Innovation through partnerships and collaboration in TVET v0.1 wpWorkforce BluePrint
Worldwide, Technical Vocational Education and Training (TVET) aims to be a solution that solves a number of big problems. These problems fit into the four main categories of human rights, business and industry needs, government policy and individual aspiration.
Alongside the human rights aspects of TVET with the foundation of education, employment, equity, happiness, health and safety there are a number of business and industry need including:
Entrepreneurship and innovation
Growth and expansion
Priorities based upon industry advice and workforce demand
Regional development
Standardisation of delivery and assessment as well as production/quality certification (of goods)
Turnover and profit
Waste management
Government policy generally focusses on job creation, raising the educational attainment levels, providing a skilled workforce for businesses and industry plus addressing any barriers to engagement. Barriers may include the pool of people, in other words the sheer number of people to be developed, youth unemployment and participation rates, misalignment of the TVET system to business and industry needs.
This key note presentation focuses on innovation through partnerships and collaboration through TVET addressing business and industry needs as well as regional development that underpins economic development.
Innovation through partnerships and collaboration in TVET v0.1 wpWorkforce BluePrint
Worldwide, Technical Vocational Education and Training (TVET) aims to be a solution that solves a number of big problems. These problems fit into the four main categories of human rights, business and industry needs, government policy and individual aspiration.
Alongside the human rights aspects of TVET with the foundation of education, employment, equity, happiness, health and safety there are a number of business and industry need including:
Entrepreneurship and innovation
Growth and expansion
Priorities based upon industry advice and workforce demand
Regional development
Standardisation of delivery and assessment as well as production/quality certification (of goods)
Turnover and profit
Waste management
Government policy generally focusses on job creation, raising the educational attainment levels, providing a skilled workforce for businesses and industry plus addressing any barriers to engagement. Barriers may include the pool of people, in other words the sheer number of people to be developed, youth unemployment and participation rates, misalignment of the TVET system to business and industry needs.
This key note presentation focuses on innovation through partnerships and collaboration through TVET addressing business and industry needs as well as regional development that underpins economic development.
В докладе я расскажу, почему современный контроль качества – это действительно сложная и интересная отрасль для настоящих инженеров! И почему я хочу, чтобы больше талантливых инженеров выбирали QA вместо разработки.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The Annual Report represents an overview of DFEEST’s achievements, governance, workforce management and financial performance. It also outlines progress made towards achieving our objectives in South Australia’s Strategic Plan.
В докладе я расскажу, почему современный контроль качества – это действительно сложная и интересная отрасль для настоящих инженеров! И почему я хочу, чтобы больше талантливых инженеров выбирали QA вместо разработки.
Education for Sustainable Development: Complementing Initiatives for EFA (Feb...jbacha
Introductory presentation on practical linkages between EFA and Education for Sustainable Development (ESD) in the area of skills and quality education. Delivered to EFA Coordinators (policy officials) from 10 countries at the ’South-East Asia EFA Mid-Term Policy Review Conference’ held in Jomtien, Thailand on 18-21 February 2008
Trifocalization of Philippine Education SystemRizaMendoza10
Reported By Mr. Emmanuel Magsino in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics
The Annual Report represents an overview of DFEEST’s achievements, governance, workforce management and financial performance. It also outlines progress made towards achieving our objectives in South Australia’s Strategic Plan.
Masters in Public Administration with LLB, have almost 18 Years working experience on management and technical assignments, in Development, Governance, Advocacy and Humanitarian context. Started career from development sector, worked on poverty Alleviation, livelihood development & women empowerment, then as civil servant and finally joined development sector. Trained specifically on human & Child Rights protection, have diverse experience of working in fragile settings and conflict affected areas including FATA and; on hard core governance aspects.
Presently working as a Governance Specialist focusing on Policy Reforms for good Governance & rule of Law and also; Economic Growth and Job Creation, Service Delivery and Rapid Response. Managed Youth Economic Empowerment program for 14000 rural youth of south Punjab (65%Women) through Technical Vocational Educational Training (TVET) (2013-2015) and also; a complex program of Institutional capacity building for Islamabad Police with association of Ministry of Human rights from 2010 to 2013, the core objective was Human/Women & Child rights Protection. Deputed to supervise relief projects for 2010 flood hit areas in province of Sindh and Punjab; the interventions included cash programming, immediate relief and infrastructure development. Coordinated a landmark project of USAID of Fata development program (2008-2010) for sustainable Livelihoods and Peace building, this also included food security & shelter program for IDPs of South Waziristan Agency after Military operation against terrorists in 2009 as part of peace building process. Mainstreamed social protection of Earthquake hit people particularly for establishment of Social Protection mechanism for women and children in hardest and conflict Area with UNDP in 2008. Administered Institutional Capacity building of Judiciary in Federal Judicial Academy to make it a center of excellence under Access to Justice Program (Asian Development Bank) from 2003 to 2008.Foster Government led development and Poverty eradication through financial assistance projects of Pakistan Bait ul Mal (Govt of Pakistan) from 2000-02 and also worked for community development through donor funded projects by two local NGOs from 1997 to 2000.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. About ATI
Administrative Training Institute is
the apex training institute in the
state.
Established in 1972.
Aspires to identify the training needs
of all categories of government
servants, design appropriate training
programmes and impart training
effectively to the civil servants in the
state.
3. Objectives
To keep updating and enhancing
professional knowledge and
skills needed for better
performance of individuals and
organizations, to promote better
understanding of professional
requirements and to bring about
the right attitudinal orientation.
4. Mission
Help government departments tackle
their challenging and complex public
administration issues with a view to
make continuous improvement in
their performance.
To develop ATI into a regional
institute of excellence through
building up the knowledge in core
areas of public administration,
management, research, consultancy
and training competencies.
5. Core Values
Create a culture of continuous
learning and change.
Practice the culture of
management that we preach.
Always applying our heart to the
knowledge and wisdom.
Strive for leadership in our areas
of work.
6. DMC setup
The Disaster Management Cell,
Administrative Training Institute, Kohima
was set up in March 2005 with a view to
generate awareness amongst the various
stakeholders and the community in general.
The cell has been assigned with the
responsibility of capacity building in the
State by means of organizing workshops,
seminars, training and orientation
programmes, preparing IEC materials and
documenting best practices followed in the
state in relation to Disaster Management.
Nodal institute for awareness generation.
10. Mock Drill at Government Higher Secondary School, Jalukie
11. Mock Drill at Government Higher Secondary School, Tuensang
12. Mock Drill at Government Higher Secondary School, Wokha
13. Search & Rescue at Government Higher Secondary School, Wokha
14. Mainstreaming of Disaster Management
Foundation course of Nagaland
Civil Service (Probationers).
Secretariat Services Foundation
Course.
Almost all the training
programmes conducted in ATI
has Disaster Management topic
as a component.
15. Future action plans
Linkage with other Departments/Training
Institutions:
- SCERT, SIRD, DIET, EBRC.
- Engineering Departments.
- I&PR / Doordarshan.
- Town & Country Planning.
- Nagaland University.
- Insurance.
Linkage with NGOs/CBOs for awareness
generation.
Gender Issues in DRM.
Documentation of Disasters in Nagaland.
Documentation of Best Practices/Community
coping mechanisms.
Developing of IEC materials.
Vulnerability analysis of the whole state.
16. Sustainability
Fund allocation for Disaster Risk
Management Programmes from the
Departments Annual Budget.
Research & Documentation.
Encadrement of Disaster
Management Cell to Administrative
Training Institute.
17. Problems faced
Lack of response from the
departments.
TA/DA of the participants.
(19/6/2007 SSC meeting minute No.
9)
Non-performance from concerned
departments.
Funds to carry out the future action
plans/trainings.
Lack of ownership.