This project aims at suggesting the direction of school leadership in relation to education management through conducting a case study of Indonesia. For a long time, Indonesia has focused on a centralistic education management, Thus, every school principal had limited authority in policy making and in running the school management functions being constrained by these particular guides and other government rules. In 2000, in implementing the Law number 2211999 on Regional Autonomy, Indonesia was able to advance the decentralization of the education management system. Every autonomous region (in this case district or kota/mayoral) has greater authority to run its education management functions in its own region, especially those at the primary and secondary levels of education. This has affected the need to reform education and school management in regard to making it more effective and more efficient by applying the principles of accountability and transparency. In the future, school management will apply a school-base management approach. Its application needs to be supported by the application of ICT

Education in Indonesia is facing some major problems related to access and quality. Only about half of the eligible children are enrolled in school at the junior secondary level and only one-third at the senior secondary level. Regarding quality, large proportions of students fail to meet the cutoff scores in various subjects at all levels in school completion examinations. ICT is viewed as a potential contributor to solutions for these problems. In terms of government policy for ICT, Telematika which refers to the utilization of ICT in various sectors and aspects of life, was established based on a presidential decree, and Telematika Pendidikan (utilization of ICT in education) has been developed, and a five-year action plan was implemented in the years 2001 to 2005. The success of Telematika depends on the availability of appropriate infrastructure. Currently, Indonesia has 8 million Internet users (about 3% of the population); other statistics show that the ICT infrastructure is less extensive compared with neighboring countries such as Singapore, Malaysia, and Thailand. In addition, Internet access costs are still prohibitive in Indonesia. The implementation of E-Learning in Indonesian education can be viewed as a supplement, a complement, or a substitute for the traditional teaching-learning process. To date some subjects of the senior secondary school and vocational school curriculum have been developed in the form of E-Learning as a substitute for face-to-face instruction. In the near future this will be expanded to some subjects of the junior secondary school curriculum. At the tertiary education level, there are some universities that have implemented E-Learning, especially as a supplement for their regular teaching-learning process. In regard to extending access into schools, the Ministry of National Education has been piloting Open Senior Secondary School in seven districts of six provinces by implementing E-Learning.

This study examines simultaneous relationships between regulatory capital, risk, and cost-inefficiency for a sample of 30 commercial banks in Bangladesh from 2006 to 2018. To conduct the analysis, we used the Generalized Methods of Moments (GMM) in an unbalanced panel data framework. The empirical results show that there is a negative and significant relationship between capital regulation and credit, and overall risk. It is also evident from the results that the capital adequacy ratio is positively and significantly related to default risk and liquidity risk. Therefore, higher capitalized banks take an effort to prevent more credit risk and promote financial stability by reducing liquidity risk. Results also report that banks have been characterized as inefficient, less capitalized, and high risk. On the other hand, efficient banks are more stable but have a high level of liquidity risk. Besides, from the size of the bank, large banks are defined as having lower regulatory capital, are more risk seekers but stable with higher cost-efficiency. Notably, higher capitalized banks are more profitable and cost-efficient by reducing risk. Finally, this study also provides some insightful policy suggestions to the stakeholders.

GE interaction is the expression of differential genotypic adaptation across environments. GE interactions through different stability parameters and performance of the traits of genotypes were studied. The traits were days to maturity, pod length, number of pods/ plant, 100-seed weight and seed yield/plant in ten soybean genotypes across five environments. Significant differences were observed for genotypes, environments and GE interactions. Stability analysis after Eberhart and Russell's model suggested that the genotypes used in this study were all more or less responsive to environmental changes. Most of the genotypes perform better in Env.3. Based on phenotypic indices(Pi), regression (S2di) genotype Garurab was found fairly stable for days to maturity. BS-23 and G-2120 may be considered as stable genotype for pod length. All the genotypes except G-2120 showed that the genotypes were relatively unstable under environmental fluctuation for the number of pod/plant. Genotype BS-23 was found most stable among all the genotypes for 100-seed weight. BS-3 and Gaurab was the most stable and desirable genotypes for seed yield in soybean.