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The purpose of this paper is to analyze how the audiovisual teaching aids are applied in the modern educational environment and to assess their application efficiency in the context of the secondary-level vocational education establishments.

A pedagogical experiment was conducted to confirm this hypothesis. At the preparatory stage, the authors have analyzed the teaching and learning process, as well as students learning at the secondary-level vocational education establishment. Statistical sample was 300 people.

Based on the research results, main mistakes made while applying the audiovisual teaching aids were identified, formulated and investigated. These mistakes were related to the insufficient methodological preparation. As these mistakes were eliminated, student achievements and learning skills have increased by 15–20 percent (experiment data). The average marks, obtained by students before and after eliminating the methodological mistakes, were taken in points (from 2 to 5) as achievement and learning skill criteria. Research conclusion is that audiovisual aids application quality can be improved only through the research on students’ educational and creative potential, their perception of various learning materials, and their preferences in the information structure, composition, types and forms.

Applying audiovisual teaching aids in the learning process is a challenge. This paper is driven by the need of new unique methods for applying audiovisual aids related to identifying the optimal temporal lesson structure, as well as the composition and the amount of auxiliary teaching materials, interactive communication level and ways to stimulate the emotional and creative activity of students.

The purpose of this paper is to evaluate the performance of select technical higher education institutes of national importance in India. This helps to judge the efficiency and effectiveness of an institute to provide valuable insights on performance measurement and effectiveness not only to the respective institute but also to governmental agencies and policymakers.

The paper makes a comparative analysis across various educational institutes of repute. This paper looks at the performance of four technical higher education institutes of India. An integrated data envelopment analysis–analytic hierarchy processing (DEA–AHP) approach has been used to compare and evaluate the relative efficiencies in terms of input provided to the institute to produce outputs.

The results depict the performances of the four institutes over the period of five years and, in turn, help assess the increase or decrease in the performance of a particular institute in comparative assessment. The paper also helps identify the most efficient institute among the four institutes that have been compared, in terms of academic efficiency, research efficiency, teaching efficiency and consulting efficiency.

A study like this would furnish an insight into the performance of the select higher educational institutes. The findings can be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency and decide about benchmarking and funding strategies.

This paper is an attempt toward defining, conceptualizing and measuring performance effectiveness of institutes of higher education in the Indian context. The effort at the integration of the methodologies (through comparison and DEA–AHP) has helped to provide insights that could not have been obtained through the use of the methods or techniques alone. The paper has helped identify critical strategic issues and parameters which when implemented would be useful for policymakers, educational planners and administrators in designing a system based on various criteria that can help improve the overall efficiency of educational institutes in higher education.

The study is aimed at analyzing the perceptions of students and teachers regarding the effectiveness of massive open online courses (MOOCs) on learning efficiency of students and also evaluating MOOCs as an ideal tool for designing a blended model for education.

The analysis was carried out by using the data gathered from the students as well as teachers of University of Mysore, Karnataka, India. Two separate sets of questionnaires were developed for both the categories of respondents. Also, the respondents were required to have prior experience in MOOCs. Further, the collected data was analyzed using statistical package for social sciences (SPSS).

The study showed that MOOCs have a more positive influence on learning efficiency, as opined by both teachers and students. Negative views such as cheating during the assessment, lack of individual attention to students and low teacher-student ratio were also observed.

Many educational institutions view that the MOOCs do not influence learning efficiency and also do not support in achieving their vision. However, this study provides evidence that MOOCs are positively influencing the learning efficiency and also can be employed in a blended model of education so as to promote collaborative learning.

Technology is playing a pivotal role in all fields of life and the education sector is not an exception. It can be rightly said that the technology-based education models such as MOOCs are the need of the hour. This study may help higher education institutions to adopt MOOCs as part of their blended model of education, and, if already adopted, the outcome of the present study will help them to improve the effectiveness of the MOOCs they are offering.

In pursuit of achieving Education‐For‐All goals of universal primary education and improving quality of education, the Indian Government has been providing substantial resources to Indian states. The responsibility of providing access and quality remains the states' responsibility. Assessment of educational development will therefore become a focal point of the Center for Education Policy & Guidelines Formulation. While educational development indices help in ranking states, they do not help in capturing best practices and assessing the efficient utilization of resources. Assessment of the Educational Development Efficiency can augment educational development indices in vogue. The purpose of this paper is to develop an Educational Development Efficiency (EDE) model to benchmark the Indian states.

This paper uses an input‐process‐output conceptual framework to identify the dimensions of educational development. This paper employs Data Envelopment Analysis (DEA) to compare relative efficiency of 28 states and seven Union territories in India and benchmark them. In order to strengthen the discriminatory power of DEA, cross‐efficiency model was used. Factor analysis was performed to determine the inter‐relationships between variables. The efficiency impacting variables were identified using multiple regression analysis.

This paper benchmarked Indian states on educational development based on their performance. Gross enrolment ratio, students' academic performance and infrastructural investments were identified as the three key variables impacting states' EDE. This paper has shown that the educational administrators can use the EDE model to identify the best practices from efficient states. Insights into utilization of input resources to enhance educational development and consequent improvement of state efficiencies are presented. Four components have been identified to analyze the states' educational development progress – namely, financial adequacy, school resource strength, educational quality and educational access.

Contributions of this paper pertain to evolving a decision support model for national education policy planners, besides providing analytic support to the administrators of the states to benchmark and emulate the efficient educational programs.

This paper is one of the few published studies concerning the evaluation of educational development programs launched in the Indian schools and providing a cross‐comparison of the Indian states for the purposes of performance benchmarking as well as exploring the influencing factors.

This paper analyzes recent efforts to measure sustainability in higher education across institutions. The benefits of cross‐institutional assessments include: identifying and benchmarking leaders and best practices; communicating common goals, experiences, and methods; and providing a directional tool to measure progress toward the concept of a “sustainable campus”. Ideal assessment tools identify the most important attributes of a sustainable campus, are calculable and comparable, measure more than eco‐efficiency, assess processes and motivations and are comprehensible to multiple stakeholders. The 11 cross‐institutional assessment tools reviewed in this paper vary in terms of stage of development and closeness to the “ideal tool”. These tools reveal (through their structure and content) the following critical parameters to achieving sustainability in higher education: decreasing throughput; pursuing incremental and systemic change simultaneously; including sustainability education as a central part of curricula; and engaging in cross‐functional and cross‐institutional efforts.

This research is about embedding service-based supply chain management (SCM) concepts in the education sector. Due to Canada's competitive education sector, the authors focus on Canadian universities.

The authors develop a framework for evaluating and forecasting university performance using data envelopment analysis (DEA) and artificial neural networks (ANNs) to assist education policymakers. The application of the proposed framework is illustrated based on information from 16 Canadian universities and by investigating their teaching and research performance.

The major findings are (1) applying the service SCM concept to develop a performance evaluation and prediction framework, (2) demonstrating the application of DEA-ANN for computing and predicting the efficiency of service SCM in Canadian universities, and (3) generating insights to enable universities to improve their research and teaching performances considering critical inputs and outputs.

This paper presents a new framework for universities' performance assessment and performance prediction. DEA and ANN are integrated to aid decision-makers in evaluating the performances of universities.

The findings suggest that higher education policymakers should monitor attrition rates at graduate and undergraduate levels and provide financial support to facilitate research and concentrate on Ph.D. programs. Additionally, the sensitivity analysis indicates that selecting inputs and outputs is critical in determining university rankings.

This research proposes a new integrated DEA and ANN framework to assess and forecast future teaching and research efficiencies applying the service supply chain concept. The findings offer policymakers insights such as paying close attention to the attrition rates of undergraduate and postgraduate programs. In addition, prioritizing internal research support and concentrating on Ph.D. programs is recommended.

The extreme climatic events are a result of modern human lifestyles and activities. Climate literacy is one of the significant factors to redefine aggravated human behaviours related to climate change and energy efficiency. Therefore, education relevant to energy efficiency and climate change is identified as a vital requirement in the present education sector. This study aims to identify existing capacity needs for integrating massive open online courses (MOOC)-based climate education in the partner institutions education systems.

The integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) project funded by the Erasmus+ programme aimed to address this research gap by introducing new harmonized MOOC modules to the higher education curricular of four European, five Russian and five Asian higher education institutions (partner country higher education institutions). A series of focus group surveys and workshops were carried out to identify the present capacity development needs relevant to the subject topic.

Accordingly, infrastructure development, awareness-raising, curricular development, capacity building, integration and networking, research and development and financial needs have been identified as the key areas requiring capacity development to integrate energy efficiency and climate change into the higher education curricular. The results have recognized that a MOOC system in curricular will allow better opportunities for research, awareness and capacity development initiatives.

The relevant European best practices can be adopted into the Asian education systems to allow more opportunities in infrastructure, research and networking development. The project continues to implement the MOOC modules in the partner institutions following a contextual research study and a cross-institutional module sharing assessment.

The research outcomes identify the significant facts for formulating the BECK project objectives, which provide wider opportunity for climate literacy improvements and education initiatives in the partner countries.

This paper aims to present a new master’s programme for promoting energy access and energy efficiency in Southern Africa.

A transdisciplinary approach called “participatory integrated assessment of energy systems” (PARTICIPIA) was used for the development of the curriculum. This approach is based on the two emerging fields of “multi-scale integrated assessment” and “science for governance”, which bring innovative concepts and methods.

The application of the PARTICIPIA methodology to three case studies reveals that the proposed transdisciplinary approach could support energy and development policies in the region. The implementation of the PARTICIPIA curriculum in three higher education institutions reveals its ability to respond to the needs of specific contexts and its connection with existing higher education programmes.

Considering energy issues from a transdisciplinary approach in higher education is absolutely critical because such a holistic view cannot be achieved through engineering curricula. Deliberate and greater efforts should be made to integrate methods from “multi-scale integrated assessment” and “science for governance” in higher education curricula to train a new breed of modern-day energy planners in charge of coming up with solutions that are shared by all relevant stakeholders.

This paper presents an innovative higher education curriculum in terms of the attention given to energy access and energy efficiency that affect the southern Africa region and the nature of the methodology adopted to face these issues.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.