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This paper aims to analyze the production function nexus between higher education practice and the development of innovation‐related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice.

The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records.

Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem‐based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace.

To guide the implementation of reforms in higher education, more must be learned about possible trade‐offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society.

To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace.

A cooperative model of staff development in relation to professional education is outlined which considers staff development within both further and higher education. Examines general principles of human resource development, continuing professional development as well as quality and benchmarking issues. A case study of the development of course tutors who have academic responsibility for managing professional courses approved by the Institute of Personnel and Development (IPD) within further education colleges and universities in the North East of England is presented. Considers the cooperative approach to staff development between competing educational institutions and the collective relationship between the educational institutions and a professional body. The need for cooperation is examined within the context of the professional institute and the challenges facing the Education Group at its inception are briefly outlined. Benefits for staff, students and ultimately the professional body are detailed and, finally, the model is summarised and its application to other institutions is briefly considered.

The purpose of this paper is to analyze the current problems and the main perspectives of the development of state regulation of the Russian system of higher education in the context of the provision of Russia’s national security.

The research of formation of the system of national security in Russia and the problems of the development of education is based on the methods of Russian and foreign Institutionalists (D. North, S.G. Kirdina, R.M. Nureev, Y.V. Latov, etc.). The research is also based on the theory of inequality in the system of education (D.L. Konstantinovsky), the idea of cultural aspects of social inequality (Pierre Bourdieu) and the theory that connects the problem of the development of the educational system with the system of national security and social inequalities (A.V. Vereshchagina, S.I. Samygina, etc.).

The modern state and perspectives of state regulation of higher education in the modern Russian conditions are analyzed in this paper. A complex analysis of risks of the modern state of Russia’s educational system is performed, and educational inequality as a risk to national security is studied in this paper. Perspectives of state regulation of higher education in view of the national model of socio-economic activities and principles of national security are viewed in this paper. The main directions of improving the educational system in the context of the provision of national security of the state are given in this paper.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of the formation of the system of Russia’s national security.

The results of the research could be used for correcting the main directions of Russia’s socio-economic policy in the long term. The central trend of this policy is the reformation of the development of the sphere of education as a factor of formation of the system of Russia’s national security.

The ideas of the research could stimulate the reconsideration and harmonization of perspectives of the development of social policy of the state, which includes the interaction of the development of higher education and system of national security.

Originality of this paper consists in setting the problem of the implementation of social senses of the development of state policy in the sphere of higher education into the discourse of theoretical and practical consideration of the problems of national security.

The Philippines is one of the signatories to the historic Agenda 21 and was noted to be among the first countries to establish a National Council for Sustainable Development. Ten years after Rio, global society is again confronted with the question of whether sustainable development as a concept, philosophy and practice has improved the lives of peoples in different countries and cultures. This article attempts to discuss initiatives through which tertiary education has helped bring about sustainable development in the Philippines. It posits that for sustainable development to happen it must take root in the consciousness and cultures of society, a task in which education plays a very important part. The article discusses the efforts of two national networks for environmental education, the Environmental Education Network of the Philippines, Inc. (EENP) and the Philippine Association of Tertiary Level Educational Institutions in Environmental Protection and Management (PATLEPAM), which advocate for the integration of sustainable development in school curricula as well as in campus administration and organizational culture. It also includes the pioneering efforts of one institution, Miriam College, to integrate environmental education in its programs as part of its mission and commitment to become a genuine “steward of creation”.

This paper aims to investigate the relationship between official development assistance (ODA) and human and educational development in countries in Southeast Asia.

In the study described here, empirical evidence was used to investigate the relationship between ODA provided between 1990 and 2004 and its impact on the human and educational development of countries in Southeast Asia.

A review of efforts made over the past 15 years in providing developmental aid reveals that there still remain gaps in the human development dimensions – income, education, and health – within and between countries. Second, real gross domestic product and foreign direct investment have significant associations with human and educational development, while, at the aggregate level, ODA has a significant positive association only with human development. Third, ODA that is targeted to support socio‐economic development has a significant relationship with human development. Fourth, ODA allocated to unspecified levels of education, or post‐secondary education, shows a significant association with human development, while ODA provided for basic education, secondary education and post‐secondary education has a significant relationship with educational development.

The study focuses on countries that have a medium level of human development, namely Cambodia, Indonesia, Malaysia, Myanmar, Thailand, Philippines, Laos and Vietnam.

The findings and results are useful guidelines for major stakeholders, including donors and the governments of recipient countries, for designing aid systems and effectiveness.

This paper draws the attention of donors and the governments of recipients to the effectiveness of aid and its targets.

Recent debate in The Netherlands has raised the question of whether the Dutch economy can meet the requirements of the emerging knowledge society. One of the main requirements will be the establishment of a symbiotic relationship between business systems and the education system. By analysing trends and developments in formal vocational education and corporate training and development over the last two decades we observe some major changes in the formal education system and in corporate training and development. In the formal education system a major transformation has taken place towards an alignment with the business system. In the corporate system we see a rapid growth and expansion in training and development. However, when we look to these developments in greater detail we observe striking differences in growth between sectors, sex, age, prior education and ethnicity. For this reason we conclude that the main challenge for the emerging Dutch knowledge society is to prevent people from being excluded from the expansion in training and development.

The purpose of this paper is to examine the initiatives being taken in India in recent years to revitalize the national education and skill development systems from the perspectives of a knowledge economy. These initiatives include strengthening of the higher and technical education system of the country and bringing about a paradigm shift in the national skill development system through the plans of action contained in the on‐going Eleventh Five Year Plan (2007‐2012). The new policy frameworks for education and skill development developed by respective Government Ministries are also to be examined from the point of view of their efficacy in moving India up the ladder of knowledge economy.

The critical review is based on an assessment of India's current status on well‐known Knowledge Economy Indices, providing a conceptual understanding of the requirements from the country's education and skill development systems, and the emerging needs for making measurable progress on issues related to education and skill development. The approach is literature‐survey based.

The paper, while underscoring the emphasis given by the Government in bringing about major changes through mission‐mode activities in both education and skill development systems, highlights possible gaps and mismatches in various initiatives taken up by different agencies, resulting in continuing issues and challenges in India's path towards moving up the ladder of knowledge economy.

The paper gives a fresh look at several initiatives which have been continually taken up by the Government in the past, from the prism of a knowledge economy.

The purpose of this paper is to identify the key developments in Sino‐foreign cooperation in higher education (HE) in China in terms of policy initiatives and legal frameworks and to highlight the main challenges for the sector in the future.

Numerous policy papers, academic literature sources and legal acts are analysed to produce a meta analysis of the understanding to date of the issues involved in partnerships in HE in China. Secondary data sources are accessed and compared for consistency.

The analysis reveals a clear path of initially slow, enhancing, and then rapid developments in the framework of Sino‐foreign HE cooperation. It also reveals some serious issues in the motives behind cooperation, quality of provision, and relevance to China's future development.

The findings of this paper suggest that cooperative partnerships in HE in China need to be much clearer on strategy and purpose and there is an urgent need for a proper assessment of their contribution to the country's education capacity building, educational, and knowledge exchange and future social and economic development.

This paper offers an insight into how it arrives at where it is in terms of these partnerships, how to improve them and raises questions that may well be uncomfortable reading for some.

To distinguish sustainable development education from environmental education and stress the importance of problem‐based interdisciplinary learning to sustainable development education.

A range of published works relating to sustainable development education are critiqued, an introduction to complexity theory is given and related to sustainable development education, and a case study is provided to demonstrate an example of incorporating sustainability into course delivery and to demonstrate problem‐based interdisciplinary learning.

Our discussion supports our claim that reconciling sustainability and development requires a complex interdisciplinary approach beyond that found in some areas of traditional environmental education.

Our literature search is not exhaustive and focuses on sustainable development education. A much greater body of literature relating to environmental education exists.

Our discussion and case study suggests practitioners designing and teaching sustainable development related programs should incorporate an interdisciplinary approach and allow for problem‐based applied learning to take place.

This paper distinguishes sustainable development education from environmental education and suggests practical courses of action for initiating sustainable development education in a meaningful manner.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.