The awareness of innovation in education and the training management at the university level in the context of the current fourth industrial revolution are to focus on building a clean philosophy, vision, and mission, as well as building and designing educational functions and tasks in the education system - the university training must be suitable to meet the maximum requirements of the current social integration and development process. Because, from the multi-dimensional impacts of the integration process, if higher education institutions do not proactively develop appropriate development strategies, they will inevitably fall behind and develop slowly compared to the rest of the national education system. Likewise, as a member school of Ho Chi Minh City National University, An Giang University is always proactive in building a suitable strategy for educational innovation and development by building a roadmap, flexible and solid steps in the current management of higher education to become one of the member schools achieving high evaluation indicators in the country, region, and world.

Following one of our research topics we present here the first English translation of the text ‘Nietzsche and National Socialism’, written by Heinrich Härtle, former student of philosopher Alfred Baeumler. The author clearly indicates that his article is neither a profession of faith by National Socialist youth to a Nietzsche movement of the future nor an allegiance to a Nietzsche cult. He recognizes that attempts to equate Nietzsche and National Socialism are wrong because, in doing so, ‘one necessarily becomes dishonest towards Nietzsche and presumptuous towards National Socialism’. The great difficulty, if not the impossibility, of moving from the individual in Nietzsche to the collective of National Socialism is recognized. The knowledge we have today of all or almost all of Nietzsche's writings raises the question of whether or not Härtle's contribution will withstand reexamination with this new material.

The study investigated the planning strategies for effective provision of education for the head, heart and the hand. The descriptive survey design was adopted. Three research questions and three corresponding hypotheses guided the study. A sample size of 128 representing 50% were drawn from a population of 257 principals using the stratified sampling technique. The instrument for the study was a validated instrument titled, planning strategies for the provision of education for the head, heart and the hand questionnaire (PSPEHHHQ), which yielded a reliability index of 0.84; using test re-test method. Mean and standard deviation were used to answer the research questions, while the z-test was used to test the hypotheses. The findings revealed that the planning strategy for planning education for the head, heart and the hand is a collaborative interdisciplinary strategy aimed at a thoughtful curriculum design. The study concluded that a collaborative interdisciplinary planning is essential for the attainment of the optimum goal of education for the head, heart and the hand.

The evaluation of educational work is one of the most pressing issues in education. Its implementation in Greece during the 2022-2023 school year, after a forty-year absence, presents a significant topic for both theoretical and empirical investigation. This study aims to explore this issue by first providing a theoretical examination of educational evaluation, clarifying key terms, and presenting its most critical aspects. The legal framework of teacher evaluation over the years is outlined, culminating in an analysis of the 2021 law, with its application examined through the research findings. The research part of this study investigates the perspectives of educators and administrators regarding the evaluation of educational work, particularly focusing on its implementation over the last two school years. The findings reveal that, in most cases, the evaluation was carried out in accordance with current legislation. However, certain aspects of the process, criteria, evaluators, and outcomes were identified as problematic or unclear, requiring improvements and clarifications to ensure the objectivity and effectiveness of the evaluation. Despite some concerns, teachers do not oppose the evaluation of their work; they consider it necessary and express a willingness to contribute their insights to the state, as they are the ultimate recipients and implementers of any educational evaluation legislation.

The status of being an undocumented learner presents a myriad of learning challenges to the affected learners. Schools in South Africa, particularly in the rural areas and those areas along the borders with Mozambique and Zimbabwe, have over a million undocumented learners who are either children of South Africans or children born from non-South African parents. The purpose of this study is to explore the experiences of the undocumented learners, their parents, and the schools against the findings of the Phakamisa judgement of 2017, Case No.2480/2017 which was held in the Eastern Cape High Court in Grahamstown. The undocumented learners are children who join the schooling system; grow up being undocumented in the system, become teenagers or young adults in the system and end up exiting the system without anything to show for the number of years they stayed in the system. This paper explores the problem faced by undocumented learners and its implications to them in the classroom and beyond. This paper will, in concert with the findings of the Phakamisa judgement, implore the policy makers to move beyond compliance and put together policies that will protect the right of children through interdepartmental cooperation to fast track the documenting of learners at birth, irrespective of the status of their parents.

Assistive technology is utilized in Zanzibar primary schools and Tanzania at large. However, there is a shortage of information on its impacts on enhancing academic achievement due to the scarcity of studies conducted in this area. Therefore this study’s main purpose was to explore the assistive technology’s impacts on enhancing academic achievement for students with visual impairments in Zanzibar primary schools. In addition, the study sought to examine barriers that students with visual impairment face while utilizing assistive technology during the teaching and learning process. The study utilized a qualitative approach, with 28 participants using interviews, focus group discussions, and observations for data collection. The data was transcribed, coded, categorized and then analyzed using the thematic analysis method. The findings of this study indicated that assistive technology has a great impact on enhancing academic achievement for students with visual impairments hence it improves the learning capability of learners. The findings also revealed several barriers faced by students during the utilization of assistive technology including limited teaching and learning resources especially those written in Braille and overcrowded classes. Based on these findings, the study recommended that the Ministry of Education and Vocational Training collaborate with educational stakeholders such as NGOs, teachers and parents to enhance efforts in providing adequate and relevant assistive devices and teaching and learning materials for both teachers and students with visual impairments.