The document discusses capacity development for Education for All through the CapEFA Programme. It provides an overview of CapEFA's conceptual framework, operational tools including capacity assessments and guidance notes, and examples of results in countries like Senegal. The conceptual framework addresses leadership, institutional capacities, quality and equity, organizational capacities, and knowledge generation. The capacity assessment tool is used to evaluate capacities across these dimensions and develop capacity development plans.
Learning Across Borders; A Monitoring, Evaluation, and Learning Framework for...MasterCardFoundation
The monitoring, evaluation and learning design of the MasterCard Foundation Scholars Program. Theory of Change, logic model and learning questions. Design challenges and solutions.
Learning Across Borders; A Monitoring, Evaluation, and Learning Framework for...MasterCardFoundation
The monitoring, evaluation and learning design of the MasterCard Foundation Scholars Program. Theory of Change, logic model and learning questions. Design challenges and solutions.
Ll from over 200 projects presentation fileKMIRC PolyU
The talk summarises the lessons learnt from nearly 200 cases of Knowledge Management journeys by Hong Kong and Asian enterprises. Much of the data is gained through the extensive number of student, consultancy and research projects carried out or supervised by KMIRC staff at private companies, non-profit social services organizations and government departments.
A presentation reporting the first year of an employer engagement project. The presentation focus is on the structural capital of the developng project.
For more details see www.reednet.org, www.lydiaarnold.net
More than seventy members attended the CANQATE Annual General Meeting on October 6, 2016 at the Arthur Chung Convention Centre, Georgetown Guyana. Read the President's Report presented to members...
Ll from over 200 projects presentation fileKMIRC PolyU
The talk summarises the lessons learnt from nearly 200 cases of Knowledge Management journeys by Hong Kong and Asian enterprises. Much of the data is gained through the extensive number of student, consultancy and research projects carried out or supervised by KMIRC staff at private companies, non-profit social services organizations and government departments.
A presentation reporting the first year of an employer engagement project. The presentation focus is on the structural capital of the developng project.
For more details see www.reednet.org, www.lydiaarnold.net
More than seventy members attended the CANQATE Annual General Meeting on October 6, 2016 at the Arthur Chung Convention Centre, Georgetown Guyana. Read the President's Report presented to members...
Linkedin est un formidable outil de référencement naturel. Vous voulez mettre en valeur vos compétences, capter des prospects pour votre business ou rechercher un point de vue d’experts ? Exploitez à fond l’outil ! En plus c’est gratuit !
Bénéfices des blogs dans votre communication sur les médias sociauxUp 2 Social
Avec Internet, les consommateurs ont pris le pouvoir ! L’enjeu pour les marques est de créer une relation et converser avec eux.
Ces conversations ont lieu sur les médias sociaux, les réseaux sociaux bien sûr mais aussi les blogs, c’est pourquoi les marques mettent en valeur leurs présences sur ces médias.
Elles créent des contenus pour tisser et entretenir la conversation avec leurs communautés, contenus qui seront diffusés sur leur blog et partagés sur les réseaux sociaux.
En donnant du sens à leur présence sur ces médias sociaux, les blogs permettent aux marques d’établir une communication relationnelle avec les consommateurs.
Le blog est un outil de communication qui symbolise le dynamisme, il permet à une marque de se démarquer de la concurrence et d’avoir un réel impact sur sa cible.
Digital Skills for FAIR and Open Science dri_ireland
As part of a webinar series on Open Research in Ireland, the National Open Research Forum (NORF) presented a webinar focused on skills, incentives & rewards for Open Research on 13 April 2021. This presentation is on the topic of Digital Skills for FAIR and Open Science and was delivered by Iryna Kuchma (Electronic Information for Libraries [EIFL], European Open Science Cloud [EOSC] Working Group on Skills and Training).
Presented on behalf of the Australian Government, Department of Education, Skills and Employment and for the Ministry of Education for the Government of India. On the 20 November 2020
Abstract: Over the last 20 years distance, and now online learning, has evolved in unexpected and unprecedented ways due to the emergence of a variety of factors. These include but are certainly not limited to the advent of social media, the strengthening of wireless internet, particularly to internet optimised mobile devices, a new wave of learning management systems and the emergence of online productivity tools. There is now a strong emphasis on the role of standards within the online offering of courses, that has led to institutions being able to mediate the quality of their offerings, providing new levels of consistency and equivalence, which has risen in importance in the wake of the outbreak of COVID-19 globally. These contemporary ways of looking at online and distance learning means that there is an opportunity to consider new models of teaching that allow for more active, collaborative and authentic forms of student engagement that shift the emphasis away from teaching to learning and preparing student for the future of work. The Australian Council on Open Distance and e-Learning’s (ACODE) role, among other things, is to provide institutions with guidance and expertise on these new approaches in the distance and e-learning fields, while advocating and promoting best practise amongst its members.
This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.
Symposium 2015 : NASA and Talent Management: Close Encounters of the Three KindsPMI-Montréal
Through its flexible model of knowledge and learning services, NASA meets the development needs of practitioners, project teams, and the organization. By linking business strategy to knowledge and learning approaches, NASA provides an integrated and systematic approach to address critical skillsets for technical, leadership, and business capabilities. This approach optimizes individual competence, project team performance, and organizational learning in a way that enables NASA to meet the changing needs of its workforce.
SPEAKER BIOGRAPHY
Dr. Jon Boyle has served in several capacities in public and private sector organizations, from industrial production lines and overseas military combat units to multinational corporations, NASA flight facilities, and academia. He possesses expertise in Cognitive Neurosciences, Industrial/Organizational Psychology, Knowledge Management, Group Processes, Human Resources and Workforce Development, Business Strategy, Technology-Enabled Learning, Research and Development, and Process Improvement.
Jon currently serves as the NASA Agency Deputy Chief Knowledge Officer (InuTeq), where he contributes to the development of the overall NASA Technical Workforce through Knowledge Services. He earned a B.A. in Psychology and Biology from the University of Southern Maine; a M.Ed. from Boston University; a M.A in Industrial and Organizational Psychology from George Mason University; and a Ph.D. in Human Development from Virginia Tech, as well as participating in diverse training and certifications in technology, project management, quality-related topics, acquisition and procurement, leadership, and coaching. He currently teaches several undergraduate and graduate programs and maintains an active research and publication agenda. Jon lives in the DC Metro area with his wife Allyson, son Zachary, and twin daughters Bevin and Riley. His son Christopher recently returned from Afghanistan where he serves as a Blackhawk Crew Chief in the U.S. Army and is now stationed at Fort Belvoir, VA.
Similar to Overview: Capacity Development for Education for All (20)
2. Presentation overview Introduction: Background, scope and overview 1.Conceptual framework - Targets for CD and processes 2. Operational tools - Capacity assessments - Management Tools & Guidance Notes 3. Examples of results 4. Communications tools
3. Introduction: Background and scope Origin: Initiated in 2003 to support the objectives of UNESCO’s programme in Education – moving from focus on ‘EFA action plans’ to emphasis on capacity development (CD) Explicit CD focus: Since 2008, through the CapEFA framework (5 dimensions), complemented, since 2010 with a CD methodology helping to initiate CD processes (5 steps) C/5 Regular programme: Geographical, thematic and financial alignment with RP Thematic focus : Sector-wide policy and planning, non-formal education, teacher education, technical and vocational education and training. Supporting donors: Denmark, Sweden, Norway, Finland and Switzerland (14 million/biennium) Current coverage: Africa : Angola, Burundi , Chad , Côte d’Ivoire, DR Congo , Ethiopia, Guinea, Lesotho , (Madagascar) , Malawi, Mozambique, Rwanda, Senegal, Sierra Leone, Tanzania, Thad, Togo . Asia : Afghanistan , Bangladesh, Cambodia , Laos PDR, Nepal, Pakistan, Papua New Guinea, and East Timor . Arab States : Mauritania, Yemen, Lat Am: (Haïti) National level: Programme decentralized to FO, with technical support from all UNESCO entities through the Family Approach Regional level: Regional initiatives to support country-level action and knowledge-sharing Future: UNESCO’s priority countries for Education (LDCs, post conflict, low EDI): 2010/2011: 20 countries; 2012-2013: + 16 countries (CapEFA and others)
13. The CD interventions framework The CapEFA Programme document: 5 CD dimensions Guidance Notes Guidance Note Steps 1-3 Including TOR for CA Guidance Note for use of CA tool Capacity assessment and baseline Guidance Note Steps 4-5 Preparation of CD response The CD process Overview of the 5 steps Figure 1: Overview of CapEFA documents, methodology and tools
15. 3. Examples of results Leadership/ownership Senegal : Mise en place un comité scientifique à l’échelle nationale et des comités au niveau régional et départemental qui ont permis une mobilisation de l’expertise à tous les niveaux de pilotage du sous-secteur. En 2010, le dialogue politique s’est vu renforcé avec l’appui accompagnement du comité national pour le dialogue social créé à travers CapEPT. Institutional capacities: Analytical & planning skills Senegal : Quatre outils développés et des capacités de gestion renforcées au niveaux central et déconcentré pour alimenter l’efficacité du sous secteur à travers le système d'information (NFE-MIS), les modèles de simulation. Maitrise du stock d’analphabètes en cours avec l’accompagnement du CapEPT via l’ISU et l’agence nationale des statistiques à travers la définition du cadre méthodologique et la mobilisation des ressources pour la collecte.
16. 3. Examples of results Institutional capacities: quality and equity Senegal : Le forum initié par le BREDA/UNESCO en rapport avec les organisations de la société civile a sélectionné 12 innovations pédagogiques alternatives prometteuses de changement qualitatif qui ont fait l’objet d’une publication très usitée aujourd’hui. Sept d’entre elles sont déjà intégrées dans le plan d’action de plusieurs niveaux de gestion du système éducation (régional, départemental) et trois dans la lettre de politique sectorielle 2010. Organizational capacities Senegal : une définition fonctionnelle des rôles et responsabilités placent le niveau déconcentré et décentralisé dans la recherche de l’efficacité et de l’exigence de reddition des comptes pour plus de transparence et de performance. Des mécanismes opérationnels de coordination et de définition des rôles et responsabilités entre l’Etat, les ONG et les collectivités locales (CL) mis en place.
17. 3. Examples of results Knowledge management Senegal: Les bonnes pratiques en matière de renforcement de capacité institutionnelle et organisationnelle produites par le projet seront documentées et partagés au niveau national et dans la région ASS.