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.