatási Kiválósági Program (NKKP_25) 2025. évi pályázatának eredményeit elemzi intézményi és tudományterületi bontásban. A vizsgálat célja a hazai kutatási kiválóság szerkezeti sajátosságainak feltárása, valamint azok összevetése az Európai Kutatási Tanács (ERC) és a francia CNRS által képviselt modellekkel. Az eredmények alapján a támogatások legnagyobb része az élettudományokhoz kötődik, míg intézményi szinten a HUN-REN kutatóhálózat rendelkezik a legtöbb nyertes projekttel. A magyar kutatási ökoszisztéma erősen koncentrált és hierarchikusan szervezett. Az NKKP a nemzeti kiválósági rendszerben átmeneti, tehetséggondozó szerepet tölt be az ERC-szintű versenyképesség felé vezető úton. A program szerkezete a CNRS koordinált tudománypolitikai irányítási logikájával rokon, amely a központi koordináció és az interdiszciplinaritás összehangolt támogatását valósítja meg.

India’s Democratic Future: One Nation, One Election by 2029 examines the proposal to synchronize elections to the Lok Sabha and State Legislative Assemblies, with the broader objective of establishing a coordinated electoral cycle in India. The study analyses the historical experience of simultaneous elections, the constitutional and legal framework governing elections, and the contemporary debate surrounding the feasibility of implementing the One Nation, One Election (ONOE) proposal by 2029. India conducted Lok Sabha and State Assembly elections largely simultaneously from 1951–52 until 1967, after which the electoral cycles gradually became separated.

The study critically examines the recommendations of the High-Level Committee on Simultaneous Elections chaired by former President Ram Nath Kovind, which submitted its report in March 2024 after extensive consultations with political parties, constitutional experts, election authorities and other stakeholders. The Committee proposed a two-step process beginning with simultaneous elections to the Lok Sabha and State Assemblies, followed by synchronization of elections to Municipalities and Panchayats within 100 days. It also proposed a common electoral roll and Electoral Photo Identity Card for the three tiers of government.

The research explores the potential implications of simultaneous elections for electoral expenditure, governance, policy continuity, administrative efficiency, voter participation and democratic accountability. At the same time, it examines concerns relating to federalism, State autonomy, constitutional amendments, premature dissolution of legislatures, political representation, regional issues and the capacity of the Election Commission and State Election Commissions to manage simultaneous elections.

The global labor competition imposes on graduates fundamentally new requirements for the competence profile. Evaluation of the quality of higher education results is one of the possibilities to strengthen the competitive position of the university and its graduates in a competitive global environment. The use of international approaches in this area enables additional competitive advantage in global competition.

This paper focused on how Quality Assurance (QA) and continuous improvement systems assisted in the effective implementation of the Education and Training Policy 2023 at St. Augustine University of Tanzania (SAUT). The Education and Training Policy 2023, following standards established by the Tanzania Commission for Universities (TCU), prioritized accountability, high-quality educational programmes, and student-centred learning. Fulfilling these goals, however, presented challenges because universities sought to establish and maintain effective internal Quality Assurance systems. Adopting a library-based research approach, the paper analysed national education policy documents, SAUT's Quality Assurance frameworks, TCU guidelines, and scholarly literature on quality management in higher education. Guided by Quality Assurance and continuous improvement theories, the study explored how well-designed internal Quality Assurance systems assisted higher education institutions in adhering to national policies, monitoring programme quality, and promoting institutional learning. The findings emphasized the role of evidence-based Quality Assurance practices in strengthening policy implementation processes and highlighted the importance of developing a culture of continuous improvement through regular evaluation and enhancement of academic and administrative processes. The findings provided useful insights for SAUT and other universities in strengthening Quality Assurance frameworks, improving instructional standards, and enhancing the implementation of reforms outlined in the Education and Training Policy 2023.

Since 2001 we have interpreted the distinctive content of our teaching in the context of the biblical languages. Yet in order for this content and its related methodology to remain consistent with our confession of faith, we had to reflect seriously and study the authoritative sources, so as to meet challenges that cannot be handled in the language of theology alone, challenges arriving primarily from the field of quality assurance. The intervening period confronted us not only with the problem of the artificial separation of faith and science, but also with the unresolved universal philosophical question of aim and method. Herman Dooyeweerd's revelation-based philosophy, the orienting influence of Stanley L. Jaki's research in the history of science, and James E. Loder's practical theology grounded in redemptive transformation together awakened in us the hope that these questions can be answered: in the Gospel itself. The main conclusions of the study are therefore: (1) In Christian faith-based education the suitable student is not the "product" of a value-adding process but the embodiment of Jesus Christ. (2) The fruit (the "product") does not come into being without heavenly intercession. (3) The epochal loss of aim in discipleship training stems from an original human inclination, the misunderstanding of the intention of the heavenly Counsellor. (4) Without divine help, the use of one's knowledge is oriented by religious ground-motives and emotional modalities that are incompatible with the Christian religious ground-motive of creation, fall and redemption. (5) A profound transformation of one's religious ground-motive and emotional orientation depends on the person's sovereign decision of the will. (6) A teacher transformed in this way is able to handle and pass on knowledge in harmony with his or her confession and free of contradiction, because he or she relies on the guidance of the Spiritus Sanctus, who bears the unity of that knowledge.

Generative artificial intelligence (AI) challenges a foundational assumption of internal quality assurance (IQA): an assessed artefact can no longer be treated automatically as trustworthy evidence of a learner's own competence. This article develops IQA-AI, a conceptual framework for AI-responsive IQA in Vietnamese universities of technology and engineering. The research combines structured document analysis and an international framework crosswalk of ESG 2015, AUN-QA 3.0 and UNESCO guidance with an exploratory descriptive comparison of five Vietnamese institutions. The institutional dataset covers three enabling conditions: doctoral-qualified faculty, internet bandwidth per 1,000 students and the proportion of accredited programmes. Substantial cross-institutional variation was observed, with coefficients of variation of 46.1%, 47.0% and 40.6%, respectively. These data do not measure AI readiness directly, but empirically support a differentiated rather than uniform implementation pathway. The proposed framework comprises six connected components: institutional AI policy, AI-responsive learning outcomes, authentic assessment, academic integrity and AI ethics, quality data governance, and continuous improvement with accountability. A three-phase roadmap links baseline diagnosis, controlled piloting and evidence-based scaling. The study contributes an analytically traceable framework and context-grounded recommendations, while recognising that effectiveness must be tested through expert validation and institutional pilots.

Aim: This study examined how institutional synergy can be operationalized to promote sustainable public service innovation through cross-sector collaboration anchored in quality management principles. It focused on how public institutions, including the Civil Registry Office, the Bureau of Jail Management and Penology (BJMP), higher education institutions (HEIs), and quality assurance (QA) units, can address fragmented systems, inconsistent standards, and limited collaboration to enhance citizen-centered service delivery. Methodology: A qualitative action research design was employed to develop an implementation-ready framework through stakeholder engagement. Six key informants from government agencies, HEIs, and QA units participated in semi-structured interviews and collaborative design workshops. Data were analyzed using thematic analysis to identify existing quality practices, barriers and enablers of institutional synergy, and feasible collaborative mechanisms. Findings: The findings revealed that although participating institutions had established ISO-based quality assurance systems (ISO 9001 and ISO 21001), these operated largely in isolation and did not adequately support cross-agency learning or service innovation. Institutional silos, limited data interoperability, and weak collaboration protocols constrained innovation efforts. Key enablers of synergy included leadership commitment, policy alignment, integrated information systems, and shared capacity-building initiatives. A major outcome of the study was the development of the Synergy Framework for Quality-Centric Service Innovation, incorporating a shared Knowledge Hub to support audit learning, feedback integration, and evidence-based decision-making. The study concludes that institutional synergy anchored in ISO-based quality systems and collaborative governance structures can significantly enhance sustainable and citizen-centered public service delivery. The proposed framework provides a scalable and replicable roadmap for transforming fragmented quality practices into coordinated, innovation-driven public services, thereby strengthening institutional responsiveness, accountability, and long-term resilience.

Cet article analyse les reconfigurations du travail des acteur·trices de l’insertion socio-professionnelle en Suisse dans un contexte de numérisation croissante. En croisant la conception de leur activité professionnelle et la perception des effets des transformations numériques, il propose une typologie originale de quatre profils aux positionnements différenciés: les aidant·es optimistes ou empêché·es et les technicien·nes optimistes ou empêché·es. À chacun de ces profils correspond une conception singulière du numérique et une forme particulière d’aide apportée aux bénéficiaires.

Strengthened Quality Assurance (QA) measures in the academe may produce graduates with the relevant fourth industrial revolution (FIRe)-ready skills of technology, language and human skills, cultural readiness, and ethical values. This quantitative, non-experimental study with 198 samples yields an achieved power of .99 for regression analysis of 10 QA areas as predictor variables.

The analysis revealed the re-engineering of the following QA areas: 1. institutional direction and targets, 2. learning facilitators, 3. teaching-learning processes, 4. learning resources, 5. laboratory set-up, 6. physical plant and facilities, 7. services to the learners, 8. community engagement and social actions, 9. organization and administration, and 10. knowledge innovation and management positively correlate to the development of the FIRe skillsets of the graduates. Additionally, the improved QA preparations in the directions and aims, educational resources, learner services, knowledge innovation and management, and greater degrees of external accreditation resulted in the production of graduates that were FIRe-ready. The study recommends restructuring QA blueprints to align with the evolving workforce demands of the FIRe landscape.

Η μελέτη εξετάζει, στο πλαίσιο της διαβούλευσης του 2010 για την αναδιοργάνωση της ανώτατης εκπαίδευσης, τις προτεινόμενες αλλαγές στη διοίκηση των πανεπιστημίων υπό το πρίσμα της συνταγματικής αρχής της πλήρους αυτοδιοίκησης. Με αφετηρία το άρθρο 16 Σ., αναδεικνύεται η σύνδεση της διοικητικής και δημοσιονομικής αυτοτέλειας με την ακαδημαϊκή ελευθερία, καθώς και η διάκριση μεταξύ κρατικής εποπτείας και ουσιαστικής παρέμβασης στις πανεπιστημιακές υποθέσεις. Ιδιαίτερη έμφαση αποδίδεται στον προτεινόμενο θεσμό του Συμβουλίου του ιδρύματος, στη συμμετοχή εξωτερικών μελών, στον τρόπο επιλογής του Πρύτανη και στην ανακατανομή αρμοδιοτήτων μεταξύ σχολών, τμημάτων και τομέων. Υποστηρίζεται ότι η πανεπιστημιακή αυτοδιοίκηση αποτελεί τόσο θεσμική εγγύηση όσο και δικαίωμα της πανεπιστημιακής κοινότητας, ενώ ο νομοθέτης οφείλει να σέβεται τον πυρήνα των ακαδημαϊκών αρμοδιοτήτων. Η μελέτη επισημαίνει τους πιθανούς κινδύνους των προτάσεων για τη συνταγματική νομιμότητα, χωρίς να επιχειρεί ολοκληρωμένη αποτίμηση της σκοπιμότητας ή της λειτουργικότητάς τους.

In an unprecedented blow to the global standing of British higher education, three traditional UK universities – ranging from a Russell Group member to pioneering public institutions – have been stripped of their operational licences in Greece, marking a dramatic climax to a widening regulatory and judicial crackdown.

A Review of the Literature on Mathematics", is a literature review exploring the impact of teaching competence on students' mathematical performance. The review is framed around theories of Pedagogical Content Knowledge (Shulman), Bloom's Taxonomy, and Expectancy-Value Theory, which provide a foundation for understanding the various components of teaching competence. Drawing from the selected theories, the review encompasses literature on personality traits, pedagogical strategies, instructional materials use, and assessment, which are all integral components of teaching competence. A comprehensive analysis of the reviewed literature indicates that teachers who possess strong pedagogical skills, positive attitudes, and high self-efficacy promote better student motivation and understanding of mathematical concepts. The integration of instructional materials, including technological resources and games, enhances learning, promotes mastery, and contributes to long-term retention, while formative and diagnostic assessments have been found to be more beneficial than traditional summative assessments. In the literature, teachers' qualifications and experience have consistently been linked to students' achievement, although studies on the impact of age and gender have reported conflicting results. Overall, the literature emphasizes that teaching competence is a multidimensional construct that significantly influences mathematics achievement and requires a delicate balance of knowledge, skills, and attitudes in the classroom. The review concluded that continuous professional development, evidence-based pedagogical approaches, and strategic use of instructional and assessment techniques can enhance the quality of mathematics education.