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This paper aims to present a model for the quality assurance of digital educational material that is appropriate for adult education. The proposed model adopts the software quality standard ISO/IEC 9126 and takes into account adult learning theories, Bloom’s taxonomy of learning objectives and two instructional design models: Kolb’s model (the learning cycle) and Gagne, Briggs and Wager’s model.

The structure of this paper is as follows: in the second section, the theory of “the learning cycle of Kolb” is discussed. The third section discusses the model of Gagne, Biggs & Wager. The fourth section discusses and categorizes the characteristics and sub-characteristics of the quality of digital educational material. The fifth section discusses and categorizes the quality attributes of digital educational material. Moreover, the correlation of the sub-characteristics of the material with the model of Gagne and that of Kolb are examined.

The authors developed a quality model that adopts the structure of ISO/IEC 9126 standard, using basic notions of theories of adult education to define its characteristics and sub-characteristics. The model has been successfully applied in the quality evaluation of educational material distributed to distance learning adult students.

The innovative combination of an established quality model with sound educational theories yields a comprehensive model that allows both a qualitative and quantitative evaluation of the appropriateness of digital educational material. The applicability of the model is demonstrated by applying it to specific digital materials specially developed for adult education.

In addition to providing a review of the literature recently published in the librarianship of non‐book materials this survey aims to draw attention to the characteristics, problems and achievements particular to the documentation and handling of non‐book materials (NBM) in many types of libraries. The materials are briefly described and considerations of selection, acquisition, organization, storage and in particular bibliographic control are dealt with in some detail. Other areas of concern to the librarian dealing with media resources, including the organization and training of staff, planning, equipment, exploitation and copyright, are also discussed. The past decade has seen the widespread introduction of NBM into libraries as additional or alternative sources of information. Librarians have been given an opportunity to rethink many basic principles and adapt existing practice to encompass the new materials. The survey reflects the achievements and some of the failures or problems remaining to be solved in this rapidly expanding area of library work.

In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.

At present, humankind is facing rapid and profound changes in society, science, technology, economy and environment. The 21st century has witnessed extraordinary scientific and technological progressions. Improvement of technology has generated new educational technique known as e-learning. Nowadays, popularity of e-learning is growing rapidly and numerous educational organizations, public, academic and digital libraries are embracing it. Lately, engineering education is heading toward the blended education system as it successfully combines both chalk and talk system (face-to-face), computer-assisted learning methodologies and internet access feature to learners.

This work discusses the potential of e-learning as an educational system for engineering topics and the challenges faced by educational organizations and public libraries as their partners in applying this system for engineering topics. In addition, number of national and international successful engineering e-learning trials that have been created, organized and/or hosted by educational organizations and public libraries are presented.

The author presents challenges and obstacles that stakeholders, teachers, professors and librarians should be aware of to develop and support the e-learning system. Hence, a number of recommendations are provided to build a bridge linking e-learning and engineering education.

This paper is a complementary work to a previously published study. In this paper, the author sheds light on the link between the e-learning system and the engineering education provided by the educational organizations and hosted by public libraries.

The paper aims to present what is known from the school principals who participated in the International Successful School Principalship Project (ISSPP) in Mexico. The paper reviews 14 publications (5 articles, 5 conference papers and 4 books) on successful school principals in Mexico that were published between 2009 and 2021 as part of the ISSPP. The papers were analysed using a conceptual framework consisting of perceived qualities of the principal, school organisation, suitability of teachers and principals, educational materials and methods and educational infrastructure.

A scoping study review methodology was used to explore publications and conference proceedings on ISSPP research on Mexican principals and schools in order to answer the question: What do we know about successful school principals in the Mexican context? Conference papers, journal articles, book chapters and books formed the knowledge base for the review.

As a result of the analysis across the five analysis categories it was found that the principals emphasised improving the educational quality of their schools and understood this as the basic criterion to judge their leadership success. Principals were central to school success and a nested model was produced to show how the successful school is built from the core of the principal, as a socio-emotional skills role model, to a culture of continuous improvement. The model included principal socio-emotional skills, school organisation, continuous improvement of teaching and principal practices and having appropriate educational materials, methods and infrastructure.

The ISSPP has produced a large amount of research. The paper is the first review of the substantial contribution from ISSPP research in Mexico. The model produced from the review adds to the several models produced in the ISSPP.

This paper proposes solutions to problems related to the maintenance and update of already existing e‐learning courseware.

A structured approach in form of a reference model for the re‐engineering of existing educational material is presented. In this context, concepts already established in the area of aspect‐oriented programming are applied to deal with crosscutting concerns in e‐learning material. Finally, a software product line approach is proposed for the creation of new courseware using re‐engineered components.

It turns out that some aspects of the methodology developed for aspect‐oriented programming can also be used to restructure the existing e‐learning material in such a way that maintenance is eased and redundancy is significantly reduced. In addition, software product lines for e‐learning material provide a global framework for coordinating the re‐engineering and reuse of components.

The advantage of the proposed approach is that existing e‐learning standards and systems do not have to be modified or adapted.

Usually, courseware evolves during a longer period of time and its development does not start every time from zero. There is a high incentive for re‐engineering of existing courseware, since it constitutes in many cases the competitive advantage of companies or universities. However, up to now, little attention is paid to the maintenance and the efficient update of e‐learning material which is already there.

This study aims to obtain stakeholder perceptions of secondary education quality in Sokoto State, Nigeria.

A qualitative research approach was used by conducting interviews. Data were purposively collected from a sample of 15 education stakeholders in Sokoto State, and analyzed to extract major themes using the NVivo software program.

The results of the interviews suggested that high-quality education is defined by the following seven dimensions that fell under a systems-based framework: the provision of adequate instructional materials, the provision of educational infrastructure, imparting the “right” knowledge, meeting education “yardsticks”, provision of teacher support and welfare, creating a conducive learning atmosphere and availability of high-quality teachers.

The research is confined to the Sokoto State only. Although the findings may be applicable to other states of the Nigerian federation, the qualitative research design limits generalization beyond the present data. The research has methodological limitations in that only a qualitative approach was used in obtaining and analyzing the data.

This study presents dimensions of, and a definition of, secondary education quality, as perceived by education stakeholders in Sokoto State, Nigeria. This systems-based definition could be useful to the government in re-designing its educational plans and ensuring quality in secondary education programs. Once fully applied in the educational system, issues of low-quality education and graduation of unprepared students can be addressed more systematically. The goal of admitting more competent school leavers into tertiary institutions could also be pursued actively. Other social challenges, such as juvenile delinquency, can likewise be addressed. The study draws attention of those responsible for education provision in Nigeria to look inward to focus on those dimensions that need prompt and urgent improvements so that education quality can be ensured for a better society.

This study provides a systems-based framework of educational quality to guide school improvement efforts in Nigerian secondary schools that reflect values of regional stakeholders. This study demonstrates an easy-to-apply method for deriving educational quality indicators with stakeholder involvement. The dimensions obtained are supported by theory and the literature discussed.

The purpose of this study is to develop an evaluation index. For this, questionnaire survey was conducted to assess the educational value of the library. This study encourages librarians and users to gain confidence in the educational benefits of the library and enables the students and general users to capture and appreciate the educational presence of the library, thereby contributing to the increase of activity in libraries.

To develop an evaluation index for assessing the educational value of the library, domestic and foreign papers were collectively gathered and analyzed to develop a preliminary evaluation index. Next, ten experts were selected and the three-step Delphi method was used to develop a final evaluation index. Questionnaires were developed based on the final evaluation index, and librarians and users of 100 public libraries were asked to assess educational values of their respective libraries. In Korea, there are 978 public libraries (as of 2015), and in this study, 10% of the public libraries were selected. To select the libraries, every tenth library was chosen from the data of the national library statistics system.

By presenting the educational value of the library, this study encourages libraries to improve their services and increases library usage. The educational value has been divided into five evaluation areas of literacy improvement; learning and educational support; research support and information resources provision; improvement of the quality of educational environment and education; and strengthening of competency. The strengthening of competency evaluation areas were the highest at 3.87, and those of research support and the information resources provision were the lowest at 3.63. Statistical analysis comparing responses by social status, gender, age and number of visits revealed that the majority (23 of 39) of significant differences found occurred between librarians and users.

The evaluation indicator developed in this research is expected to be a basic tool that can be applied to public libraries as well as other types of libraries. In addition, the evaluation indicator developed in this research can be applied to nonprofit organizations and this research is expected to have an educational impact as a study that evaluates and presents the educational values of libraries. In addition, because the research was conducted in a personal context, the questionnaire survey was administered in 100 libraries with limitations among the public libraries nationwide. Therefore, it is necessary to evaluate the educational value of libraries of other kinds such as university libraries, school libraries and specialized libraries, using the indicator developed in this research.

The biggest feat the present study achieved is the development of the evaluating indicator of the educational value of libraries. As examined in previous researches, the studies on the value of libraries are partly being executed but such studies tend to be mostly ones about such an institute’s economic merits. However, a library is not evaluated only by its financial significance but by its cultural, social and educational prominence. The present research can be extremely meaningful in that within it, the authors endeavor to estimate a library’s educational value, considering the countless papers mentioning the value of similar establishments within and outside Korea, and based on such data produce an indicator to evaluate the educational value of such institutes. Also, in the present research, it is noteworthy that the developed indicator is verified while at the same time the authors apply it in real life to estimate the educational value of such a hub for books. For such an application, the authors conducted a survey on 100 Korean public libraries, amounting to 10% of all the libraries in Korea, and the research is meaningful in that it even compared and analyzed the common notions of the librarians and users. Finally, the educational value of libraries is proven through such a process. It can be seen that the users evaluate that a library contributes to the improvement of literacy on the part of the user, and by supporting studies, education, research and academic activities adds to the user’s reading ability, character and creativity. To recount the specifics, it can be seen that they think that such an establishment heightens reading ability and results, contributes to continuing education and improves emotional stability. Such a research result is seen to be of particular use for the executive team of a library while they secure the budget or plan services to better user satisfaction with the value judgment of libraries at its basis.

There is very little research conducted on the educational influence or value of the library, although they are referred to in part when overall value of the library is discussed. Therefore, research that focuses on the educational value of the library is needed. In this respect, this research is meaningful; the evaluation index developed in this research is a basic tool that can be applied to all public libraries as well as other types of libraries. Furthermore, the evaluation index developed in this study may also be applied to nonprofit organizations, such as libraries, and will likely have a social impact as research that evaluates and presents the educational value of the library.

There is no computer topic today more widely discussed, that occupies more pages in the popular and academic journals than computer software. It is said to be sparse, nonexistent, ineffective, “junk,” inaccurate, incomprehensible, unsuitable, etc. Software is essential to the efficacy of any school computer operation, yet rarely purchased concomitant with the equipment itself. Originally, vendors gave away software with every hardware purchase. Today, school practitioners recommend that schools should budget twice the cost of the hardware for appropriate materials. The New York Times, in an article entitled “Computers: The Action's in Software,” reveals much about the economics of a field that is just beginning its rapid growth phase (November 8, 1981). Indeed, schools may come to the realization with this technology that equipment without software is a projector without a film, a phonograph without a record.

The current study addresses an entrepreneurial program offered by a Greek Higher Education Institution – Aristotle University of Thessaloniki – to Information and Communication Technology undergraduate students and examines its effect on participants’ attitudes and perceptions towards entrepreneurship, within the wider context of entrepreneurship and education.

The program is part of a wider pilot project called “InnoEntre.” The particular pilot program is provided in cooperation with Aarhus University of Denmark. The objective was for Danish and Greek students attending the particular course to interact, come up with a novel idea, and transform it through a business plan, into a value-creating outcome, while presenting the steps, actions, experiences, and insight through the pilot program.

The study offers important implications sharpening knowledge around the area of entrepreneurship, focusing on the intersection between entrepreneurship and education. It highlights key dimensions critical for the successful combination of these two fields, pointing to the importance of young individuals’ perceptions and attitudes towards Innovation-Entrepreneurship Education (I&E), their expectations and particular needs from related educational programs, antecedents of entrepreneurial intention, etc.

Findings contribute to the combination of components to approach the wider fields of I&E, besides the University context, highlighting their multidisciplinary nature. Furthermore, the study adds to innovative pedagogy, highlighting the importance of the use of certain appropriate methods, models, and practices, and the use of ICT in supporting the development of business ideas into actual ventures. The study equally outlines critical managerial implications for entrepreneurs, managers, and policy-makers alike that can foster entrepreneurial activity undertaking among the youth.