2009 Skilled Immigrant Integration The Final Frontier Metropolis Conference...Nikhat Rasheed
The document discusses a panel on enhancing employment supports for skilled immigrants at Ontario colleges. It summarizes findings from surveys of over 400 skilled immigrants and community agencies. The surveys found that skilled immigrants experience deskilling, downward mobility, and lack of support finding commensurate employment. The document also describes an audit of 15 Ontario colleges' employment services for skilled immigrants. It provides 27 recommendations to improve services, such as embedding immigrant employment in strategic plans, providing meaningful occupation-specific services, and strengthening collaboration between colleges and other organizations.
The document discusses microcredentials and the European Microcredentials Consortium (EMC). The EMC was founded to increase awareness and use of digital education. It aims to make microcredentials a widely considered option for employers and workers through increasing their credibility and building complementary course offerings. The document also notes the rise of alternative digital credentials and reasons for their growth, including that traditional transcripts do not serve the workforce and skills-based hiring is increasing. It proposes a common microcredential framework to standardize credentials and addresses next steps such as launching first microcredentials later in 2019.
The document discusses the Workforce Innovation and Opportunity Act (WIOA) and how it relates to Career and Technical Education (CTE). Some key points:
- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
- A career pathway is defined as a combination of education, training, and support services that aligns with industry needs, prepares students for secondary and postsecondary options, and helps students enter a specific occupation or field.
Establishing an effective peer network to enhance international student recru...DanHinkley
Our prospective students are a digital savvy generation who are short of time but big on communication. Their experiences of our universities are formed earlier in the cycle and are enhanced by the authentic messaging and connections made through peer-to-peer interactions. Digital developments have made it easier to establish and manage an effective peer network run by student ambassadors and peer mentors. This session looks at how to deliver a first-class prospect experience, the impact of a successful pre-arrival community on induction and welcome week and into to post-enrolment retention.
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
The document summarizes the CIITE Project, which aims to help internationally trained immigrants in Ontario access college programs and employment. It discusses the project's phases, products and services including pre-entry advising, the Colleges Advisement System, and My Record/Record of Education and Experience (REE) - an electronic portfolio for immigrants to record their international credentials and qualifications. ITI advisors assist clients in identifying pathways to employment through education or other options by assessing qualifications and making choices given objectives and constraints. The REE facilitates consistent credential evaluation and recognition to help immigrants access opportunities.
2009 Skilled Immigrant Integration The Final Frontier Metropolis Conference...Nikhat Rasheed
The document discusses a panel on enhancing employment supports for skilled immigrants at Ontario colleges. It summarizes findings from surveys of over 400 skilled immigrants and community agencies. The surveys found that skilled immigrants experience deskilling, downward mobility, and lack of support finding commensurate employment. The document also describes an audit of 15 Ontario colleges' employment services for skilled immigrants. It provides 27 recommendations to improve services, such as embedding immigrant employment in strategic plans, providing meaningful occupation-specific services, and strengthening collaboration between colleges and other organizations.
The document discusses microcredentials and the European Microcredentials Consortium (EMC). The EMC was founded to increase awareness and use of digital education. It aims to make microcredentials a widely considered option for employers and workers through increasing their credibility and building complementary course offerings. The document also notes the rise of alternative digital credentials and reasons for their growth, including that traditional transcripts do not serve the workforce and skills-based hiring is increasing. It proposes a common microcredential framework to standardize credentials and addresses next steps such as launching first microcredentials later in 2019.
The document discusses the Workforce Innovation and Opportunity Act (WIOA) and how it relates to Career and Technical Education (CTE). Some key points:
- State plans under WIOA must include the Carl D. Perkins Act and address career pathways.
- CTE programs should align with labor market data, work with workforce boards on career pathways, and consider aligning Perkins measures with WIOA measures.
- A career pathway is defined as a combination of education, training, and support services that aligns with industry needs, prepares students for secondary and postsecondary options, and helps students enter a specific occupation or field.
Establishing an effective peer network to enhance international student recru...DanHinkley
Our prospective students are a digital savvy generation who are short of time but big on communication. Their experiences of our universities are formed earlier in the cycle and are enhanced by the authentic messaging and connections made through peer-to-peer interactions. Digital developments have made it easier to establish and manage an effective peer network run by student ambassadors and peer mentors. This session looks at how to deliver a first-class prospect experience, the impact of a successful pre-arrival community on induction and welcome week and into to post-enrolment retention.
Micro-credentialing Workshop: A view from the Australian higher education sectorCharles Darwin University
The Australian sector is now starting to see a few good examples of micro-credentialing in action. When done well this is a really complex thing and not something that should be undertaken lightly, or to be seen as a quick win by institutions. There are issues of alignment, design, validity, portability, transparency, authenticity and many more that need to be considered in developing an institutional approach to this. This involves many systems working/talking together across the institution (not the least of which is the LMS), and potentially the introduction of newer/contemporary ways of thinking about learning and teaching.
This workshop will initially summarise some of the current practice being seen in the sector and share some emerging models. Not only will participants develop a greater awareness of the current trends, but more importantly, they will develop for themselves, and potentially for their institution, a suite of models/options that could be applied in their own unique context.
Presented at the Blackboard Learning and Teaching Conference in Brisbane Australia, August 2018
The document summarizes the CIITE Project, which aims to help internationally trained immigrants in Ontario access college programs and employment. It discusses the project's phases, products and services including pre-entry advising, the Colleges Advisement System, and My Record/Record of Education and Experience (REE) - an electronic portfolio for immigrants to record their international credentials and qualifications. ITI advisors assist clients in identifying pathways to employment through education or other options by assessing qualifications and making choices given objectives and constraints. The REE facilitates consistent credential evaluation and recognition to help immigrants access opportunities.
This document summarizes research findings from a project on reaching new adult learners called Dave and Joan. It describes Dave and Joan as mid-career adults with families who are concerned about their jobs and careers. It discusses what prevents adults from further education, such as return on investment, self-discipline, and upheaval. The document then introduces BlueBrick.ie, an online learner portal that helps adult learners through semantic search, advising, and mapping out educational plans. It describes how BlueBrick.ie can benefit education providers and employers. Finally, it discusses next steps like expanding course offerings and establishing ownership models for BlueBrick.ie.
Marek Kowalski completed an online specialization in Regulatory Compliance from Coursera consisting of 4 courses that introduced essential compliance program elements, explored concepts and strategies for risk assessment and compliance management, and examined privacy compliance and anti-corruption laws. The specialization provided fundamental principles of effective compliance and compliance program components, but did not constitute an on-campus course or confer a grade, credit, or degree from the University of Pennsylvania.
Kenneth Conway has over 7 years of experience in communications, IT, healthcare management, and people and project management. He holds a B.A. in Psychology from The American College Dublin. Currently he works as a Digital Inclusion Project Manager and Independent Advocate/Liaison Officer, where he creates training programs, coaches users, and acts as an advocate between users and service providers. Previously he has held roles developing multimedia training solutions, organizing community events, and providing residential support. He has extensive training and certifications in areas such as advocacy, risk assessment, and communication with adults with learning disabilities.
To be career and college ready, students need core foundational knowledge and skills in areas like reading, math, communication, critical thinking, collaboration, and personal responsibility. They also need flexibility to develop interests and passions in particular career fields. Today's students face a different job landscape than the past, with more emphasis on continuous learning, mobility, and international competition. Most future jobs will require education beyond high school, so students must graduate with the ability to succeed in college coursework or workforce training programs.
This document discusses micro-credentials as a new way of recognizing learning. It notes trends like the increasing cost of higher education and employers' demand for flexibility that have led to the rise of non-accredited education and MOOCs. While traditional degrees are still valued, new models of education are emerging. The value of micro-credentials depends on factors like the reputation of the issuing organization and demand for the skills. The document proposes creating a digital standard to document micro-credentials in ECTS credits to improve recognition across Europe.
The Common Core State Standards are designed to clearly define what knowledge and skills students need to succeed in college and careers. The standards aim to ensure students graduate high school prepared for postsecondary education or workforce training. College and career readiness involves more than just meeting eligibility requirements and requires strong academic preparation.
This document discusses standards, technology, and governance for ensuring interoperability of diplomas using blockchain. It proposes a basic ontology to describe learning opportunities, specifications, and credentials. Europass verifiable claims are proposed to structure credential data using eIDAS seals for proof. Decentralized identifiers could link credentials to personal identities and accreditations. The EBSI notarization service could provide an immutable proof of authenticity without long-term PKI signing. Governance requires a stakeholder-led, cross-sectoral approach across identity, education, and employment to agree common standards.
Quality Assurance Digital Education: Lessons from the Maltese ExperienceAnthony Fisher Camilleri
As in other sectors, digital education is rapidly deconstructing concepts which lie at the core of established educational systems and which form the bedrock of our quality assurance systems. In a digital world, how do we define a Higher Education Institution, how do we define a credential or even, how do we define a course? How do concepts such as formal and non-formal learning stand up to scrutiny? How do we establish jurisdiction for purposes of accreditation? Assuming we can define these concepts adequately, are current system of quality assurance fit for purpose? Is quality assurance merely a protective tool, or can it be used to stimulate and mainstream digital education?
The presentation will address all these questions from the perspective of a small EU member state and member of the EHEA, using the under-development Maltese digital accreditation system as a case study.
Blockchain and Cloud Forum 2018 - Application of Distributed Ledger Technolog...Hristian Daskalov
Presentation from Hristian Daskalov, Project Lead at OS.UNIVERSITY - World's First Academic ICO. The World's Learning and Development Ledger on the Ethereum Blockchain.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
The document discusses the need to close three costly gaps: the skills gap between what employers require and job seekers possess, the career planning gap, and the training gap. It proposes a competency management platform to address these gaps by providing validated skill profiles for job seekers and employers, assessments to identify skills, and training solutions aligned to skills needed for in-demand jobs. This would help employers make better hiring decisions while providing job seekers a way to demonstrate their qualifications and identify paths to address skills gaps.
The document discusses the definitions of college readiness and career readiness. While the terms are often used interchangeably, there are some key differences. College readiness focuses more on the academic courses needed for postsecondary education, while career readiness emphasizes both academic skills and technical or job-specific skills needed for employment. Career readiness also places greater importance on skills like problem solving, communication, and adaptability that are valued by employers. Both require core academic skills in areas like math and English, but career readiness integrates these with technical and employability skills through experiences like internships or experiential learning.
Author - Raimund Hudak,Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany.Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda.
Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.
Making quality assurance more European – where are we and where do we want to...Colin Tück
The document discusses the current state of quality assurance in European higher education and ideas for further development. It outlines the key elements that currently define quality assurance, including the European Standards and Guidelines (ESG) and the European Quality Assurance Register (EQAR). It also discusses the policy push for more cross-border recognition of quality assurance decisions and agencies. Finally, it considers ongoing revisions to the ESG and poses questions about the future direction of quality assurance in Europe, such as whether more convergence or additional European rules or guidelines would be beneficial.
The presentation gives an overview of how micro-credentials are essential tools towards promoting open education. It looks at initiatives to improve uptake of open education including MicroHE, OEPASS, ECCOE and Europass
This document outlines the education and career pathways in the UK from primary school through university and into employment. It maps out the various options at each stage including secondary schools, GCSEs, apprenticeships, college, and university. It also lists many programs and organizations that support skills development in information technology and STEM fields from a young age through career training and recruitment. The diagram is intended to be expanded over time to provide more detailed information on contacts, goals, issues, and documents for each element.
Measuring Return on Investment in International Student RecruitmentCheryl DarrupBoychuck
The document discusses measuring return on investment (ROI) in international student recruitment. It provides an overview of defining ROI metrics and variables to consider. A case study from The George Washington University School of Engineering and Applied Sciences details their approach to categorizing international markets into maintenance, growth, and exploratory and adjusting recruitment strategies. A view from the UK discusses a platform that addresses risks and measures ROI through key performance indicators and stakeholder engagement across the student lifecycle.
Getting to Groningen: New Developments in Combatting Admissions FraudCheryl DarrupBoychuck
Learn about some fresh technological advancements and thoughtful global initiatives that are improving the efficiency and integrity of the international admissions process!
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
Job Shadowing: practical approaches to an effective career guidance interventionEduSkills OECD
To celebrate the first ever Global Careers Month we ran a webinar exploring the role of job shadowing in the career preparation of teenagers. Job shadowing is a form of career exploration that along with workplace visits has been identified in OECD analysis of multiple longitudinal datasets as an career guidance intervention that can commonly be linked to better employment outcomes in adulthood. Job shadowing allows students to investigate potential futures in work, connecting with people working in fields of interest. However, while it is not difficult to organise, job shadowing is rarely offered by schools.
During this webinar we introduced job shadowing as a career development approach and set out the evidence for why schools should consider offering it.
The presentation includes an introduction from Anthony Mann, Senior Policy Analyst (Career Readiness), OECD directorate for Education and Skills. This was followed by a presentation from Aaron Levine from Chicago Public Schools in the United States on how to organise job shadowing effectively. The final presentation was by Wenka Wentzel, from Kompetenzz, Germany on how job shadowing in annual Girls’ Days and Boys’ Days helps students explore careers where their gender is underrepresented.
Watch the webinar Job Shadowing: practical approaches to an effective career guidance intervention https://www.facebook.com/100064368054456/videos/1947727225397806
Get more information about Career Readiness at https://www.oecd.org/education/career-readiness/
Read our Policy Perspective about job shadowing at https://oe.cd/il/4LK
This document summarizes research findings from a project on reaching new adult learners called Dave and Joan. It describes Dave and Joan as mid-career adults with families who are concerned about their jobs and careers. It discusses what prevents adults from further education, such as return on investment, self-discipline, and upheaval. The document then introduces BlueBrick.ie, an online learner portal that helps adult learners through semantic search, advising, and mapping out educational plans. It describes how BlueBrick.ie can benefit education providers and employers. Finally, it discusses next steps like expanding course offerings and establishing ownership models for BlueBrick.ie.
Marek Kowalski completed an online specialization in Regulatory Compliance from Coursera consisting of 4 courses that introduced essential compliance program elements, explored concepts and strategies for risk assessment and compliance management, and examined privacy compliance and anti-corruption laws. The specialization provided fundamental principles of effective compliance and compliance program components, but did not constitute an on-campus course or confer a grade, credit, or degree from the University of Pennsylvania.
Kenneth Conway has over 7 years of experience in communications, IT, healthcare management, and people and project management. He holds a B.A. in Psychology from The American College Dublin. Currently he works as a Digital Inclusion Project Manager and Independent Advocate/Liaison Officer, where he creates training programs, coaches users, and acts as an advocate between users and service providers. Previously he has held roles developing multimedia training solutions, organizing community events, and providing residential support. He has extensive training and certifications in areas such as advocacy, risk assessment, and communication with adults with learning disabilities.
To be career and college ready, students need core foundational knowledge and skills in areas like reading, math, communication, critical thinking, collaboration, and personal responsibility. They also need flexibility to develop interests and passions in particular career fields. Today's students face a different job landscape than the past, with more emphasis on continuous learning, mobility, and international competition. Most future jobs will require education beyond high school, so students must graduate with the ability to succeed in college coursework or workforce training programs.
This document discusses micro-credentials as a new way of recognizing learning. It notes trends like the increasing cost of higher education and employers' demand for flexibility that have led to the rise of non-accredited education and MOOCs. While traditional degrees are still valued, new models of education are emerging. The value of micro-credentials depends on factors like the reputation of the issuing organization and demand for the skills. The document proposes creating a digital standard to document micro-credentials in ECTS credits to improve recognition across Europe.
The Common Core State Standards are designed to clearly define what knowledge and skills students need to succeed in college and careers. The standards aim to ensure students graduate high school prepared for postsecondary education or workforce training. College and career readiness involves more than just meeting eligibility requirements and requires strong academic preparation.
This document discusses standards, technology, and governance for ensuring interoperability of diplomas using blockchain. It proposes a basic ontology to describe learning opportunities, specifications, and credentials. Europass verifiable claims are proposed to structure credential data using eIDAS seals for proof. Decentralized identifiers could link credentials to personal identities and accreditations. The EBSI notarization service could provide an immutable proof of authenticity without long-term PKI signing. Governance requires a stakeholder-led, cross-sectoral approach across identity, education, and employment to agree common standards.
Quality Assurance Digital Education: Lessons from the Maltese ExperienceAnthony Fisher Camilleri
As in other sectors, digital education is rapidly deconstructing concepts which lie at the core of established educational systems and which form the bedrock of our quality assurance systems. In a digital world, how do we define a Higher Education Institution, how do we define a credential or even, how do we define a course? How do concepts such as formal and non-formal learning stand up to scrutiny? How do we establish jurisdiction for purposes of accreditation? Assuming we can define these concepts adequately, are current system of quality assurance fit for purpose? Is quality assurance merely a protective tool, or can it be used to stimulate and mainstream digital education?
The presentation will address all these questions from the perspective of a small EU member state and member of the EHEA, using the under-development Maltese digital accreditation system as a case study.
Blockchain and Cloud Forum 2018 - Application of Distributed Ledger Technolog...Hristian Daskalov
Presentation from Hristian Daskalov, Project Lead at OS.UNIVERSITY - World's First Academic ICO. The World's Learning and Development Ledger on the Ethereum Blockchain.
Task Force Diversity and Inclusion PLA - Flemish perspectiveEADTU
The document discusses diversity and inclusion policies and measures in Flemish higher education. The key objectives of Flemish SD policy are to promote access to and participation in higher education, progression and success, social cohesion, and addressing demographic trends. The Flemish government provides a legal framework and funding to support higher education institutions' (HEIs) development of their own diversity and inclusion policies. HEIs have autonomy to develop policies and receive integrated funding for student support services. Specific measures include lower tuition for disadvantaged students, funding for tutoring programs, developing tools to improve study choice, and establishing a support center for inclusive higher education.
The document discusses the need to close three costly gaps: the skills gap between what employers require and job seekers possess, the career planning gap, and the training gap. It proposes a competency management platform to address these gaps by providing validated skill profiles for job seekers and employers, assessments to identify skills, and training solutions aligned to skills needed for in-demand jobs. This would help employers make better hiring decisions while providing job seekers a way to demonstrate their qualifications and identify paths to address skills gaps.
The document discusses the definitions of college readiness and career readiness. While the terms are often used interchangeably, there are some key differences. College readiness focuses more on the academic courses needed for postsecondary education, while career readiness emphasizes both academic skills and technical or job-specific skills needed for employment. Career readiness also places greater importance on skills like problem solving, communication, and adaptability that are valued by employers. Both require core academic skills in areas like math and English, but career readiness integrates these with technical and employability skills through experiences like internships or experiential learning.
Author - Raimund Hudak,Head of Research & Labs of Duale Hochschule Baden Württemberg (DHBW), Germany.Digital technologies offer myriad access to learning. As new technologies and traditional education paradigms have collided, credentialing paradigms have also needed review. Traditionally, academic credentials and professional certifications were awarded as students emerged from education and vocational/technical programs. By 2015, global higher education institutions were considering validation of knowledge from online learning coursework in one single common, broad-based credentialing platform, and signed the Groningen Declaration to help forward this agenda.
Accreditation for online learning or Massive Open Online Coursework provides challenges for universities to accept and acknowledge learning as credited coursework; awarding credit for different types of educational coursework disrupts higher education’s traditional, formal educational processes for financial and educational accountability.
Making quality assurance more European – where are we and where do we want to...Colin Tück
The document discusses the current state of quality assurance in European higher education and ideas for further development. It outlines the key elements that currently define quality assurance, including the European Standards and Guidelines (ESG) and the European Quality Assurance Register (EQAR). It also discusses the policy push for more cross-border recognition of quality assurance decisions and agencies. Finally, it considers ongoing revisions to the ESG and poses questions about the future direction of quality assurance in Europe, such as whether more convergence or additional European rules or guidelines would be beneficial.
The presentation gives an overview of how micro-credentials are essential tools towards promoting open education. It looks at initiatives to improve uptake of open education including MicroHE, OEPASS, ECCOE and Europass
This document outlines the education and career pathways in the UK from primary school through university and into employment. It maps out the various options at each stage including secondary schools, GCSEs, apprenticeships, college, and university. It also lists many programs and organizations that support skills development in information technology and STEM fields from a young age through career training and recruitment. The diagram is intended to be expanded over time to provide more detailed information on contacts, goals, issues, and documents for each element.
Measuring Return on Investment in International Student RecruitmentCheryl DarrupBoychuck
The document discusses measuring return on investment (ROI) in international student recruitment. It provides an overview of defining ROI metrics and variables to consider. A case study from The George Washington University School of Engineering and Applied Sciences details their approach to categorizing international markets into maintenance, growth, and exploratory and adjusting recruitment strategies. A view from the UK discusses a platform that addresses risks and measures ROI through key performance indicators and stakeholder engagement across the student lifecycle.
Getting to Groningen: New Developments in Combatting Admissions FraudCheryl DarrupBoychuck
Learn about some fresh technological advancements and thoughtful global initiatives that are improving the efficiency and integrity of the international admissions process!
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
Job Shadowing: practical approaches to an effective career guidance interventionEduSkills OECD
To celebrate the first ever Global Careers Month we ran a webinar exploring the role of job shadowing in the career preparation of teenagers. Job shadowing is a form of career exploration that along with workplace visits has been identified in OECD analysis of multiple longitudinal datasets as an career guidance intervention that can commonly be linked to better employment outcomes in adulthood. Job shadowing allows students to investigate potential futures in work, connecting with people working in fields of interest. However, while it is not difficult to organise, job shadowing is rarely offered by schools.
During this webinar we introduced job shadowing as a career development approach and set out the evidence for why schools should consider offering it.
The presentation includes an introduction from Anthony Mann, Senior Policy Analyst (Career Readiness), OECD directorate for Education and Skills. This was followed by a presentation from Aaron Levine from Chicago Public Schools in the United States on how to organise job shadowing effectively. The final presentation was by Wenka Wentzel, from Kompetenzz, Germany on how job shadowing in annual Girls’ Days and Boys’ Days helps students explore careers where their gender is underrepresented.
Watch the webinar Job Shadowing: practical approaches to an effective career guidance intervention https://www.facebook.com/100064368054456/videos/1947727225397806
Get more information about Career Readiness at https://www.oecd.org/education/career-readiness/
Read our Policy Perspective about job shadowing at https://oe.cd/il/4LK
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.
The document summarizes discussions from a town hall meeting about balancing costs, access, and value at Skidmore College. It provides data on admissions trends, financial aid, endowment values, and analyses of whether a high-priced education is worthwhile. Speakers addressed measuring student learning and outcomes, institutional priorities around access versus cost, and making the case for Skidmore's value.
The document discusses three case studies related to simulation and professional learning in legal education:
1. The Law Society of Scotland's efforts to develop professionalism in legal education. There was previously little effective consideration of professional education standards or linking various stages of legal training.
2. The Daniel Webster Scholars Honours programme replaces the bar exam with a capstone course for final year JD students at Franklin Pierce Law School.
3. The document proposes several initiatives for improving legal education standards and sharing resources, including an annual workshop and establishing a community of practice website.
Presentation at HEA Social Sciences learning and teaching summit 'Engaging legal education'.
As part of the Higher Education Academy’s commitment to support strategic development within disciplines, this summit event provided the opportunity to bring together an expert audience to discuss and plan actions on a key area of our work.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1iv2kYu
For further details of HEA Social Sciences work relating to 'Supporting the future of legal education' please see http://bit.ly/1ezsxUf
NCAC Conference Presentation - Innovative Pathways to College and Career Read...Dionne Tyus
Our presentation from the 2014 NCAC Conference in Crystal City Virginia. Check out our work on innovative pathways to college and career readiness for our students in Prince George's County.
The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
This document outlines research conducted for Cal Poly Career Services to help them better connect with students. Secondary research in the form of a SWOT analysis provided background. Primary research methods included focus groups with underclassmen and upperclassmen, observations of Career Services interactions, and a student survey. The research found that students are unfamiliar with Career Services' offerings and prefer receiving event information via email, though current emails are ineffective. Students also feel the name "Career Services" is intimidating and suggests a rebranding is needed. Based on these findings, recommendations include using student ambassadors to advertise peer-to-peer, redesigning emails to be more concise, and changing the name to the "Career Development Center" to seem
This document discusses empowered career coaching techniques for immigrant and international clients. It provides an overview of coaching models including increasing career decision self-efficacy, Gottfredson's theory of circumscription and compromise, Holland's RIASEC codes, and addressing cultural barriers in the job search process. Tips are offered for career services offices to engage international clients, such as customizing programs, collaborating with international student organizations, and discussing the use of social media and technology.
Slides presented by John Garvey (U of New Hampshire) and Paul Maharg (Northumbria U) to Future Ed 2: Making Global Lawyers for the 21st Century, Harvard Law School, October 2010.
A Step-by-Step Approach to Finding OPT Candidates in USAOptnation
This step-by-step guide aims to provide employers, educational institutions, and stakeholders with a structured approach to identifying potential OPT candidates. By following these guidelines, organizations can efficiently identify and engage with qualified OPT students in USA, creating mutually beneficial partnerships that facilitate professional growth and contribute to the diverse and dynamic workforce in the country. Read to learn more: https://www.optnation.com/blog/top-tips-for-writing-a-standout-opt-resume-in-usa/
Slides for the presentation by Patricia McKellar (UKCLE) and Karen Barton (Glasgow Graduate School of Law) at the Higher Education Academy's ePortfolios for the 21st century meeting on 23 April 2008.
This document discusses legal education assessment around the world. It covers 4 key themes: 1) challenging conventional teaching and assessment, 2) adapting client-centered assessment from other disciplines through standardized clients, 3) learning from other jurisdictions that use digital simulations for assessment, and 4) the potential for extreme law schooling with a problem-based learning curriculum integrated with online learning and immersive, integrative assessments. Standardized clients and digital simulations provide reliable, valid, and cost-effective forms of assessment that better prepare students for legal practice.
Simulations are useful pedagogical tools that allow students to practice skills in a safe environment, receive formative feedback, and learn collaboratively. They can be complex and time-consuming to develop initially but provide long-term benefits. Research shows simulations can facilitate deeper learning when expectations are clear. While disruptive, simulations distribute learning across tools, roles and relationships rather than just focusing on individual cognition. Institutions may need to adapt roles and collaboration to fully leverage simulations.
1. The document discusses the concept of a "permeable web" in legal education, where boundaries between different representations and spaces overlap. It argues for a focus on experiential and transactional learning.
2. It provides examples of simulations and assessments used in different law programs to incorporate professionalism and ethics learning. Key aspects include developing trust and collaboration between students.
3. New frameworks for Scottish legal education aim to put professionalism at the core through collaborative curriculum development and use of simulations.
A common sense approach to describing, reviewing and evaluating information l...CILIP ARLG
RIDLs (Research Information and Digital Literacy Skills) is a coalition that promotes information and research data literacy in higher education. It has developed criteria for describing, reviewing, and assessing information literacy training interventions. The criteria consist of structured questions in two parts: the first addresses who the training is for and how it is delivered, while the second examines the benefits and outcomes of the training. RIDLs is seeking feedback on how practitioners could use the criteria, whether they could be a basis for accrediting training, and how the criteria could be endorsed, promoted, and developed into a support service for practitioners.
Digital Student: Further Education and Skills projectRhona Sharpe
This document provides a final report on the Jisc Digital Student project which investigated further education students' expectations and experiences with technology. The project included a comprehensive literature review of 63 sources, focus groups with 220 learners at six colleges, and contributions to several consultation events. The project developed resources to help colleges understand learners' technology needs and experiences. Key recommendations include how colleges can evaluate learner technology use, how Jisc can support colleges, and potential areas for future research in the skills sector.
Similar to Enhancing and promoting students' skills: pro bono and CV development (20)
Problem-based learning is a structured, student-led process that begins with a problem as the starting point for learning. It involves students reading a problem aloud, describing the essence of the problem in a few sentences or a title. Students then brainstorm anything potentially relevant to the problem and systematically organize these ideas thematically. Finally, students identify learning outcomes phrased as researchable questions based on the issues organized in the previous stage.
Slides for the presentation given by Victoria Passant, Student Engagement Officer, National Union of Students (NUS), at the National Law Students Forum 2011.
Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
Slides for the presentation given by Jude Carroll at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.
The document discusses several key issues regarding the use of expert testimony in court:
1) What constitutes expertise and how is it defined in a legal context? Experts must provide objective, unbiased opinions within their expertise but cases show expert opinions can differ substantially.
2) How are expert opinions formed and evaluated, and what factors influence this? Expert opinions are not always robust and transparent, potentially misleading juries.
3) How can expert opinions best be communicated to juries to aid their understanding of complex scientific or technical issues? Effective communication is important as juries must consider expert testimony along with other evidence.
Slides from the presentation given by Liz Campbell and Collette Patterson (The Law Society of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Dale McFadzean (University of the West of Scotland) at the 2010 conference: Moving forward: Legal education in Scotland.
Slides from the presentation given by Simon Usherwood (University of Surrey) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by Paul Maharg (University of Northumbria) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation by Karen Counsell (University of Glamorgan) at the joint conference Open Educational Resources in the disciplines in October 2010.
Slides from the presentation given by
Andrew Agapiou (University of Strathclyde) at the Open Educational Resources in the disciplines: a joint conference in October 2010.
The document discusses how university websites present information about law programs and legal education. It notes that websites often show what universities want students to know rather than the information students want. It also discusses how websites could be improved by providing more consistent and navigable information across institutions, including criteria like teaching hours, assessments, employment outcomes, facilities, and fees. The document concludes that while law program websites have improved with more professional and visual content since 2004, information is still often fragmented and not always up-to-date.
Slides for the presentation by Sara de Freitas (Coventry University) and Paul Maharg (University of Northumbria) at the Learning in Law Annual Conference 2011.
Slides for the presentation by Joanne Clough (University of Northumbria) and Gillian Smith (Nottingham Trent University) at the Learning in Law Annual Conference 2011.
This document outlines a presentation on a programme browser created by James Toner and Marcus Soanes. The presentation covers the theory, context, demonstration, evaluation, and future plans for the browser. It was used by 350 students and 30 staff and generated usage statistics. Next steps may include incorporating additional learning, practice, and curriculum components as well as exploring interest from other schools.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.