In the last decades, the teachers criticized for failing to integrate the knowledge in the behavior of virtue. Therefore the character education is always considered in every design education, including in madrassas. The character education is the deliberate attempt to influence the behavior of students through customizing repeatedly. Making it easy to do virtue and avoid crime. The research has focused on the approach to character education at madrassa. The qualitative method by interviewing, observation, and focus groups have been used in this study. A total of 16 teachers at four madrassas in South Sulawesi has been selected through purposive Sampling. The research suggest: Madrassa teachers have not managed to practice the concept of teaching character. Both conceptually and contextually. The failure of conceptually caused teachers do not embed character values are extracted from the behavior of student's virtue. While the failure of the contextually is has caused teachers failed in an attempt to develop character values, such as social relationships, honesty, and discipline. In addition, the teachers are not managed to practice courteous and not empowered to detain students of behavior lie.

The Sub-Saharan Africa (SSA) is far lag behind the sustainable targets that set out in the United Nation's Sustainable Development Goals (SDGs), which is highly needed to embark the priorities by their member countries to devise sustainable policies for accessing clean technologies, energy demand, finance, and food production to mitigate highmass carbon emissions and conserve environmental agenda in the national policy agenda. The study evaluated United Nation's SDGs for environmental conservation and emission reduction in the panel of 35 selected SSA countries, during a period of 1995-2016. The study further analyzed the variable's relationship in inter-temporal forecasting framework for the next 10 years' time period, i.e., 2017-2026. The parameter estimates for the two models, i.e., CO model and PM models are analyzed by Generalized Method of Moment (GMM) estimator that handle possible endogeneity issue from the given models. The results rejected the inverted U-shaped Environmental Kuznets Curve (EKC) for CO emissions, while it supported for PM emissions with a turning point of US$5540 GDP per capita in constant 2010 US$. The results supported the "pollution haven hypothesis" for CO emissions, while this hypothesis is not verified for PM emissions. The major detrimental factors are technologies, FDI inflows, and food deficit that largely increase carbon emissions in a panel of SSA countries. The IPAT hypothesis is not verified in both the emissions; however, population density will largely influenced CO emissions in the next 10 years' time period. The PM emissions will largely be influenced by high per capita income, followed by trade openness, and technologies, over a time horizon. Thus, the United Nation's sustainable development agenda is highly influenced by socioeconomic and environmental factors that need sound action plans by their member countries to coordinate and collaborate with each other and work for Africa's green growth agenda.

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The burgeoning of green economies has sparked the development of green skills, primarily to fulfil the demanding requirement of green-collar employees. Human resources equipped with specific generic green skills will become a catalyst to penetrate the green job market. On the principle that skills can be shaped through education and training, a qualitative study was conducted using in-depth interviews with senior academics from the School of Education, of a local university in southern Peninsular Malaysia. The interview data were transcribed and analysed using NVivo. The findings showed that generic green skills are additional skills which complement existing generic skills and focus on conserving and maintaining the quality of the environment. Pertaining to that, embedding generic green skills in teaching and learning activities can be carried out through the ingenuous use of Information and Communications Technology (ICT) which involves digital skill, internet technology and electricity saving consumption. Furthermore, additional studies of generic green skills are required to contribute to sustainable development.