Distance learning in Brazil, access and equity demanding new skills and innovation. The Commonwealth of Learning Media Centre for Asia, September 2015.
This study aimed at finding out the economic and social returns achieved by Arab Open University graduates of 2012-2014. The sample consisted of 251 out of 1565 BA male and female graduates who voluntarily identified the sort of returns they achieved by choosing any of 43 items included in a questionnaire posted on their emails, put on the University’s site and distributed at the Alumni Club meeting in 2017. The researchers used means, standard deviations and percentages to identify the economic and social returns gained by the graduates, while they used (T Test) to find differences in these returns due to gender and (One Way ANOVA) to know the differences in these returns due to the adequacy of the academic programs. The results showed a wide range of economic and social returns achieved by the graduates, as a result of the open learning style in the University, while no significant differences were noticed in these returns due to gender or specialization.
ANALYSIS OF TEACHING AS A PROFESSION IN THE CONTEXT OF HIGHER EDUCATION; and a review of challenges that teachers in the 21st century need to address, due to diverse societal and technological advancement.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
This study aimed at finding out the economic and social returns achieved by Arab Open University graduates of 2012-2014. The sample consisted of 251 out of 1565 BA male and female graduates who voluntarily identified the sort of returns they achieved by choosing any of 43 items included in a questionnaire posted on their emails, put on the University’s site and distributed at the Alumni Club meeting in 2017. The researchers used means, standard deviations and percentages to identify the economic and social returns gained by the graduates, while they used (T Test) to find differences in these returns due to gender and (One Way ANOVA) to know the differences in these returns due to the adequacy of the academic programs. The results showed a wide range of economic and social returns achieved by the graduates, as a result of the open learning style in the University, while no significant differences were noticed in these returns due to gender or specialization.
ANALYSIS OF TEACHING AS A PROFESSION IN THE CONTEXT OF HIGHER EDUCATION; and a review of challenges that teachers in the 21st century need to address, due to diverse societal and technological advancement.
Corruption in the education sector www.transparency.org TI Working Paper # 04/2009 accompanied by monitoring and adequate capacity building measures. With more people and administrative levels involved in education finance, opportunities for fraud and corruption have also risen. Reforms can create confusion about respective responsibilities and resource flows, leaving those within the education system unclear about the changes and their rights under the new system. Budget allocation. Countries with high levels of corruption invest less in public services, leaving the education sector under-funded.7 Resources may be channelled from schools in need, especially in rural areas, to those that are already privileged, such as in more urban regions. Funding also may be allocated based on where there are greater opportunities for private gain. Large contracts for building schools, buying textbooks or running meal programmes offer the potential for kickbacks, bribery, nepotism and favouritism. In addition, allocations to schools may be made using falsified data, such as inflated enrolment numbers. This uneven distribution of resources tends to benefit better-off students to the detriment of the poor and affects the equity of a nation’s education system. Off- budget allocations are particularly risky, especially when foreign donors provide direct financing to schools and bypass government departments or civil society organisations (CSOs) that could act as intermediaries.8 Budget execution. Earmarked resources may never reach schools and universities. In schools studied in Ghana and Uganda as part of TI’s Africa Education Watch, it was common to find payments each term delayed up to one year (see sidebar). Instead, finances may be embezzled by officials, misused in rigged tenders, or lost to administrative inefficiencies. Contract specifications may target a specific supplier and closed tendering processes may exclude potential bidders or lead to inflated prices. The extent of these 'resource leakages' can be sizable. According to countries surveyed by the World Bank, between 10 and 87 percent of non-wage spending on primary education is lost.9 As a result, textbooks may be of poor quality and insufficient quantity, the building infrastructure of teaching institutions may collapse, toilets may not be built and learning materials may go undelivered (see sidebar on pg. 4). Use of education resources. Funds that reach schools may not be used according to their intended purpose. Textbooks may be sold instead of being freely distributed, illegal payments may be made by school authorities using falsified receipts or the quantity of goods purchased may be inflated. Counteracting these abuses is further complicated when book keeping at the school-level is not audited or conducted at all. Findings from Morocco and Niger suggest 64 percent of primary schools lack any accounting system.10 What can be done? Transparency and access to information are essential to control
Philippines Education Industry Trends, Share, Size, Developments and Future O...Ken Research Pvt ltd.
Philippines Education Industry Outlook to 2018 – Next Wave of Growth Driven by Test Preparation, Teacher Training and Vocational Training Segment presents a comprehensive analysis of the industry covering aspects including market size in terms of revenues, enrollments, establishments and faculty-student ratio. The report also entails a detailed analysis of the market segmentation on the basis of K-12, higher education, technical and vocational training, test preparation, private tutoring, e-learning and teacher training and education by different categories on the basis of revenues, enrollments and establishments. The report provides the company profiles of the major players operating in the test preparation, technical-vocational training, teacher training and education, K-12, higher education and e-learning market in Philippines. The report also highlights the major trends and developments of all the segments in Philippines education industry over the years. Future analysis of the industry along with its various market segments is provided on the basis of revenues over the next five years.
Philippines education industry has showcased a significant growth in the past decade owing to the adoption of the enhanced basic education model. The financial support and aid from the foreign countries such as Australia, Canada, US and others have been aiding the Philippines government in restructuring the education system in the country. The several programs and initiatives have been taken by the Philippines government to improve the quality of education in the country. The increasing investments by the government and other local and foreign agencies for the provision of universal access to quality education at all levels to the Filipinos are likely to boost the total number of enrollments and establishments in the education industry in Philippines.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
Untuk memiliki dampak yang nyata, agenda pendidikan pasca-2015 harus jelas didefinisikan dan terukur. Hal ini mensyaratkan secara tepat pendefinisian konsep yang disampaikan dalam setiap target serta serangkaian yang telah disepakati berdasarkan indikator pada data yang akurat dan dapat diandalkan sesuai standar internasional guna memastikan perbandingan yang valid antar berbagai negara dan dari waktu ke waktu.
Beberapa usulan target sudah dapat diukur dengan indikator yang ada, sementara yang lain masih harus dikembangkan. Sebagai tanggapan, UNESCO Institute for Statistics mengkoordinasi kelompok penasehat teknis yang mencakup para ahli dari UNICEF, Bank Dunia, OECD, Laporan Pemantauan Global PUS dan UNESCO.
Tugasnya adalah untuk mengidentifikasi dan meninjau indikator yang sudah ada yang bisa digunakan untuk agenda pendidikan yang baru dan membantu untuk mengembangkan langkah-langkah baru untuk memantau perkembangan pendidikan global.
Agenda pendidikan masa depan harus memberikan pendekatan umum untuk pemantauan tujuan internasional, sekaligus menawarkan fleksibilitas untuk merespon aspirasi negara. Oleh karena itu, selain tolak ukur global dan indikator, agenda juga akan mencakup ketentuan untuk sasaran pengaturan dan pengembangan indikator di tingkat negara yang mencerminkan prioritas tertentu dan konteksnya.
Untuk secara efektif memantau kemajuan di tingkat-negara global dan, itu akan menjadi penting untuk memperkuat mekanisme dan kapasitas negara untuk mengumpulkan dan melaporkan data secara akurat dan tepat waktu. Ini akan mendorong akuntabilitas yang lebih besar dalam tata kelola pendidikan. Pada saat yang sama, di Global mekanisme yang seperti saat ini Laporan Pemantauan Global PUS harus dipertahankan untuk memastikan bahwa kemajuan pendidikan global tetap menjadi prioritas di tingkat politik tertinggi.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Construction of Ideological and Political Education Models and Critical Think...IJERD Editor
The Chinese ideological and political education is full of Chinese peculiarity. According to Marxism, the ideological and political education is one kind of social practice which considers education as its central task. Under the new concept of educational technology, ideological and political education should also reflect the characteristics of modern technology. The paper explores three technological models of this particular education including decision model, educational activity model, and educational resources and technology model. In the teaching process, teachers can apply different models in class or after class to meet the requirements of their teaching contents and objectives. Apart from three models, the paper also discusses advantages and disadvantages of applying information technology in politics teaching. Suggestions on how to apply information technology properly and efficiently are offered in the last part of the paper
9 10.15am Challenges In Implementing A Performance Framework (P. Perczynski A...icgfmconference
Dr. Piotr Perczynski and Dr. Marta Postula discuss the challenges in implementing a performance framework through the Polish experience. The presentation highlights that there is no single international model for performance budgeting.
Equity workshop: Equity and REDD+ in the mediaIIED
Equity and REDD+ in the media: A comparative policy discourse analysis.
A presentation by Monica Di Gregorio, Maria Brockhaus, Tim Cronin , Efrian Muharrom, Levania Santoso, Sofi Mardiah and Mirjam Büdenbender, CIFOR, CGIAR, University of Leeds, Thinking beyond the Canopy.
This presentation was given at the Expert Workshop on Equity, Justice and Well-being in Ecosystem Governance, held at the International Institute for Environment and Development (IIED) in London, March, 2015.
Philippines Education Industry Trends, Share, Size, Developments and Future O...Ken Research Pvt ltd.
Philippines Education Industry Outlook to 2018 – Next Wave of Growth Driven by Test Preparation, Teacher Training and Vocational Training Segment presents a comprehensive analysis of the industry covering aspects including market size in terms of revenues, enrollments, establishments and faculty-student ratio. The report also entails a detailed analysis of the market segmentation on the basis of K-12, higher education, technical and vocational training, test preparation, private tutoring, e-learning and teacher training and education by different categories on the basis of revenues, enrollments and establishments. The report provides the company profiles of the major players operating in the test preparation, technical-vocational training, teacher training and education, K-12, higher education and e-learning market in Philippines. The report also highlights the major trends and developments of all the segments in Philippines education industry over the years. Future analysis of the industry along with its various market segments is provided on the basis of revenues over the next five years.
Philippines education industry has showcased a significant growth in the past decade owing to the adoption of the enhanced basic education model. The financial support and aid from the foreign countries such as Australia, Canada, US and others have been aiding the Philippines government in restructuring the education system in the country. The several programs and initiatives have been taken by the Philippines government to improve the quality of education in the country. The increasing investments by the government and other local and foreign agencies for the provision of universal access to quality education at all levels to the Filipinos are likely to boost the total number of enrollments and establishments in the education industry in Philippines.
Learning Management System LMS Challenges During Pandemic A Case Study of Goo...ijtsrd
The recent transitions of online learning during crisis have changed the entire perception of e learning. Learning Management System LMS has occupied a major role in providing resources on learning due to the advancement in technology. There should a qualitative approach towards learning through online in these services with the aim of sustainable education. This research paper is trying to critically analyse two major platforms for online learning Google classroom and Talent LMS by stressing the areas like the content management, compliance management, evaluation system, participatory platform, customised learning. The study also brings out the significance of various models and theories including TAM, diffusion of innovation, blended learning in connection to online learning. The researcher has done a case study on the relationship between two major LMS and their role on better education for future generation. There is an area in the study which gave special reference and suggestions for better usability and utilisation of these online platforms. Dr. Saranya Thaloor "Learning Management System (LMS) Challenges During Pandemic: A Case Study of Google Class Room versus Talent LMS" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31228.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/journalism/31228/learning-management-system-lms-challenges-during-pandemic-a-case-study-of-google-class-room-versus-talent-lms/dr-saranya-thaloor
Untuk memiliki dampak yang nyata, agenda pendidikan pasca-2015 harus jelas didefinisikan dan terukur. Hal ini mensyaratkan secara tepat pendefinisian konsep yang disampaikan dalam setiap target serta serangkaian yang telah disepakati berdasarkan indikator pada data yang akurat dan dapat diandalkan sesuai standar internasional guna memastikan perbandingan yang valid antar berbagai negara dan dari waktu ke waktu.
Beberapa usulan target sudah dapat diukur dengan indikator yang ada, sementara yang lain masih harus dikembangkan. Sebagai tanggapan, UNESCO Institute for Statistics mengkoordinasi kelompok penasehat teknis yang mencakup para ahli dari UNICEF, Bank Dunia, OECD, Laporan Pemantauan Global PUS dan UNESCO.
Tugasnya adalah untuk mengidentifikasi dan meninjau indikator yang sudah ada yang bisa digunakan untuk agenda pendidikan yang baru dan membantu untuk mengembangkan langkah-langkah baru untuk memantau perkembangan pendidikan global.
Agenda pendidikan masa depan harus memberikan pendekatan umum untuk pemantauan tujuan internasional, sekaligus menawarkan fleksibilitas untuk merespon aspirasi negara. Oleh karena itu, selain tolak ukur global dan indikator, agenda juga akan mencakup ketentuan untuk sasaran pengaturan dan pengembangan indikator di tingkat negara yang mencerminkan prioritas tertentu dan konteksnya.
Untuk secara efektif memantau kemajuan di tingkat-negara global dan, itu akan menjadi penting untuk memperkuat mekanisme dan kapasitas negara untuk mengumpulkan dan melaporkan data secara akurat dan tepat waktu. Ini akan mendorong akuntabilitas yang lebih besar dalam tata kelola pendidikan. Pada saat yang sama, di Global mekanisme yang seperti saat ini Laporan Pemantauan Global PUS harus dipertahankan untuk memastikan bahwa kemajuan pendidikan global tetap menjadi prioritas di tingkat politik tertinggi.
PERCEPTIONS OF ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC IN B...IJITE
This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.
Construction of Ideological and Political Education Models and Critical Think...IJERD Editor
The Chinese ideological and political education is full of Chinese peculiarity. According to Marxism, the ideological and political education is one kind of social practice which considers education as its central task. Under the new concept of educational technology, ideological and political education should also reflect the characteristics of modern technology. The paper explores three technological models of this particular education including decision model, educational activity model, and educational resources and technology model. In the teaching process, teachers can apply different models in class or after class to meet the requirements of their teaching contents and objectives. Apart from three models, the paper also discusses advantages and disadvantages of applying information technology in politics teaching. Suggestions on how to apply information technology properly and efficiently are offered in the last part of the paper
9 10.15am Challenges In Implementing A Performance Framework (P. Perczynski A...icgfmconference
Dr. Piotr Perczynski and Dr. Marta Postula discuss the challenges in implementing a performance framework through the Polish experience. The presentation highlights that there is no single international model for performance budgeting.
Equity workshop: Equity and REDD+ in the mediaIIED
Equity and REDD+ in the media: A comparative policy discourse analysis.
A presentation by Monica Di Gregorio, Maria Brockhaus, Tim Cronin , Efrian Muharrom, Levania Santoso, Sofi Mardiah and Mirjam Büdenbender, CIFOR, CGIAR, University of Leeds, Thinking beyond the Canopy.
This presentation was given at the Expert Workshop on Equity, Justice and Well-being in Ecosystem Governance, held at the International Institute for Environment and Development (IIED) in London, March, 2015.
Presented by Eduardo A. Vasconcellos
National Public Transport Association (ANTP), Brazil.
23rd June 2016
This talk summarises current mobility conditions and policy challenges in large Latin-American metropolitan areas. The presentation is structured in three main parts.
It will begin discussing key data on current mobility conditions – private and public transport means, financial and institutional characteristics, individual mobility conditions (mode used, cost, travel time, safety, comfort, accessibility), mobility consumptions (time, space, energy) and who generates and who endures the impacts of negative externalities (road safety, emissions and congestion). Most data come from urban mobility observatories led by ANTP (Brazil) and by the Development Bank of Latin America (CAF).
The second section proposes a comprehensive methodology to analyse urban mobility, combining technical, social, political and economic characteristics that helped to engender the high level of inequity and inefficiency observed in Latin American urban areas.
The third part analyses the existing political and economic barriers to the complex changes in the urban mobility patterns discussed before. It explores what could be proposed or implemented to improve the level of equity and efficiency on people’s mobility.
Determinants of the implied equity risk premium in BrazilFGV Brazil
This paper proposes and tests market determinants of the equity risk premium (ERP) in Brazil. We use implied ERP, based on the Elton (1999) critique. The ultimate goal of this exercise is to demonstrate that the calculation of implied, as opposed to historical ERP makes sense, because it varies, in the expected direction, with changes in fundamental market indicators. The ERP for Brazil is calculated as a mean of large samples of individual stock prices in each month in the January, 1995 to September, 2015 period, using the “implied risk premium” approach. As determinants of changes in the ERP we obtain, as significant, and in the expected direction: changes in the CDI rate, in the country debt risk spread, in the US market liquidity premium and in the level of the S&P500. The influence of the proposed determining factors is tested with the use of time series regression analysis. The possibility of a change in that relationship with the 2008 crisis was also tested, and the results indicate that the global financial crisis had no significant impact on the nature of the relationship between the ERP and its determining factors. For comparison purposes, we also consider the same variables as determinants of the ERP calculated with average historical returns, as is common in professional practice. First, the constructed series does not exhibit any relationship to known market-events. Second, the variables found to be significantly associated with historical ERP do not exhibit any intuitive relationship with compensation for market risk.
Authors:
Sanvicente, Antonio Zoratto
Carvalho, Mauricio Rocha de
FGV's Sao Paulo School of Economics (EESP)
Cost and equity implications of integrating sticks and carrots in conservatio...CIFOR-ICRAF
This presentation by Jan Börner (University of Bonn, CIFOR), Eduardo Marinho (CIFOR), and Sven Wunder (CIFOR) discusses the necessity of integrating incentive-based policies into traditional command-and-control strategies to create a sustainable conservation model.
This is a Feasibility Study conducted by a group of students "The Incorporators" from Capitol University's Bachelor of Science In Business Administration major in Marketing Management and Human resource Management.
Note: This document is not available to download, sorry for the inconvenience.
1 Student name DePaul University Office at .docxaulasnilda
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
1 Student name DePaul University Office at .docxcroftsshanon
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
This paper will introduce
connected learning, a promising approach that
uses digital media to engage young people’s
interests and instill deeper learning skills.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
Research paper on Millennium Development Goal 2- Achieve Universal Primary Education. This was written this while studying abroad through the Semester at Sea program where there was very limited access to the Internet and resources.
A transformação do ensino: Com a pandemia, a rotina escolar mudou, todos os p...Luciano Sathler
Entrevista ao Jornal O Povo - Especial 'Agir: Todos contra o coronavírus'. "“No Brasil, só na educação básica estamos falando de 50 milhões de alunos, o que demoraria talvez 15 anos para mudar vai ter uma aceleração. É claro que para isso, especialmente na educação pública, vamos ter que mudar o nosso jeito de fazer as coisas, e essa mudança implica uma valorização do professor e prover os alunos das condições tecnológicas de capacitação”, completa Luciano Sathler, do Comitê de Qualidade e do Comitê Científico da Abed."
Um guia de sugestões de rotinas para crianças
e adolescentes, com atividades físicas e projetos
conectados com o momento que estamos vivendo. Uma cortesia da International School.
e-Desafios para as Instituições de Educação SuperiorLuciano Sathler
Artigo publicado na Revista BIS do Sinepe Minas, edição julho-setembro 2019. A publicação encontra-se disponível gratuitamente e na íntegra em https://lnkd.in/emJT9V5.
Ensino Médio, possibilidades e fundamentos pedagógicos para as atividades a d...Luciano Sathler
Conselho Estadual de Educação de Minas Gerais. Plenário Aberto, dia 29 de maio de 2019. Ciclo de Debates em Temas da Educação Básica. Tema: Ensino Médio em EaD: fundamentos pedagógicos para a opção.
Por que “conteúdo correto e atualizado” é o item que encabeça a lista de elem...Luciano Sathler
Capítulo do Censo EAD.BR: relatório analítico da aprendizagem a distância no Brasil 2017, disponível em http://www.abed.org.br/site/pt/midiateca/censo_ead/1554/2018/10/censoeadbr_-_2017/2018 acesso em 02/02/2019
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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Distance learning in Brazil, access and equity demanding new skills and innovation
1. 14
Case Study
Distance Learning in Brazil, Access and
Equity Demanding New Skills and
Innovation
Dr. Luciano Sathler
Brazil has experienced strong
socioeconomic changes in recent years,
including the reduction of poverty, the
rise of a new middle class and higher
proportions of elderly people. One of the
main demands that accompanies and
drives this movement is expanding access
to higher education and the growth of
lifelong learning needs.
As it happens in other emerging
economies, the middle class is growing,
pushing more demand for higher
education. Access to tertiary education
increases social development, citizenship
and can be transformative for individual
life chances and national economic
growth.
However, in Brazil, public tertiary
education institutions have not been able
to keep pace with the rapid growth of
demand for education, leading to a
shortage of tertiary education seats.
Demand for tertiary education is
supporting the development of a private
education sector – for profit and non-
profit organizations - as changes to
Government regulation enable private
institutions to expand and complement
the public systems. The entry of private
institutions has enabled more students to
access education, driven innovation in
education systems, and helped fill urgent
labor market gaps.
Unfortunately, private tertiary education
is still unaffordable for many families. In
light of capacity issues in public systems
and the urgent need to widen education
access beyond the elite, new
approaches to financing education are a
necessity.
On the other hand, distance learning is
growing dramatically in Brazil in the last
13 years, somehow accompanying and
collaborating with the social and
economic changes that Brazilian society is
experiencing. The numbers of
undergraduate distance learning entrants
in the period between 2004 and 2008 grew
always equal to or greater than 40% per
year, reaching a peak of more than one
million and two hundred thousands
enrollments in 2013.
The percentage of students in distance
learning among all higher education
enrollments emerged from the level of
1.4% in 2002 to 16% in 2009, peaking at
19.8% in 2008, falling to 15.3% in 2013,
due to some changes in national
legislation. Almost one out of six students
enrolled in undergraduate studies in Brazil
enters into a distance learning program.
There is an expectation that the number
of distance learning enrollments
increases thrice and reach 3.1 million over
the next eight years. This expansion will
occur mainly because of a group of about
25 million people, aged between 25 and 49
years, who graduated from high school
but not enrolled in college.
Proponents of distance learning notice
that the results of the national
assessment program of higher education
courses by the Ministry of Education are
good for both on campus and distance
learning.
Only in recent decades illiteracy was
seriously faced in Brazil. However,
television is present in the vast majority
of Brazilian homes for over 40 years. The
same for cell phones in the last 10 years.
This means that in many places,
especially in the countryside, it is
common that television has become the
primary means used to inform the
population and learn about the reality
around them. Perhaps Brazilians, who look
as have less resistance in this regard, can
identify it as a factor that facilitates the
adoption of TIC.
Another important factor that drives the
adoption of distance learning and
educational technologies, including for
children and teenager’s schools, is the
Another important factor that
drives the adoption of distance
learning and educational
technologies, including for
children and teenager’s schools,
is the ease with which digital
natives adapt to this new world
and begin to show impatience
with the traditional teaching
models.
2. 15
ease with which digital natives adapt to
this new world and begin to show
impatience with the traditional teaching
models.
However, if we consider the Informal
and Non-Formal Education, a recent
survey showed that 11% of Internet
Brazilian users go to the computer for
some distance learning course.
Student profile: female and
mature1
The predominance of women among
students in distance learning courses in
educational institutions is hardly news,
even when compared to on-site courses.
They are the majority in almost all cuts,
with over 56% of the total, a percentage
very similar to that already observed in
the previous 2010, 2011 and 2012 Brazilian
Censuses for Distance Learning.
However, the only exception, which is the
group related to corporate courses,
indicates an inversion of the
predominance of men in key positions of
companies, those that generally require an
investment in training. In this type of
course, men are 54.5% of the students. As
for the students’ age, although some
younger age groups begin to show a
good presence among students in
distance learning courses, their average
age is still around 30 years or more. In
regulated full distance courses
(undergraduate and graduate, excluding
open non-corporate and corporate), for
example, 60% of all institutions surveyed
indicated that the predominant age group
of their students is from 31 to 40 years,
while only about a third of them (32%)
indicated as predominant the age group
from 21 to 30 years.
The exception is for vocational courses,
since they are directed to younger
students who are still starting their
careers. The age group of over 40 years is
also a pattern for the modalities of
blended courses and distance learning
disciplines. It should be noted that open
non-corporate courses hold the
youngest students, with 39% of
institutions indicating the
average age from 21 to 30 years.
Now, in open corporate courses,
the prevalent age range is from
31 to 40 years (63%). This mature
age will reflect on the
professional occupation of
distance learning students, since
the vast majority of them are
already in the labor market.
Among students who take
regulated full distance courses
(note that this category excludes
open and corporate courses), for
example, those who work are
almost the totality (94%).
In general, in all forms, including
blended or open courses or only
distance learning disciplines,
there is a percentage of about 90% in the
“study and work” occupational situation.
Thus, the great inclusiveness of distance
learning is emphasized, allowing people
who already entered the labor market to
return to school or to invest in their
career, even after the most appropriate
time for studying has passed. In the two
tables below, it is possible to evaluate this
fairly typical age and occupational profile
of distance learning students, according
to the types of courses and educational
level.
New skills and innovation
Distance learning is an educational
process, essentially meaning that the
educational values occupy leading
position among the different evaluative
categories that make up the human
processes. The relationship between them
is not configured as economic where
educators assume the role of providers
and learners of consumers or customers
of information. It is a partnership in which
the student improvement necessarily
goes together with the educator
improvement.1
BRAZILIAN ASSOCIATION FOR DISTANCE EDUCATION. 2013 Brazilian Census for Distance
Learning. Curitiba: Ibpex, 2013. Available in <http://goo.gl/9RWuhr>
3. 16
Distance learning is an educational
modality that demands expertise in a
multidisciplinary context, meaning that
one has to get by more than just
pedagogical knowledge. This means that
not just the domain of pedagogical
knowledge. The pedagogical mediation
and communication happens through
different teaching resources. Mediation is
educational because it isbased on a
conception of education and the
teaching-learning process purposes. It is
because it involves different
communication channels and modes of
relationship between teachers and
students, for example, synchronous or
asynchronous, unidirectional or
multidirectional; receptive or interactive,
individualized and socialized among
others. It implies different kinds of
competencies, namely Communicational,
pedagogical, technological and
management.
In an educational perspective, the
process of planning, production and
implementation of a distance learning
initiative is characterized as a class action,
dialogically built and collaborative way.
Different skills are integrated to build
alternatives to this educational modality.
From the simplest self-paced course till
the most complex system composed of
many elements and a number of variables,
teamwork is a condition for a successful
outcome.
The skills in distance education, both
general and specific, refer to learn to
know, learning to do, how to be and
knowing how to live and aim to provide a
frame of reference for the development of
actions, as well as the contents that favor
the acquisition or development.
Distance learning actions have skills of
different natures. One dimension refers to
the teaching, the structuring of teaching
and the expectations that one has
towards learning. Is associated with
pedagogical content or theme with the
information that will be part of the
Dr. Luciano is Director of Brazilian Association for Distance Education
(http://abed.org.br); Director of Distance Education at Methodist University of Sao
Paulo (http://metodista.br) and he can be reached at
luciano[dot]sathler[dot]ead[at]gmail[dot]com
process. The content of the selection
should be meaningful and should provide
the domain, the application of information
and the possibility of updating,
expanding, deepening and enrichment.
Another dimension refers to the form of
communication in distance education that
could materializes through a text of a
lecture by videoconference, a thematic
video or by the interaction of the teacher
with the student or among students. If
communication is essential in education in
general, it is also so special in distance
learning. Indeed, communication is
mediated and requires the treatment of
content and resources to the public in
order to be effective.
In the technological dimension, the
distance learning action encompasses
communication capabilities, processing
and transmission of information. The field
of communication and information
technologies should favor the selection of
means and adequate support to the
student to ensure their access and their
permanence in the educational process.
The management perspective in distance
learning regards to decision making on
the relevance of the projects developed,
the links between the various agents in
the process - human and material
resources - aiming at an integrated and
harmonious operation focusing on the
student. Mediate conflicts between
dimensions, providing solutions that
improve the quality of actions,
commitments are management, which help
to ensure a good educational work.
Distance learning initiatives, from the
simplest to the most complex, always
involve action planning, production,
validation, evaluation, and deployment.
The planning of distance learning
shares, is structured based on a
pedagogical project and includes the
analysis of the problem, the target,
defining where and how to get there, and
the evaluation of results.
Production refers to the development of
all necessary resources provided for in
educational planning, regarding the
characteristics of the public to which the
Project is intended and the
appropriateness of the selected
languages means for its realization.
The implementation is the realization, in
the field, of everything that was planned
and produced and the achievement of
educational intent by implementing the
distance learning action by people who
were aimed previously, or even to a
significant sample of this for validation of
the obtained product.
The validation and evaluation of ODL
action involve the analysis of results and
improvement decisions in the educational
process.
Distance learning calls for innovative
approaches, new skills and abilities, as
well as different forms of financing to
achieve the fullness of its democratic
capacity, in line with the digital age and
the increasing demands for Higher
Education.
Distance learning calls for
innovative approaches, new
skills and abilities, as well as
different forms of financing to
achieve the fullness of its
democratic capacity, in line
with the digital age and the
increasing demands for Higher
Education.
4. 1
Vol. 01 No. 03 September 2015
In this issue
Guest Column 02
Spotlight On 06
CEMCA News 07
Case Study 14
Book Review 17
Technology Tracking 18
SMART Tips 20
Forthcoming Events 24
From Director’s Desk
With best wishes,
RameshC.Sharma
Dear Readers,
We are happy to bring you
the third issue of CEMCA
Newsletter which also
happens to be our year-
end issue. It is packed
with news, views and updates on CEMCA’s
activities in the region, plus a host of useful
educational information.
The highlights of the issue include an article by
Prof. Dênia Falcão de Bittencourt where she
shares her experiences of research aimed at
analysing the implementation of Institutional Self-
Evaluation Methodology (ISEM), - a set of
systematized procedures, in the pedagogical
management of distance education projects.
Distance education institutions would surely
benefit from ISEM.
Recently I was reading the 2015 edition of the
Hays Global Skills Index (http://www.hays-
index.com/) published in collaboration with
Oxford Economics, on the challenge of locating
skilled workers organisations need to operate and
succeed in their businesses. The report indicates
that the “BRICs markets, once the engine of
global growth, are facing an economic slowdown
which is slackening the demand for skilled
workers in those respective countries.” Hays’
Chief Executive,Alistair Cox suggests,
“Education and training schemes need to be
better aligned and tailored to produce sufficient
levels of the skilled resources businesses need.”
Highlighting the increasing demand for education
and lifelong learning needs, Dr. Luciano Sathler, in
his timely article, reflects on access to tertiary
education in Brazil and how distance learning
could cater to the need of innovative approaches,
new skills and abilities, in line with the digital age
and the increasing demands for higher education.
In the SMART Tips section, Zaid A. Alsagoff
shares an interesting format of online learning
through a Nano Open Online Course (NOOC),
created to empower learners. It helps learners
explore, learn and be assessed (certified) on the
essentials of one competency, skill or area of
knowledge at a time, within 12 learning hours or
less. The core of a NOOC is a Nano Learning
Experience (NLE) which can be experienced online
(e.g. in a NOOC), or in a face-to-face (F2F) learning
environment. Zaid says that for a NLE, the learning
experience must include learning content,
activities, assessment and a completion-point
(certification or badge).
A number of initiatives are being set in motion for
Open Educational Resources (OER) to provide
teachers and learners access to all open resources
available, ensuring their quality, though, is a big
concern for many of us. CEMCA has developed a
set of comprehensive guidelines for Quality
Assurance of OER in a TIPS Framework.Akash
Agarwal has created a MediaWiki Extension for
quality assurances which can be integrated to an
OER you create (or add) on a wiki with the
extension (freely available under CC licence)
installed, and get feedback on the quality of the
created OER from colleagues, friends, and
educators. This MediaWiki Extension can also be
used for self-evaluation of OER quality, using the
framework and improve upon it.
MOOCs are being created and implemented by
institutions, supported by governments. The issue
you are holding in your hand carries a review of
the book, ‘MOOCs and Open Education: Around
the World’edited by Bonk, Lee, Reeves, &
Reynolds, and a special feature on the Nanyang
Technological University, a rising star in higher
education.
We also bring you the latest news and updates on
CEMCA activities in the region, in the last few
months.
We hope you enjoy reading the issue and find the
articles useful. We look forward to your feedback.