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The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs).

The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring.

The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools.

The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.

The purpose of this research is to explore and explain education management information system (EMIS) post-adoption in the context of mandatory settings, focusing on perceived benefits and individual and institutional post-adoption usage.

To fulfill the research objectives, the study proposes a conceptual model grounded in the technology acceptance model (TAM) and the technology-organization-environment (TOE) framework. Data for model validation were obtained via a questionnaire and were collected from 144 teachers in public primary schools in the Republic of North Macedonia. For statistical analysis, PLS-SEM was used.

Based on the conducted statistical analysis, it is found that in mandatory environments, perceived ease of use, perceived usefulness, compatibility, complexity and governmental support are the factors that have indirect effects on the post-adoption usage, and only the factors, technological knowledge and external information and communication technology (ICT) support, have direct effects on the post-adoption usage. The individual post-adoption usage in mandatory settings depends on whether benefits are perceived in the course of EMIS usage; they become a central factor due to the accumulated knowledge and experience.

The main contribution of this study is to theoretically and empirically discover the most important factors that influence EMIS post-adoption usage. Perceived benefits are considered as external factors to the TOE framework and mediate the effect of TAM-TOE factors on individual post-adoption usage.

Sustainable Development Goal (SDG) Indicator 4.2 calls for all girls and boys to have access to high-quality early childhood education by 2030. This global mandate establishes a new framework of accountability to increase access to preprimary education in low- and middle-income countries through measurement and reporting. As with other global indicators, however, the measurement of preprimary education access is more complex and nuanced than may be supposed. This data-oriented chapter delves deeply into the measurement of SDG 4.2 and explores the accuracy of the indicator being used: the adjusted net enrollment ratio, one year before the official age of primary entry. The chapter analyzes data from both education management information systems (EMIS) and household surveys to triangulate information about children’s access to preprimary education before they begin primary school. The analysis concludes that the indicator used to measure SDG 4.2 is overestimating access to preprimary education, because it includes large numbers of children who enroll in primary school before the official age of entry. This suggests that parents “vote for preschool” by sending their under-age children to primary school when access to affordable preprimary is limited. Implications for SDG measurement and preprimary policy are discussed.

Introduction: Numerous decision-making situations are faced in education where Artificial Intelligence may be prevalent as a decision-making support tool to capture streams of learners’ behaviours.

Purpose: The purpose of the present study is to understand the role of AI in student performance assessment and explore the future role of AI in educational performance assessment.

Scope: The study tries to understand the adaptability of AI in the education sector for supporting the educator in automating assessment. It supports the educator to concentrate on core teaching-learning activities.

Objectives: To understand the AI adaption for educational assessment, the positives and negatives of confidential data collections, and challenges for implementation from the view of various stakeholders.

Methodology: The study is conceptual, and information has been collected from sources comprised of expert interactions, research publications, survey and Industry reports.

Findings: The use of AI in student performance assessment has helped in early predictions for the activities to be adopted by educators. Results of AI evaluations give the data that may be combined and understood to create visuals.

Research Implications: AI-based analytics helps in fast decision-making and adapting the teaching curriculum’s fast-changing industry needs. Students’ abilities, such as participation and resilience, and qualities, such as confidence and drive, may be appraised using AI assessment systems.

Theoretical Implication: Artificial intelligence-based evaluation gives instructors, students, and parents a continuous opinion on how students learn, the help they require, and their progress towards their learning objectives.

School inspection or supervision is one of the core institutional mechanisms for ensuring the quality of education. While analyzing the practices of this quality assurance tool at the basic education level in six developing and emerging economies, this paper found that there has been a major shift in exercising supervision system pushed by the policy dynamics of both international actors and state institutions. The school supervision system has been shaped by decentralization, school-based management, monitoring, data gathering, and output-focused governance. These are also known as the elements of New Public Management (NPM). The growing practice of NPM in all these countries has made the external supervision a less prioritized issue, which is evident in its stagnated and sometimes deteriorated state. On the other hand, the pro-NPM management system advocating for greater autonomy, decentralization and results has not evidently yielded any major positive outcomes, especially in lower-income countries. Thus, the absence of an effective supervision system, both support and control, has created a vacuum in the educational quality assurance instruments. By oversimplifying local contexts in situating NPM, this foreign-emerged management system also has shown reluctance toward fundamental crises of weak institutions in lower-income countries, including resource constraints, skills shortage, and service recipients’ lack of trust, among others. In short, developmental level and institutional capacity matter for the successful implementation of NPM.

A majority of higher education institutions (HEIs) in Oman, and internationally, have adopted English as the language of education, driven by its power and its globally accepted status as the language of knowledge and communication. Such an internationalisation policy has been inadequately evaluated to examine its actual effects. This paper aims at analysing the existing literature with a view to hypothesise the effects of adopting English as a medium of instruction (EMI) on establishing intellectual capital in the Omani context.

The paper employs a case study design that draws on data generated through a systematic review of 94 peer-reviewed papers that are synthesised using thematic analysis.

The findings indicate that EMI negatively affects the optimal creation of intellectual capital through limiting access to HE, hindering knowledge transfer, impeding Omanis' employability and hindering faculty's professional growth. EMI leads HEIs to mirror the supplying countries' cultures in terms of materials, ideologies and standards. It affects teaching and research quality, training and communication, the sense of equity, belonging and self-worth amongst students and the relationships amongst faculty members. It also increases reliance on external stakeholders.

The paper highlights the interconnection between the forms of intellectual capital and how some components are antecedents to the creation of the intellectual capital forms. It establishes the moderating role the language of instruction plays in relation to the three sub forms of intellectual capital in higher education.

The paper calls for maximising higher education intellectual capital through adopting bilingual rather than monolingual higher education. It calls upon policymakers to revisit the assumptions underlying higher education systems in order to optimise their outcomes.

The paper is the first one that sheds light on the role of language in intellectual capital construction. Such a moderating role has received almost no attention in the higher education literature that is largely busy quantifying its outcomes rather than ensuring they are actually sustainably generated.

This paper is part of a doctoral research which aimed at proposing a national information system for educational administrators in Pakistan. However, this paper only aims at identifying what an information system is composed of and does; defining the information infrastructure (i.e. libraries/information centers and networks) needed for the development of a national educational information system; identifying the nature and design of the information infrastructure in Pakistan; and ascertaining the problems and gaps existing in the information infrastructure of Pakistan and why they exist.

The study is based on review of the available literature. For the literature search, valid sources of published and unpublished information were consulted (i.e. books, journal articles, reports, conference/workshop proceedings, theses and dissertations).

Many library/information centers and information networks are working in the educational domain of Pakistan. The position of academic, national and special libraries is also presented in this review. The basic weakness traced in this review is in the infrastructure of library/information centers and information networks and disintegration of available information sources. The information does exist within libraries/information centers and information networks but the educational administrators have problems in tracing this information. As a result, available information is not being utilized properly in educational planning and development in Pakistan. There is a need to pool the existing information sources, services and networks in one place to form a well‐integrated information system that may provide a holistic and complete overview of education enterprise for realistic planning and resource allocation.

This paper is the first to present the current position of the available libraries/information centers and information networks within the educational domain of Pakistan. Such a review may help the designers of educational information systems.

This study aims to deliberate and illustrate the overall peer-to-peer (P2P) business process, user requirements and design considerations under Industry 4.0 based on enterprise information system for P2P lending.

Exploratory approach with a systematic literature review and content analysis method.

P2P lending uses different credit audition methods and relies on information available in the system and the decision model. So IT techniques, for example, big data analysis and data mining, on credit audition are key points in P2P lending but the application of Industry 4.0 to the P2P lending landscape can yield several new benefits with a well-designed EIS, which is critical to service various stakeholders.

This study is exploratory in nature and may need more testing on an empirical basis before drawing generalizations. Implications of research included in this area are that it poses good challenges to researchers from different disciplines such as economics, business management and information, communication and technology.

Deliberations of business process for P2P lending via enterprise information system under Industry 4.0 in the African context is of value as these emerging economies adopt new systems and processes to meet the requirements of Industry 4.0.

States that Central Queensland University (CQU) is one of seven universities authorized by the Australian government as a provider of distance education. Lack of affordable network infrastructure over vast areas of Australia currently requires that paper‐based study material be emphasized. At CQU, the Division of Distance and Continuing Education (DDCE) is responsible for the production and initial distribution of learning materials and student/lecturer paper‐based interface management, e.g. tracking of assignments and response timeliness, a quality issue. Study material content is the responsibility of the lecturer, with quality reviews being performed by the originating faculty departments. Integration of the Internet into unit delivery is being trialed in ad hoc ways by various lecturers, particularly in the Business Faculty. Forms a progress report of one such pilot programme in a post‐graduate information systems offering. With respect to the QIP, a revised unit assessment survey was conducted. Preliminary indications are that the innovative utilization of the Internet reported may be a significant substitute for traditional paper‐based delivery while providing a superior learning environment much preferred by students. Additionally, lecturers find it far more efficient to maintain the relevance of perishable material in courses, especially those which are information system or information technology‐based.

A critical resource for inclusive education is ensuring that an effective curriculum is in place for preparing teachers. Reviewing an existing curriculum and revising it to meet this need is an important aspect of every teacher training institution. The purpose of this chapter is to investigate the effect of a revised Post-Graduate Diploma in Education programme on teachers' pedagogical practice and knowledge transfer for inclusive education. Following completion of the programme, this was investigated from the perspective of teachers' implementation of knowledge transfer to their teaching through various pedagogical strategies, classroom management and perceived personal awareness of student needs. In addition, teachers responded regarding the programme design. While strong support was found for the programme, significant differences were found, however, between teachers working in Chinese and English medium of instruction schools, age and teaching experience following participation in the programme. Implications are discussed within the context of responding to the new curriculum framework for formal education in Macao Special Administration Region, which promotes more inclusive schools.