Presentation made at the ‘Building Capacities Of The Next Generation Of Community-Based Participatory Researchers’ workshop at PRIA on 10th April 2015.
The Higher Education Policy Institute (HEPI) is an independent think tank focused on higher education policy in the UK. It was founded in 2002 and is led by Nick Hillman. HEPI conducts research on key issues like the student academic experience and costs of government reforms. Its research aims to improve policymaking by providing timely, evidence-based analysis. HEPI shares its findings with policymakers and universities to inform debate on important topics around funding, access, and standards in higher education.
Enrollment management as a fiscal strategy finalSukhwant Jhaj
The document summarizes discussions from the LTIFS Forum on Enrollment Management as a Fiscal Strategy. It outlines recommendations to establish enrollment management principles, set targets for increasing non-resident, international, and minority student enrollment. It also recommends setting retention and graduation rate targets. The forum discussed aligning recruitment and retention activities with the university's mission and establishing a tuition management committee.
Collective change workshop for academic board 23 09-20collectivechange
Collective Change is an initiative started by academic staff at Goldsmiths, University of London to restore trust in management and establish more participatory and inclusive decision-making. It outlines a chronology of events that led to its formation and proposals in three key areas - livelihoods, social justice, and governance. Specific actions proposed to the Academic Board include immediately halting suspensions of small degree programs, consulting staff on new software contracts, and taking steps towards a more democratic model of governance such as establishing a Staff Assembly. The overall aim is to place academic staff at the center of planning for the college's recovery in a way that considers both financial and non-financial factors.
The University of Ottawa's Centre for Global and Community Engagement (CGCE) launched two new initiatives in 2014 to increase student volunteering - Days of Service and the Community Engagement Residence Initiative. These initiatives were informed by data from the 2010 Canadian Survey on Giving, Volunteering and Participation which showed a drop in student volunteering after high school. The data also provided insights into student motivations and barriers. The CGCE collaborates with the e=mc2 project, which aims to improve community engagement. Through its initiatives, the CGCE seeks to develop students' lifelong commitment to volunteering and community participation.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...RECOUP
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
Using research findings to inform policy and practice: the approach taken in ...Mike Blamires
The Adoption Research Initiative (ARI) was established to use research findings to inform adoption policy and practice in the UK. The ARI includes 7 large studies on topics like permanency planning and adoption support. Stakeholders from policy, practice, and service users have been engaged throughout the research process. Barriers to using research include lack of time, relevance, and skills to critically evaluate findings. The ARI aims to overcome these barriers through dissemination strategies like briefing papers, training, and conferences. Early research from the ARI on adoption costs has already informed policy discussions, and more impact will be evaluated over time.
The Changing Face of Development Partnerships and Aid to Ghana: the case of E...RECOUP
This document discusses changes in development partnerships and aid delivery to Ghana's education sector. It analyzes how the shift towards aid harmonization has impacted education and different partners' responses. Key topics covered include current aid modalities like budget support; factors influencing changes in architecture like donor policies; and implications for Ghana's Ministry of Education and partners regarding the new aid landscape.
The Higher Education Policy Institute (HEPI) is an independent think tank focused on higher education policy in the UK. It was founded in 2002 and is led by Nick Hillman. HEPI conducts research on key issues like the student academic experience and costs of government reforms. Its research aims to improve policymaking by providing timely, evidence-based analysis. HEPI shares its findings with policymakers and universities to inform debate on important topics around funding, access, and standards in higher education.
Enrollment management as a fiscal strategy finalSukhwant Jhaj
The document summarizes discussions from the LTIFS Forum on Enrollment Management as a Fiscal Strategy. It outlines recommendations to establish enrollment management principles, set targets for increasing non-resident, international, and minority student enrollment. It also recommends setting retention and graduation rate targets. The forum discussed aligning recruitment and retention activities with the university's mission and establishing a tuition management committee.
Collective change workshop for academic board 23 09-20collectivechange
Collective Change is an initiative started by academic staff at Goldsmiths, University of London to restore trust in management and establish more participatory and inclusive decision-making. It outlines a chronology of events that led to its formation and proposals in three key areas - livelihoods, social justice, and governance. Specific actions proposed to the Academic Board include immediately halting suspensions of small degree programs, consulting staff on new software contracts, and taking steps towards a more democratic model of governance such as establishing a Staff Assembly. The overall aim is to place academic staff at the center of planning for the college's recovery in a way that considers both financial and non-financial factors.
The University of Ottawa's Centre for Global and Community Engagement (CGCE) launched two new initiatives in 2014 to increase student volunteering - Days of Service and the Community Engagement Residence Initiative. These initiatives were informed by data from the 2010 Canadian Survey on Giving, Volunteering and Participation which showed a drop in student volunteering after high school. The data also provided insights into student motivations and barriers. The CGCE collaborates with the e=mc2 project, which aims to improve community engagement. Through its initiatives, the CGCE seeks to develop students' lifelong commitment to volunteering and community participation.
Introduction to RECOUP research: objectives, themes, methods, preliminary fin...RECOUP
The Centre for Education and International Development at the University of Cambridge conducts research on how education contributes to socioeconomic development and improving outcomes in developing countries. From 2005-2010, it led a Research Consortium on Educational Outcomes and Poverty including partners in the UK, India, Pakistan, Ghana, and Kenya. The consortium's research objectives were to understand the relationships between education and poverty, how educational outcomes can be promoted, and how policy can achieve social and economic transformation. The research used quantitative and qualitative methods like household surveys and case studies across different locations.
Using research findings to inform policy and practice: the approach taken in ...Mike Blamires
The Adoption Research Initiative (ARI) was established to use research findings to inform adoption policy and practice in the UK. The ARI includes 7 large studies on topics like permanency planning and adoption support. Stakeholders from policy, practice, and service users have been engaged throughout the research process. Barriers to using research include lack of time, relevance, and skills to critically evaluate findings. The ARI aims to overcome these barriers through dissemination strategies like briefing papers, training, and conferences. Early research from the ARI on adoption costs has already informed policy discussions, and more impact will be evaluated over time.
The Changing Face of Development Partnerships and Aid to Ghana: the case of E...RECOUP
This document discusses changes in development partnerships and aid delivery to Ghana's education sector. It analyzes how the shift towards aid harmonization has impacted education and different partners' responses. Key topics covered include current aid modalities like budget support; factors influencing changes in architecture like donor policies; and implications for Ghana's Ministry of Education and partners regarding the new aid landscape.
This is a presentation about the Bonner High-Impact Initiative. This presentation will be given by Ariane Hoy and Mathew Johnson at various colleges, including Allegheny College.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Shaping the future - Consultation on the Heritage Lottery Fund's Strategy 201...GreenSpace
The Heritage Lottery Fund is consulting on its strategy for 2013-2019 as it faces a significant reduction in government funding over the next four years. It proposes a new strategic aim of making a positive and lasting difference for heritage and people. Key areas of consultation include balancing open and targeted funding programs, prioritizing heritage at risk, achieving a more equitable spread of funding geographically and among social groups and types of heritage. It also proposes building a more resilient heritage community by protecting past investments, building skills, and encouraging volunteerism and private donations. The consultation focuses on HLF's general and targeted grant programs as well as additional opportunities and challenges around issues like climate change, digital heritage, skills training, and supporting privately owned heritage.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
How-to Guide: Campus Green Fund ImplementationMieko Ozeki
The document provides guidance on establishing and managing a Campus Green Fund (CGF). It outlines key steps in four phases: design and campaign, implementation and management, education and outreach, and evaluation and reporting. CGFs fund sustainability projects on college campuses and have grown in popularity over the last decade as a way to finance initiatives when budgets are tight. The guide offers best practices from institutions with established CGFs to help others launch and maintain successful funds.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
This document summarizes a presentation on strengthening engagement at North Carolina State University. It discusses the history of the engagement movement and initiatives at NC State. It outlines the agenda for the presentation, which includes studying the institution's history and culture, using democratic methods to include stakeholders, and implementing recommendations. The presentation discusses logic models for evaluating engagement programs and expanding indicators to include non-monetary quality of life impacts. It also summarizes the task force charges around engagement criteria for faculty evaluation and developing institutional performance indicators. The presentation emphasizes integrating learning, discovery, and engagement and developing shared values and measures of engagement.
This document discusses openness in the context of lifelong learning and university strategies. It analyzes strategies from 29 universities that aim to promote lifelong learning. While the strategies emphasize widening access and participation, there is little mention of openness specifically in terms of open educational resources and innovation. For openness to be successfully adopted, top-down support is needed from university management to develop robust OER programs and competencies. More work also needs to be done to move openness from the periphery to the core of university strategies to fully realize the potential of openness in creating flexible learning environments.
Initiatives designed to support gifted and talented pupils in areas of socio-...fairnesseducation
This document summarizes the findings of a systematic review of initiatives in England from 1999-2012 designed to support gifted and talented pupils from socioeconomically disadvantaged backgrounds. The review found that while some programs had success supporting individual students, gains for disadvantaged groups as a whole were small and costs were high. Additionally, the terminology of "gifted and talented" was problematic and could exclude certain groups. Overall, the English policy approach was inconsistent and the concept of giftedness may hinder efforts for more inclusive support of disadvantaged high-ability students.
Publication under PRIA Project 'Action Research on Implementation of Panchayat Extension to Scheduled Areas Act (PESA), 1996 in Chhattisgarh (with special focus on water).'
Policy Brief on PRIA Project Action Research on Implementation of the Provisions of the Panchayats (Extension to the Scheduled Areas) Act, 1996 (also known as PESA), with special focus on water issues
While various services under National Rural Health Mission (NRHM) have been launched in Rajasthan and community participation promoted through Village Health, Sanitation and Nutrition Committees (VHSNC), there has been hardly any convergence achieved with the constitutionally mandated Panchayati Raj system in rural areas.
With support from UNFPA and Government of Rajasthan, PRIA intervened in this regard over a three year period during 2010-13. This Policy Brief analyses the results achieved and the efficacy of interventions deployed.
Practitioner's Note
Publication under PRIA Project 'Action Research on Implementation of Panchayat Extension to Scheduled Areas Act (PESA), 1996 in Chhattisgarh (with special focus on water).'
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA
Key findings of a citizen survey conducted by PRIA during April-June 2013 in four Schedule V districts of Chhattisgarh. The document highlights key issues related to access and quality of drinking and irrigation water for the tribal communities.
The document summarizes a presentation on mainstreaming community university research partnerships (CURPs) in India. It discusses the UNESCO Chair in community based research and its north-south partnership. It also outlines the chair's global networks and partnership with GUNI to advocate for CURPs. In India, CURPs are a relatively new concept and the document outlines some encouraging efforts and the new policy context supporting community engagement. The chair's initiatives in India to strengthen community engagement in higher education institutions are also summarized.
Empowering Civil Society initiative by PRIA
This version of the paper has been written under the three-year project Cultures of Governance and Conflict Resolution in Europe and India (http://www.projectcore.eu/), which concluded in December 2013, funded by the European Union under the 7th Framework Programme.
The document discusses participatory water security plans (WSPs) in India. It notes that demand for water is increasing while access remains inequitable, especially in rural areas. The national government launched a program to promote local WSPs. A WSP ensures minimum water access and involves collecting data, identifying sources, and analyzing current status with communities. WSPs are drafted and implemented in phases with community participation and institutional collaboration. The plans survey water sources and quality, access, and related sanitation issues to achieve water security objectives.
This is a presentation about the Bonner High-Impact Initiative. This presentation will be given by Ariane Hoy and Mathew Johnson at various colleges, including Allegheny College.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Shaping the future - Consultation on the Heritage Lottery Fund's Strategy 201...GreenSpace
The Heritage Lottery Fund is consulting on its strategy for 2013-2019 as it faces a significant reduction in government funding over the next four years. It proposes a new strategic aim of making a positive and lasting difference for heritage and people. Key areas of consultation include balancing open and targeted funding programs, prioritizing heritage at risk, achieving a more equitable spread of funding geographically and among social groups and types of heritage. It also proposes building a more resilient heritage community by protecting past investments, building skills, and encouraging volunteerism and private donations. The consultation focuses on HLF's general and targeted grant programs as well as additional opportunities and challenges around issues like climate change, digital heritage, skills training, and supporting privately owned heritage.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
Presentation at the American Democracy Project Conference hosted by the American Association of State Colleges and Universities, June 2012. Longer presentation explores high-impact practices and high-impact community engagement in more depth.
Introduction to Bonner High-Impact Initiative Capacity Building OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Capacity Building Outcomes, used at the High-Impact Institute Summer 2013; introduces key community-oriented outcomes, as adapted from metrics for non-profit and community capacity building, in areas like program development, research, evaluation, communications and outreach, resource development, and community impact.
How-to Guide: Campus Green Fund ImplementationMieko Ozeki
The document provides guidance on establishing and managing a Campus Green Fund (CGF). It outlines key steps in four phases: design and campaign, implementation and management, education and outreach, and evaluation and reporting. CGFs fund sustainability projects on college campuses and have grown in popularity over the last decade as a way to finance initiatives when budgets are tight. The guide offers best practices from institutions with established CGFs to help others launch and maintain successful funds.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
This document summarizes a presentation on strengthening engagement at North Carolina State University. It discusses the history of the engagement movement and initiatives at NC State. It outlines the agenda for the presentation, which includes studying the institution's history and culture, using democratic methods to include stakeholders, and implementing recommendations. The presentation discusses logic models for evaluating engagement programs and expanding indicators to include non-monetary quality of life impacts. It also summarizes the task force charges around engagement criteria for faculty evaluation and developing institutional performance indicators. The presentation emphasizes integrating learning, discovery, and engagement and developing shared values and measures of engagement.
This document discusses openness in the context of lifelong learning and university strategies. It analyzes strategies from 29 universities that aim to promote lifelong learning. While the strategies emphasize widening access and participation, there is little mention of openness specifically in terms of open educational resources and innovation. For openness to be successfully adopted, top-down support is needed from university management to develop robust OER programs and competencies. More work also needs to be done to move openness from the periphery to the core of university strategies to fully realize the potential of openness in creating flexible learning environments.
Initiatives designed to support gifted and talented pupils in areas of socio-...fairnesseducation
This document summarizes the findings of a systematic review of initiatives in England from 1999-2012 designed to support gifted and talented pupils from socioeconomically disadvantaged backgrounds. The review found that while some programs had success supporting individual students, gains for disadvantaged groups as a whole were small and costs were high. Additionally, the terminology of "gifted and talented" was problematic and could exclude certain groups. Overall, the English policy approach was inconsistent and the concept of giftedness may hinder efforts for more inclusive support of disadvantaged high-ability students.
Publication under PRIA Project 'Action Research on Implementation of Panchayat Extension to Scheduled Areas Act (PESA), 1996 in Chhattisgarh (with special focus on water).'
Policy Brief on PRIA Project Action Research on Implementation of the Provisions of the Panchayats (Extension to the Scheduled Areas) Act, 1996 (also known as PESA), with special focus on water issues
While various services under National Rural Health Mission (NRHM) have been launched in Rajasthan and community participation promoted through Village Health, Sanitation and Nutrition Committees (VHSNC), there has been hardly any convergence achieved with the constitutionally mandated Panchayati Raj system in rural areas.
With support from UNFPA and Government of Rajasthan, PRIA intervened in this regard over a three year period during 2010-13. This Policy Brief analyses the results achieved and the efficacy of interventions deployed.
Practitioner's Note
Publication under PRIA Project 'Action Research on Implementation of Panchayat Extension to Scheduled Areas Act (PESA), 1996 in Chhattisgarh (with special focus on water).'
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA
Key findings of a citizen survey conducted by PRIA during April-June 2013 in four Schedule V districts of Chhattisgarh. The document highlights key issues related to access and quality of drinking and irrigation water for the tribal communities.
The document summarizes a presentation on mainstreaming community university research partnerships (CURPs) in India. It discusses the UNESCO Chair in community based research and its north-south partnership. It also outlines the chair's global networks and partnership with GUNI to advocate for CURPs. In India, CURPs are a relatively new concept and the document outlines some encouraging efforts and the new policy context supporting community engagement. The chair's initiatives in India to strengthen community engagement in higher education institutions are also summarized.
Empowering Civil Society initiative by PRIA
This version of the paper has been written under the three-year project Cultures of Governance and Conflict Resolution in Europe and India (http://www.projectcore.eu/), which concluded in December 2013, funded by the European Union under the 7th Framework Programme.
The document discusses participatory water security plans (WSPs) in India. It notes that demand for water is increasing while access remains inequitable, especially in rural areas. The national government launched a program to promote local WSPs. A WSP ensures minimum water access and involves collecting data, identifying sources, and analyzing current status with communities. WSPs are drafted and implemented in phases with community participation and institutional collaboration. The plans survey water sources and quality, access, and related sanitation issues to achieve water security objectives.
Presentation made at the Symposium on “Mainstreaming University-Community Research Partnerships” at Indian Habitat Center on 9th Apri 2015, Organized by PRIA.
Presentation made at the ‘Building Capacities Of The Next Generation Of Community-Based Participatory Researchers’ workshop at PRIA on 10th April 2015.
This document discusses PRIA's initiatives to promote community-based research and social responsibility in higher educational institutions in India. It outlines six categories of engagement: 1) linking formal learning to local communities, 2) researching with communities, 3) sharing knowledge with communities, 4) designing new curriculum, 5) involving local practitioners as teachers, and 6) building capacities in participatory research. Examples provided include student surveys and internships in communities to understand issues like birth registration and women's empowerment. The document also discusses long-term research partnerships between institutions, communities, and organizations like PRIA on topics like occupational health and governance.
This document discusses mainstreaming university-community research partnerships in Asia. It provides examples of service-learning programs and community participatory research projects at universities in countries like China, Hong Kong, and South Korea. Service-learning is presented as a way to link formal academic learning with community engagement. The document outlines the growth of university-community partnerships in Asia and how they help address societal changes through engaged teaching, service, and research. It provides types of service-learning and examples of how Lingnan University in Hong Kong incorporates service-learning and community research across departments. The document concludes by emphasizing the importance of strengthening university-community partnerships and broadening the concept of community.
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA.
Dr. Rajesh Tandon gave a talk to a diverse group of businessmen, government officials, academics, NGOs and students on the symposium India of the Future organized by Enterprise Edmonton, a division of Edmonton Economic Development, in collaboration with the Edmonton Chapter of the Canadian International Council, Edmonton, Alberta, Canada.
Nazneen was born in a remote village in Uttar Pradesh to a traditional Muslim family. She faced many hardships early in life, such as sexual harassment at age 6 and her father's death when she was 14, forcing her to support her family. Through leadership programs, Nazneen gained confidence and became an advocate for girls' rights and education in her community. She formed a group to raise awareness of health issues and help enroll girls back in school. Now Nazneen is a role model for Muslim girls in her village, speaking out courageously on issues like education, health, and empowering women economically.
There is a need for mutual collaboration between city's elite RWAs and their neighboring informal settlements in urban planning. This Occasional Paper presents ideas based on a survey of 17 middle class RWAs undertaken by PRIA
in seven Indian cities.
Dr. Martha Farrell passed away in 2015. Many people expressed their condolences and shared memories of Dr. Farrell, remembering her as an extraordinary woman who dedicated her life to service, love, compassion, and excellence. She was praised for her courageous work on gender issues and as a leader at PRIA. Her passing was a great loss for her family and community.
Presentation made at the ‘Building Capacities Of The Next Generation Of Community-Based Participatory Researchers’ workshop at PRIA on 10th April 2015.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
The document summarizes 10 projects funded by the Green Apple Scheme at the University of Bristol to develop education for sustainable development. It describes projects such as developing a Green Impact program to engage primary health care practices in sustainability, integrating sustainability into teacher education programs, and using community engagement and fieldwork to teach sustainability concepts across various disciplines like archaeology, anthropology, and anatomy. The report provides high-level overviews of the projects and their goals to promote sustainability education within and across academic disciplines.
An introduction to the work of the Centre for Innovation in Higher Education (CIHE) and how it supports pedagogic research at Anglia Ruskin University and beyond
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
CASE is a leading educational research center at the Graduate Center, CUNY that has been operating for over 40 years. It has generated over $75 million in external funding for projects focused on areas like STEM education, English language learners, and early childhood education. CASE provides support to PIs and has collaborated extensively within CUNY as well as with other universities. Notable recent projects include evaluations of STEM and math programs. CASE also provides funding and research experience for many Graduate Center students.
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
Presentation by Andrea Nolan from University of Glasgow given at the "Equality and Diversity: promoting good practice in library work" course on the 17th November 2009.
The response of HE institutions to the ongoing process of globalisation and internationalisation.
This document outlines the University of Alberta's 2011-2015 Academic Plan titled "Dare to Deliver". It summarizes the plan's development which included extensive consultation. The plan focuses on talented people, learning/discovery/citizenship, connecting communities, and transformational organization. It highlights improving the digital learning environment, reviewing academic policies, expanding undergraduate research, and supporting "big projects" in key areas like energy and infectious diseases. The overall goal is to enhance the university's learning environment through strategic initiatives.
This document outlines the University of Alberta's 2011-2015 Academic Plan titled "Dare to Deliver". It summarizes the plan's development which included extensive consultation. The plan focuses on talented people, learning/discovery/citizenship, connecting communities, and transformational organization. It highlights improving the digital learning environment, reviewing academic policies, expanding undergraduate research, and supporting "big projects" in key areas like energy and infectious diseases. The overall goal is to enhance the university's learning environment within fiscal constraints.
Presentation by ESRC at Interface workshop, 23rd June 2011, about ESRC's strategic priorities, maximising impact and knowledge exchange funding and support available from ESRC
VC's visit to Global Studies, 9 May 2014SussexGlobal
Engaged research that addresses global issues through interdisciplinary perspectives. The School has successful partnerships and research income but needs help with big data, arts, and developing ideas without rushing proposals. International doctoral research covers diverse topics with multiple funders. The School aims to strengthen research capacity through improved procedures and fundraising.
Creating an outstanding learning environment for students through philosophy, ethics, skills and employment preparation. The School fosters student engagement and feedback to enhance teaching. Challenges include improving outdated facilities.
Expanding successful international partnerships in areas like Asia, migration and development through research themes, collaborations and support. Communicating research influences policy and public understanding. Long-term sustainability requires securing funding platforms.
Tracing the Ripples: evaluating the wider impact of small institutional enhan...Rob Daley
This document summarizes the evaluation of 30 small enhancement projects funded across 3 years at Heriot-Watt University. The evaluation found that the projects had positive impacts at 3 levels: 1) Benefiting intended students and staff, 2) Increasing knowledge for project leads, and 3) Achieving wider dissemination of results. Most project leads reported the projects influencing their teaching practices, with impacts like enhanced skills, modified curriculum, and greater student-centered approaches. Challenges included lack of time and need for additional support, but overall the projects successfully enhanced the learning experience and esteem of both students and staff involved.
Higher Education’s Role Amidst the Changing Climate
Commission on Higher Education
16 March 2017 | Senate of the Philippines
http://www.lorenlegarda.com.ph/
http://www.ched.gov.ph/
http://www.PacificOaks.edu Apply Today! Pacific Oaks College is an accredited higher education institution offering bachelor's, master's, and certificate programs in human development, counseling, education, early childhood education, and teacher credentialing.
Gcsv2011 big trees grow from little seeds-roger bignhamServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
The client expressed a need for formal procedures to be documented for Tusculum College's annual phonathon campaign. Currently there are no guidelines for other staff to follow if the phonathon supervisor is unavailable. Additionally, changes made to the campaign each year are not recorded. The client wants a procedure manual created to ensure consistency. The client also wants the hiring process for student callers and methods for determining gift ask amounts to be standardized and documented. This will help the phonathon run smoothly and meet its goals even if staff responsibilities change.
The Holon Institute of Technology in Israel launched a science shop initiative to promote problem-based learning through partnerships between students, faculty, and civil society organizations. In the first year, 10 projects were carried out through service learning courses, expanded final projects, and extracurricular problem-based learning involving 70 students, 7 faculty, and 2 staff who contributed over 5,000 hours. Projects addressed issues like playgrounds for disabled children and vocational training. Evaluations found students highly engaged but noted room for improvement in organization and community contact.
Presentation to Admissions staff on the Global Citizenship Programbumbaugh
Now that a new general education program has been approved, we begin implementation. This presentation reviews the genesis and rationale of the program, the program structure and content, and the implementation process -- all in terms relevant to prospective students and those who interact with them in the admissions process
Presentation by Paul Manners at Engage 2009, University of Bristol. The presentation introduces the National Coordinating Centre for Public Engagement and the Beacons for Public Engagement.
The document outlines the requirements of the Sexual Harassment of Women at Workplace (Prevention, Prohibition & Redressal) Act 2013 in India, including mandating that organizations with 10 or more employees form an Internal Complaints Committee, constituting a Local Complaints Committee at the district level, and requiring every committee to have a third party representative. It also advertises a certification program for becoming a certified third party facilitator which involves a 12-hour in-person training, 3-hour online course on understanding the law, and an opportunity to become an expert on the topic through a scholarship, mentoring, research, and joining a pool of trainers.
Round Table Confrence to address the 'Shrinking Civic Space in Asia and the Pacific' Organised by UNDP Regional Hub, Bangkok
a) Focus agenda on inclusive economic development and human safety & security in everyday life
b) Conversations aimed to build mutual understanding, holistic perspectives and interpersonal trust
The document discusses building the capacities of the next generation of community-based participatory researchers. It summarizes a workshop on this topic held in New Delhi, India in April 2015. The workshop brought together experts from academia and civil society who discussed strategies for training students in participatory research methods and building partnerships between universities and communities. Key challenges mentioned include a lack of training opportunities in participatory research and difficulties in securing resources to support community-engaged teaching and research. Participants shared ideas and experiences from different regions on promoting participatory research through experiential learning, creating "social laboratories" on campus, and fostering champions and networks of support.
Presentation made at the ‘Building Capacities Of The Next Generation Of Community-Based Participatory Researchers’ workshop at PRIA on 10th April 2015.
Presentation made at the Symposium on “Mainstreaming university-community research partnerships” at Indian Habitat Center on 9th April 2015, Organized by PRIA.
PRIA Events
Talk on "Money in Politics” by Mr. Sam van der Staak, Senior Programme Manager, Political Parties Team, International IDEA.
Date and Venue: Wednesday, 25 February 2015, 3.30-5.00 pm
Mr. Sam van der Staak, Senior Programme Manager, Political Parties Team, International IDEA gave a very interesting and informative talk on the topic of Money in Politics. The talk was attended by PRIA staff and development executives from several Delhi based NGOs. Mr. Staak was particularly happy to see the women’s participation in the event and said that the discussion on politics should not be limited to men.
The document describes the Student Teacher Aesthetic Role-sharing (STAR) approach used at Universitas Gadjah Mada in Yogyakarta, Indonesia. STAR is based on local wisdom principles called Patrap Triloka, which involve three main teacher behaviors - Niteni, Nirokake, and Nambahi. The goal of STAR is to build students' characters and create a learning community through constructive and self-directed learning, with teachers acting as facilitators. The implementation of STAR at UGM involves socializing the concept, providing grants for trials, and gradually disseminating it to encourage interaction, skills, leadership, and self-confidence in students.
Role of Universities in Lifelong Learning and Sustainable Development, post 2015.
By Heribert Hinzen at Festival of Learning, Yogyakarta, Indonesia
18-Nov-2014 to 21st Nov 2014
Dr. Rajesh Tandon, President, PRIA delivered a Key note address in the National Conference on Adult Education held from 24-25 September 2014 at Tashkent. He spoke on Youth and Inclusive Citizenship: Challenges and Opportunities
Bridging “Transitions” : Scaling up support, policies, mechanisms and institutions.
Ajay Mohan Goel
Director,
Skill Development Network, Wadhwani Foundation
Youth and Inclusive Citizenship Workshop, 8-10th September 2014
Global and Regional Overview of Trends, Policies & Challenges in Youth Education. Youth and Inclusive Citizenship Workshop, 8-10th September 2014
https://priaaspbae50.wordpress.com/
The ASPBAE General Assembly in 2012 mandated that youth issues become a priority agenda. ASPBAE has since worked to build a constituency of marginalized youth in Asia Pacific through consensus building, capacity building, facilitating youth participation, and documenting youth experiences. Key activities include forming a working group on youth issues, holding meetings in Jakarta and New Delhi to develop policy recommendations, and providing capacity building opportunities for youth through various forums and workshops.
Shared Aspirations of Youth Today: Learning Skills for Life & Work. Stories of Empowerment & Community Leadership. Presentations by youth from participant countries. - Youth and Inclusive Citizenship Workshop by PRIA and ASPBAE 8-10 September 2014
http://priaaspbae50.wordpress.com
Shared Aspirations of Youth Today: Learning Skills for Life & Work. Stories of Empowerment & Community Leadership. Presentations by youth from participant countries. - Youth and Inclusive Citizenship Workshop by PRIA and ASPBAE 8-10 September 2014
http://priaaspbae50.wordpress.com
Country specific presentation at the Youth and Inclusive Citizen Workshop organized by PRIA and ASPBAE from 8-10th September 2014 http://www.didibahini.org/index2/index.php
Causes Supporting Charity for Elderly PeopleSERUDS INDIA
Around 52% of the elder populations in India are living in poverty and poor health problems. In this technological world, they became very backward without having any knowledge about technology. So they’re dependent on working hard for their daily earnings, they’re physically very weak. Thus charity organizations are made to help and raise them and also to give them hope to live.
Donate Us:
https://serudsindia.org/supporting-charity-for-elderly-people-india/
#oldagehome, #donateforeldersinkurnool, #donateforelders, #donationforelders, #donateforoldpeople, #donationforoldpeople, #sponsorforelders, #sponsorforoldpeople, #donationforcharity, #charity, #seruds, #kurnool, #donateforoldagehome, #oldagehomedonation
Presentation by Julie Topoleski, CBO’s Director of Labor, Income Security, and Long-Term Analysis, at the 16th Annual Meeting of the OECD Working Party of Parliamentary Budget Officials and Independent Fiscal Institutions.
How To Cultivate Community Affinity Throughout The Generosity JourneyAggregage
This session will dive into how to create rich generosity experiences that foster long-lasting relationships. You’ll walk away with actionable insights to redefine how you engage with your supporters — emphasizing trust, engagement, and community!
FT author
Amanda Chu
US Energy Reporter
PREMIUM
June 20 2024
Good morning and welcome back to Energy Source, coming to you from New York, where the city swelters in its first heatwave of the season.
Nearly 80 million people were under alerts in the US north-east and midwest yesterday as temperatures in some municipalities reached record highs in a test to the country’s rickety power grid.
In other news, the Financial Times has a new Big Read this morning on Russia’s grip on nuclear power. Despite sanctions on its economy, the Kremlin continues to be an unrivalled exporter of nuclear power plants, building more than half of all reactors under construction globally. Read how Moscow is using these projects to wield global influence.
Today’s Energy Source dives into the latest Statistical Review of World Energy, the industry’s annual stocktake of global energy consumption. The report was published for more than 70 years by BP before it was passed over to the Energy Institute last year. The oil major remains a contributor.
Data Drill looks at a new analysis from the World Bank showing gas flaring is at a four-year high.
Thanks for reading,
Amanda
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New report offers sobering view of the energy transition
Every year the Statistical Review of World Energy offers a behemoth of data on the state of the global energy market. This year’s findings highlight the world’s insatiable demand for energy and the need to speed up the pace of decarbonisation.
Here are our four main takeaways from this year’s report:
Fossil fuel consumption — and emissions — are at record highs
Countries burnt record amounts of oil and coal last year, sending global fossil fuel consumption and emissions to all-time highs, the Energy Institute reported. Oil demand grew 2.6 per cent, surpassing 100mn barrels per day for the first time.
Meanwhile, the share of fossil fuels in the energy mix declined slightly by half a percentage point, but still made up more than 81 per cent of consumption.
The Power of Community Newsletters: A Case Study from Wolverton and Greenleys...Scribe
YOU WILL DISCOVER:
The engaging history and evolution of Wolverton and Greenleys Town Council's newsletter
Strategies for producing a successful community newsletter and generating income through advertising
The decision-making process behind moving newsletter design from in-house to outsourcing and its impacts
Dive into the success story of Wolverton and Greenleys Town Council's newsletter in this insightful webinar. Hear from Mandy Shipp and Jemma English about the newsletter's journey from its inception to becoming a vital part of their community's communication, including its history, production process, and revenue generation through advertising. Discover the reasons behind outsourcing its design and the benefits this brought. Ideal for anyone involved in community engagement or interested in starting their own newsletter.
1. Mobilizing Resources for Building
Capacity in Community-based
Participatory Research: Experiences
from Hong Kong
Dr. Carol MA Hok Ka
Associate Director, Office of Service-
Learning, Lingnan University
2. • How do we mobilizing resources?
• You need to believe what you are doing!
• Be persistence
• Be energetic
• Be Passionate
• Be Willing to Change
3. Logo of OSL
The square shape
emblems traditional
learning approaches
which emphasize texts,
lecture and learning
within school context.
Butterflies is the symbol
of growth in joining
Service-Learning programs.
The “S” in the logos stands for
“students” and “service”
The blue background symbolizes creativity and infusion
of a warm and caring culture to the serving community.
The word “learning”
breaches the square,
showing the interaction
between book
knowledge and service
practicum and also
implying our attitude to
encourage students to
think out-of-the-box
when practising Service-
Learning.
Since 2006…
4. Mission of OSL
To enhance learning and
teaching efficacy through
Service-Learning
To promote Lingnan
University’s motto “Education
for Service”
To provide reciprocal benefits
to the participants and the
community
To produce a positive
developmental impact on
student learning and growth
7. Research Grant/Donation/ Project Fund
Years Name of the Project Amount (HKD)
2004-2005 Service-Learning and Research Scheme funded by Kwan Fong Charitable
Foundation
$1,000,000
2006-2014 Service-Learning and Research Scheme and Office of Service-Learning funded by
Mr. Michael Leung
$5,000,000 (With
1:1 matching)
2006-2013 Village Adoption Project in Yunnan funded by Deloitte, China $2,000,000 (With
1:1 matching
2006-2015 Service-Learning Programs and Developments funded by Lingnan Foundation $6,770,108
2007-2009 Service-Learning Developments sponsored by United Board $667,800 (with 1:1
matching)
2008-2012 Service-Learning Elder Academy sponsored by Elderly Commission & Labour and Welfare Bureau $800,000.
2009-2011 Wofoo Leadership Network Series: Service-Learning Stars of Lingnan sponsored by Wofoo Social
Enterprises
$515,000 (With 1:1
matching)
2010-2011 Yang, M., Webster, B.J., Chau, A. & Ma, C. Student moral identity development through service
learning at university. University Seed Funding for Basic Research
$240,000
2010-2011 Waste Management Project for Promoting Green Leaders in Tuen Mun 2010-2011 funded by
Environmental Protection Department
$783,290
2011-2012 Sustainable Development Fund Project: Combating Climate Change: Energy Saving and Carbon
Emission Reduction in Buildings funded by Sustainable Development Division
$861,350
2011-2012 Teaching Development Grant Project: Using Service-Learning as a pedagogy for the enhancement
of student's learning funded by Teaching and Learning Centre, Lingnan University
$213,800
2011-2013 Service-Learning Promotion in China sponsored by United Board $808,500 (with
matching)
2011-2013 Health Care and Promotion Fund Seed Funding Scheme: Using ‘Think, Act, Contribute’ as a unique
way to promote healthy living in Tuen Mun District funded by Food and Health Bureau, HKSAR
$497,700
February
2012
Yang, M., Ma, C. & Webster, B.J., Chau, A. HK Whole Person Development through Multicultural
Service Learning Experience for Hong Kong Undergraduates (Phase I)
$100,000
2012-2013 Teaching Development Grant Project: Teaching and Learning Global Citizenship through Service-
Learning funded by Teaching and Learning Centre, Lingnan University
$196,880.
2012-2014
2012-2015
Sustainable Development Fund Project: Cultural Sustainable Project through a group of Cultural
Service-Learning Ambassadors funded by Sustainable Development Division
Using Service-Learning to develop students’ Service Leadership at Lingnan University funded by Li
& Fung Foundation
$1,200,144
$1,500,000 (with
matching)
2013-2015 Teaching Development Grant Project: Improving the implementation of Service-Learning at Lingnan
- Faculty training, development and resources (TG14A5)
$362,900
2015-2017 2014 UGC Teaching Excellence Award Grant Project with CityU, HKU and PolyU: Serve, Learn, and
Change: Youth Empowerment Project
$450,000
8. Content
• Supports for CBRP in Hong Kong
– Government resources
– Community resources (Foundation/
Corporation)
– University-Internal fund
9. Supports for CBPR in Hong Kong
Sources Advantages Disadvantages
External Government More lavish More competitive
Community
Internal University-Internal Less competitive Smaller amount
Biggs & Tang(2011)
10. Supports for CBPR in Hong Kong –
Government Resources
Knowledge
Transfer
Fund
“The systems and processes by which knowledge,
including technology, know-how, expertise and skills
are transferred between higher education institutions
and society, lead to innovative, profitable or economic
or social improvements” (UGC Report, 2012)
Public Policy
Research
Fund
7 Main Research Areas which related to HK’s current and
long term development are recommended: (a) land and
housing; (b) poverty and ageing/retirement protection; (c)
political development and governance; (d) external
economy; (e) social issues; (f) economic development; and
(g) environmental protection
UGC GRF
(General
Research
Funding)
“Potential for social, cultural or economic application”
11. Supports for CBPR in Hong Kong –
Government Resources
Examples of UGC projects awarded in 2014/15:
Project Title
Principal
Investigator
Institution Panel
Subject
Area
Year
Amount in
HK$’000
Does work relationship matter?
Enhancing the effect of work
relationship between frail older people
and live-in foreign domestic helpers
on subjective well-being of older
people
Dr CHONG
Ming Lin
Alice
The City
University of
Hong Kong
Humanities
& Social
Sciences
Social
Sciences
2014 779.48
"Cross-border production of vegetable
for Hong Kong: The impact on land,
environment and the communities"
Dr Chen Yun-
chung
Lingnan
University
Humanities
& Social
Sciences
Social
Sciences
2014 792.9
"Neighborhood Characteristics,
Parental Practices and Immigrant
Children¡¦s Academic Performance
and Non-Cognitive Skills in Hong
Kong"
Dr Zhang
Zhuoni
The City
University of
Hong Kong
Humanities
& Social
Sciences
Social
Sciences
2014 534.3
12. Supports for CBPR in Hong Kong –
Community Resources
• partner with Government and non-
profit-making agencies
• Funding for supporting the health
promotion in Tuen Mun district
• improve the quality of life of the Hong
Kong people in six main areas,
namely: Promoting A Healthy Living,
Lending A Hand & Volunteering,
Creating Possibilities, Developing
Sports, Fun & Games, Cultivating
Arts & Culture and Preserving &
Creating Jobs.
Examples:
The Hong Kong Jockey Club Charities Trust (link)
13. Supports for CBPR in Hong Kong –
Community Resources
• Funding from Government’s District-based Signature Project
Scheme
– 30millions (5 years) to launch Youth development project and impact
study
– Promotion of youth development in Tuen Mun
– Focus on youth development among ethnic minorities (Department of
cultural studies), population aging (Department of Sociology and
Social Policy), environmental protection (Department of political
sciences) and community heritage conservation (Department of
Visual Studies)
– Work with different academic departments to do project and joint-
research study
Examples:
Yan Oi Tong’s (Tuen Mun) Collaboration (link)
Sources: Signature Project Scheme, House Affairs Department, Hong Kong, Retrieved from http://www.had.gov.hk/en/sps.htm
14. Supports for CBPR in Hong Kong –
University-Internal Resources
• To support staff’s effort in applying for GRF/ECS. As such,
its purpose will be limited to supporting unsuccessful
GRF/ECS proposals that are of “good quality”
Example of university’s DG funded projects
In Lingnan University…
Direct Grant for Research (DG) (link)
Project Title
Principal
Investigator
Department Year
Amount in
HK$’000
Study of Art as a Language for Children under
FCPSU (TM) (Family and Child Protective
Services Unit, Tuen Mun)
Prof. LAW Suk-
mun Sophia
Visual Studies 2013-14 110
16. References
Israel, B.A., Schulz, A.J., Parker, E., Becker, A.B. (1998). Review of
Community-Based Research: Accessing Partnership Approaches to
Improve Public Health. Annual Review of Public Health, 19, 173- 202.
U.S. Department of Health & Human Services. (2012). Community-based
participatory research. Retrieved from http://obssr.
od.nih.gov/scientific_areas/methodology/community_based_
participatory_research/index.aspx
Laurie van Egeren (2007). Embedding Community-Based Participatory
Research in Service-Learning. Campus to campus partnership training
week. Michigan State University.
Biggs, J. B., & Tang, C. (2011). Teaching for quality learning at university (4th
ed.). Buckingham, England: Open University Press.
ShapeThe square shape emblems traditional learning approaches which emphasize texts, lecture and learning within school context. OSL believes that knowledge and skills are derived from books and school as well as learning from doing and engaging in the community. The word “learning” breaches the square, showing the interaction between book knowledge and service practicum and also implying our attitude to encourage students to think out-of-the-box when practising Service-Learning.
ButterfliesIt is the symbol of growth in joining Service-Learning programmes. OSL expects students will have their personal growth accelerated through engaging in various Service-Learning opportunities. The growth also takes place in participating stakeholders and the society. The “S” in the logos stands for “students” and “service”, the two essential elements in the success of implementing Service-Learning.
ColourThe blue background symbolizes creativity and infusion of a warm and caring culture to the serving community.