Universities have formulated policies on the execution of examinations but, examination malpractices are still witnessed. Eradicating examination malpractices needs engagement in enquiry driven reform and probing teaching and learning and schooling realities to highlight what to be done and how. The study's main purpose was to evaluate policy-related strategies to curb examination malpractices among undergraduate students in Kenyan universities. The theory of Planned Behaviour guided the study. The sample size comprised of 450 participants; lecturers, dean of students (DoSs), heads of departments (HoDs), examination officers(EOs) and undergraduate students from the selected universities in Kenya. Proportionate stratified sampling was used to select lecturers and students, simple random sampling for HoDs and further purposive sampling for DoSs and EOs. The study adopted a mixed methods design and data was collected using questionnaires, interview schedules, focused group discussions and document analysis. A pilot study was carried out to check the reliability of the research instruments. Data was analysed using both qualitative and quantitative statistics and results interpreted using frequencies, standard deviations, means and percentages. Pearson’s Correlation Coefficient was employed to determine relationships between variables. The study findings on the existing policies related to examination malpractices have positive and statistically significant effect on curbing examination malpractices (r =0.669; p<0.05). The existing policies related to the examination malpractice have great effect on the degree to which students can practice examination cheating. Policies related to examination malpractices among undergraduate students include attaining minimum mark of 40 makes students engage in examination malpractices, overcrowded examination rooms which tempt students to cheat in examination, low lecturer/student ratio and lack of proper students’ records make students to lie. Universities are better advised to adopt good policies that can curb examination malpractices. The study recommended that academic departments to review the minimum pass mark since the policy of minimum mark encourages students to be lazy and definitely engage in examination malpractices. It is also recommended that DVC and the Registrar in charge of academics to make spot checks during examination as a way of monitoring what is happening during this process of examinations.

Quality schools are organized based on the National Education Standards (NES). Unfortunately, many schools that are held do not refer to these NESs. There are schools that have not implemented these national standards thoroughly. This also includes elementary school levels that have not been implemented thoroughly, especially schools in rural areas. This study aims to describe the application of national education standards in rural elementary schools. This study uses a policy evaluation description method. This research was conducted at the elementary school level in North Bengkulu Regency, Bengkulu Province, Indonesia. Data collection techniques with checklists, interviews, observation, and documentation study. The data were analyzed descriptively quantitatively. The results showed that the conditions for implementing the national education standards in rural elementary schools had not been met effectively. School conditions have not reached the target of the national education standard. This condition has a negative impact on the image of rural schools. There are a number of problems, including lack of community awareness and contribution, inadequate condition of facilities and infrastructure, limited funds, lack of concern and contribution from the government. Suggestions to the education administering authorities to plan the fulfillment of NES in rural elementary schools in a concrete and operational manner.

Universities have played a basic role in research, training and teaching professionals in different fields of knowledge. The importance of these Universities had been re-empowered, particularly with the development of globalization. Quality higher education in Kenya appears to be influenced by several factors which include but not restricted to policies on quality education; admissions, funding, policies on inclusion and constitutional requirements. The study objective was to establish the impact of inclusion policy on quality of higher education. The sample size of the study was 195 where top managers of the selected Universities were 103 while students were 92. The questionnaire was used on the Admissions Officers, Deans, DVCs, DQA, finance officers, HODs, Data was analyzed using both descriptive and inferential statistics. The study established that there was a positive and statistically significant relationship between inclusion policy and access to higher education. The study recommended that Inclusion Policy-Public Universities should strive to make Universities environment inclusive and since the Universities in existence are in trouble, no more Universities should be opened.

This paper discusses involvements of apprentices in the work integrated learning programme of the Namibia Training Authority at Tommy’s Lodge in Namibia. The paper ties in very well with the theme of the conference and brings out valuable information, lessons and practice regarding the role of Open and Distance Learning (ODL) in honouring the Sustainable Development Goals. The main objective of this study was to document the views of apprentices regarding their involvement in the work integrated learning programme through blended Technical Vocational Education and Training (TVET). A retrospective research design was used, targeting all apprentices actively participating in the work integrated learning programme. A sample of 7 apprentices at Tommy’s Lodge were purposively selected. Focused individual interviews (face-to-face) was used as the main approach for data collection. Findings of the study were analysed descriptively. The study provided insight into the work integrated learning programme in Namibia, brought out lessons of the involvement and experiences of apprentices, reflected mentor-apprentice relations, practicable teaching approaches, management of blended TVET programmes. Work integrated learning is a tool for transforming society through knowledge, skills and employment provision. This contributes to social and economic development of the country. Work integrated learning should be strengthened to enhance the knowledge and skills of not in education, employment and training generation. The programme should be implemented in all towns in Namibia. This would ensure contribution to the attainment of Harambee Prosperity Plan, National Development Plans, Agenda 2030 and Sustainable Development Goals.