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In light of Egypt’s expanding flow of online learning (OL), quality assurance (QA) has undoubtedly become a strategic priority. In the near future, QA strategy is anticipated to be a major topic of discussion in educational policy talks. Critical policy concerns must be addressed, like sustaining globally acceptable QA standards and responding to the government’s and other stakeholders’ goals and objectives for OL. Our chapter aspires to offer a contribution to current literature in this regard. This chapter aims to investigate the aspects of QA in maintaining OL, particularly in light of the COVID-19 pandemic. Particularly, we analyze internal QA of OL in the Egyptian higher education (HE) sector through quality assurance and accreditation project (QAAP) and program of continuous improvement and qualifying for accreditation (PCIQA). We discuss the external quality assurance and accreditation of Egyptian HE institutions with a special focus on the national authority for quality assurance and accreditation of education (NAQAAE). We investigate the policies, practices, and quality standards that are employed by HE institutions to ensure the quality of online courses and programs through document analysis.

This chapter provides an in-depth examination of the quality assurance process in the higher education system of Iraq and the Kurdistan Region of Iraq (KRI) in terms of standards, processes, and procedures. More specifically, the chapter aims to examine the impact of the quality assurance process on the quality development of education in Iraq and Kurdistan Region, as well as identify the challenges that staff (top management and faculty members) face at various higher education institutions therein. For this purpose, a qualitative/quantitative analysis was conducted, which involved reviewing existing official policies, reports, and forms; interviewing top officials (presidents, vice-presidents, quality assurance directors) at a few higher education institutions (public and private); and developing a survey questionnaire that detected the perspective of top officials and faculty members regarding the level of impact quality assurance has had on the development of higher education. A total of 284 university staff members were surveyed from different universities in Iraq and Kurdistan. A total of 29 universities from Iraq and Kurdistan were represented in the survey. The respondents came from a variety of colleges and departments at public and private universities, with 79% of respondents coming from public universities. Study results demonstrate that quality assurance has contributed significantly to the improvement of university staff performance. There are a number of recommendations made within this chapter for educational leaders, which could lead to the further development of quality practices and the upgrading of the higher education system.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

Purpose. This chapter discusses the challenges and different strategies to increase skill development for the future workforce.

Methodology. Multiple sources on the topic were studied and reviewed in this chapter. The idea of skill and its development is discussed in the literature review.

Findings. Different nations’ governments have promoted human capital development by providing up-skilling and retraining programs to balance supply and demand. Skills gaps need to be brought to the attention of stakeholders, such as governments, businesses, and the educational system. Teachers, employers, and other stakeholders need to develop strategies and action plans to ensure that the skills gaps are appropriately identified and adequately addressed. These initiatives must be developed with input from various stakeholders.

Practical Implications. The research results would inform the curriculum, incorporating skill development processes tailored to various scenarios. These findings would aid business organisations in crafting skill development programs that address identified skill gaps. Challenges in skill development would be taken into account during course development, and relevant teaching–learning materials would be created. Key stakeholders, such as accrediting organisations, employers, and students, should exert more influence on academic institutions to prioritise societal demands for economic development.

Originality/Value. The uniqueness and significance of this chapter lie in its concise summary of the strategies to tackle the hurdles in skill development.

Purpose: This chapter explores the changing global dynamics of employability and the current skill gaps among college students. Employability is defined as the measure of how desirable an individual is in the workforce, that is, their skills and knowledge. This chapter is centred on the students’ existing skills, missing skills, and the skill requirements of different industries.

Methodology: For this study, both primary and secondary data have been collected. Case studies have been used to analyse the skill gaps among students and industry requirements. Primary data has been collected from Indian students and case studies from other countries.

Findings: After conducting primary surveys and analysing case studies, we were able to conclude that there are serious skill gaps among students – especially in industries related to new emerging technologies. Educational institutes are not keeping pace with technological changes, and, in some cases, are not taking care of students’ interests. This is a serious problem for unemployed youth around the world.

Practical Implications: This chapter will help design the curriculum, addressing core issues of skill shortages in the labour market in developing and underdeveloped countries, decreasing the labour shortage and increasing employment, and helping countries’ national income.

Significance: This study is important as it addresses the issue of unemployment by providing a clear understanding of the present needs of industries. Educational institutions and the government will be able to design the best curriculum and education policies to provide the youth with all the necessary skills to help them fulfil the needs of industries.

The success of Black males in community colleges across the nation is at a pivotal turning point. Due to increased social unrest in America and the global challenges of the COVID-19 pandemic, there is a renewed focus on equitable outcomes for marginalized, underrepresented, and minoritized student groups. Consequently, institutions have sought to identify innovative and effective solutions to recruit, engage, retain, and graduate Black males.

In this chapter, best practices focused on the areas of advising, engagement, instruction, and programing will be discussed. The authors call for a strategic shared responsibility between Academic Affairs and Student Services to promote the educational, civic, and social success of Black males. The importance of workforce development for nondegree seeking Black male students will be explored. It is vital for community college professionals to develop cultural competency by developing a shared understanding of values and language. Other areas to be emphasized include developing consistency for psychological safe spaces, disaggregating student data, and providing access to key services and resources.

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

Human perceptions, attitudes, and relationships are shaped by worldviews and values. The rich mosaic of worldviews in today's fast-changing global village, where cultures interact and information flows freely, challenge educators and students. Worldviews influence problem modeling and solutions. Worldviews give us psychological confidence that the world is as we see it, safe, secure, and belonging. Each worldview is consistent with the assumptions, ideals, and analytical processes. Values define behavior, attitudes and decision-making. The global higher education system's long history and recent developments in globalization, technological innovations, and internationalization make it even more complex. Globally, higher education is evolving rapidly. Global political, economic, social, technological, and environmental factors promote rapid change. Higher education institutions have struggled to adapt to these developments due to limited resources and capacity. Growing demand has created new business models and institutions. Access, equity, inclusion, and quality are new issues that emerged. To be relevant in a rapidly changing environment, higher education institutions must adapt to the knowledge society and growing need for access. This anthology contains 14 thought-provoking studies on worldviews and values in teaching-learning, curricula, assessment, and outcomes.

The purpose of this chapter was to explore how the values of higher education institutions, and ultimately society, are conveyed through the curriculum of an institution. The arguments for focusing on a liberal education grounded in critical thinking are highlighted and then compared to the growing trend of occupational education being the central focus of a college education. The need to understand populist thinking in particular is aligned with the social responsibility that educational institutions carry in their charters. This means that the students and parents who pay tuition for their education want something to show for their investment, namely a level of compensation and employment that is perceived to be correlated with the expense of the degree. The competing views of education and training are then considered in a global context, noting the interconnectedness of the intellectual and business community around the globe. This chapter concludes by highlighting the importance of education and its impact on cultural understanding and engagement as a value, especially calling upon public policymakers to keep higher education leaders in check as they develop plans and expectations for their institutions.

The use of cutting-edge technology in education has the potential to transform the learning experience and greatly contribute to the achievement of the Sustainable Development Goals (SDGs) in emerging economies. With the increased accessibility of technology and online resources, digital literacy has become an essential skill in today's world. Smart e-learning platforms have emerged as a new tool for offering education and training in emerging economies, while also boosting digital literacy.

This chapter will attempt to investigate the impact of new-age technologies on the educational system and how they can help emerging economies achieve the SDGs. This study looks at case studies from various emerging economies, analyzing how innovative technologies like digital learning, smart teaching and learning, mobile learning, online learning, artificial intelligence (AI), virtual reality, and gamification are used to improve education quality and promote SDGs. This chapter emphasizes the impact of technological integration on access to education, reducing inequality, and improving educational quality and relevance. This study also looks into how education may help promote environmental sustainability and economic growth. According to the findings, integrating new-age technologies into the education system can be a game changer in achieving SDGs in emerging nations.