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The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan.

This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis.

The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education.

This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions.

This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.

The poor quality of construction work in war-affected regions is a significant issue. The large-scale destruction to the existing infrastructure from the war necessitates cost and time-efficient delivery of construction projects during and post-war to bring normalcy to affected lives and places. Consequently, there is always a tendency to finish construction projects in the shortest possible time on a limited budget without following the proper quality management processes. However, the poor quality of construction projects continues to affect the country's development, growth, credibility, reputation, and public safety for several years after the war. To this end, the present study was conducted to evaluate the significant attributes and factors contributing to the poor quality of construction projects in the war-affected Afghan construction sector.

A total of 31 attributes influencing construction project quality were ranked based on 110 completed survey responses collected from Afghan construction professionals. Moreover, independent samples t-test, Spearman's rank correlation test, and exploratory factor analysis were conducted.

The study found a moderate consensus between clients and contractors on attributes' rankings. In addition, the independent samples t-test showed statistically significant differences in means values of responses from clients and contractors for eight attributes. Based on factor analysis, 19 important attributes (median value greater than or equal to four) were classified into 4 latent factors – (1) poor-quality assurance and control, (2) unethical practices, (3) design and drawing errors, and (4) knowledge and skills gap.

Evaluating the factors affecting the quality of construction projects will help clients, government departments, and construction practitioners improve the construction quality management practices. The findings will also inform the policies and procedures of international aid providers.

The COVID-19 crisis has forced the majority of higher education institutions (HEIs) worldwide to transition to distance education. All countries have faced several challenges, such as the deteriorating economy, poor ICT infrastructure, and insufficient training, in their transition to distance education, with the severity of these challenges being remarkable for developing countries. This chapter aims to investigate tertiary students’ perceptions, attitudes, experiences, and expectations of their higher education journey amid COVID-19 across four developing countries: Lebanon, Afghanistan, Pakistan, and Bangladesh through an online questionnaire that was administered in each of these countries. This study found that many of the stances, attitudes, concerns, and challenges related to online learning experiences and the emergency status of higher education were common amongst the Lebanese, Afghani, Pakistani, and Bangladeshi participants. The participants across the four countries favored the physical classroom over online learning and identified the disadvantages of distance education that included lack of ICT skills, poor infrastructure, and insufficient training. The few differences that were identified across participants from these countries were mainly attributed to differences in contexts, including socio-economic and political contexts. These findings voice the concerns of one of the key stakeholders, tertiary students, that address the transition to distance education during emergency times and call for immediate intervention from decision and policy-makers.