The document discusses balancing entrepreneurial objectives in building a university curriculum. It notes that universities need to evolve to meet growing demand for innovation and experiential learning. Entrepreneurship is an important part of curriculum additions for engineering education. The challenge is how to achieve significant scale for entrepreneurship to become a pervasive value and have significant economic impact, given the lack of proximity to Silicon Valley. The University of Michigan Center for Entrepreneurship addresses this through a strategy of pinnacle, development, and engagement programs at different intensity levels to expose a broad audience to entrepreneurship basics and provide practical experiences. This balances tension between robust economic development and accelerating entrepreneurial mindset.
Presentation by Dr. Young Saing Kim, Research Fellow – Korea Research Institute for Vocational Education and Training, Korea, KRIVET, EAS TVET Network, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Young Saing Kim, Research Fellow at the Korea Research Institute for Vocational Education and Training, presented on how to prepare new TVET systems for the future and make them equally responsive to COVID-19, solve bottlenecks in online TVET delivery, and develop information systems and instructor competencies for blended TVET.
Guy Bigwood outlines eight key elements that are required for destinations to become leaders in sustainability:
1. Leaders create networks to develop holistic sustainability strategies and plans through engaged public-private partnerships.
2. They develop policies and incentives that inspire sustainable investment and management of the MICE industry.
3. Leaders build industry capacity through training programs to improve skills and competitiveness.
4. They drive certification and standards adoption across venues and businesses.
5. Authentic communication and storytelling inspires social change and builds the destination brand.
6. Community programs promote social innovation and support local businesses.
7. Transparent reporting uses frameworks like GRI to communicate progress with integrity.
8. S
This document outlines the aims and tasks of the ECCE Innovation Work Package 4 led by Birmingham City University. The work package aims to foster joint teaching programs, student visits, and curriculum development to promote innovation between higher education institutions and creative industry partners. The first tasks are to find partner institutions, discuss opportunities for collaboration on teaching, workshops, research, and curriculum evaluation, and plan the program.
This document discusses various topics related to art, architecture, and education including organizational behaviour, responsibility, reporting relationships, decision-making, increasing revenue, team motivation, clear objectives, clear focus, reducing costs, encouraging growth and innovation. It also references ways of seeing and innovation, scale, and productivity timelines.
The document discusses how universities can help build successful smart cities in three ways: by focusing on their competitive edge in research and skills, building deep links between university and city leaders, and prioritizing inclusiveness. It recommends that in the short-term, universities map work relevant to their city and strengthen personal links with city leaders, in the medium-term, build engagement and involve students, and in the long-term, consider physical collaboration centers and adopt a long-term perspective.
The document discusses balancing entrepreneurial objectives in building a university curriculum. It notes that universities need to evolve to meet growing demand for innovation and experiential learning. Entrepreneurship is an important part of curriculum additions for engineering education. The challenge is how to achieve significant scale for entrepreneurship to become a pervasive value and have significant economic impact, given the lack of proximity to Silicon Valley. The University of Michigan Center for Entrepreneurship addresses this through a strategy of pinnacle, development, and engagement programs at different intensity levels to expose a broad audience to entrepreneurship basics and provide practical experiences. This balances tension between robust economic development and accelerating entrepreneurial mindset.
Presentation by Dr. Young Saing Kim, Research Fellow – Korea Research Institute for Vocational Education and Training, Korea, KRIVET, EAS TVET Network, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Young Saing Kim, Research Fellow at the Korea Research Institute for Vocational Education and Training, presented on how to prepare new TVET systems for the future and make them equally responsive to COVID-19, solve bottlenecks in online TVET delivery, and develop information systems and instructor competencies for blended TVET.
Guy Bigwood outlines eight key elements that are required for destinations to become leaders in sustainability:
1. Leaders create networks to develop holistic sustainability strategies and plans through engaged public-private partnerships.
2. They develop policies and incentives that inspire sustainable investment and management of the MICE industry.
3. Leaders build industry capacity through training programs to improve skills and competitiveness.
4. They drive certification and standards adoption across venues and businesses.
5. Authentic communication and storytelling inspires social change and builds the destination brand.
6. Community programs promote social innovation and support local businesses.
7. Transparent reporting uses frameworks like GRI to communicate progress with integrity.
8. S
This document outlines the aims and tasks of the ECCE Innovation Work Package 4 led by Birmingham City University. The work package aims to foster joint teaching programs, student visits, and curriculum development to promote innovation between higher education institutions and creative industry partners. The first tasks are to find partner institutions, discuss opportunities for collaboration on teaching, workshops, research, and curriculum evaluation, and plan the program.
This document discusses various topics related to art, architecture, and education including organizational behaviour, responsibility, reporting relationships, decision-making, increasing revenue, team motivation, clear objectives, clear focus, reducing costs, encouraging growth and innovation. It also references ways of seeing and innovation, scale, and productivity timelines.
The document discusses how universities can help build successful smart cities in three ways: by focusing on their competitive edge in research and skills, building deep links between university and city leaders, and prioritizing inclusiveness. It recommends that in the short-term, universities map work relevant to their city and strengthen personal links with city leaders, in the medium-term, build engagement and involve students, and in the long-term, consider physical collaboration centers and adopt a long-term perspective.
This document summarizes Stellenbosch University's efforts to develop PhD programs in Africa. It discusses the challenges facing higher education and research in Africa, including low human capital and spending on research. It then outlines Stellenbosch University's Africa Centre for Scholarship and African Doctoral Academy program. The African Doctoral Academy holds multi-week skills workshops in South Africa and partners with other African universities to conduct joint doctoral training. Trend data is presented on the growing number of participants in the program, who largely come from outside of South Africa, with over half embarking on or completing a PhD. The document concludes by emphasizing the need for partnerships to support the development of scholarship in Africa.
Presentation by Francesca FROY, Advisor to the OECD LEED Programme from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Skills planning for city regions - Paul ZEALEYOECD CFE
Presentation by Paul ZEALEY, Skills Planning Lead Skills Development Scotland, United Kingdom from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
1. The document discusses unemployment in Kenya and proposes new models of education to address it.
2. Unemployment in Kenya is attributed to a skills mismatch between what universities teach and what the job market requires. While access to education has increased, the economy cannot absorb all those entering the workforce each year.
3. Mount Kenya University is taking steps to reform education, such as emphasizing practical and entrepreneurship training, conducting industry partnerships, and funding student innovation. The goal is to match education with the needs of the 21st century job market.
The document discusses Career Ready, a UK charity that links schools and colleges with employers to help prepare young people for careers. It proposes a new initiative called THINK Build to establish construction career clusters across England from 2016-2019. THINK Build will work with 30 schools/colleges in 10 regions, reaching 570 students through masterclasses, mentoring, workplace visits and internships. This will help fill skills shortages in the construction industry by improving its image among young people and increasing access to a diverse talent pool.
This document summarizes OECD reviews of local job creation policies in 13 countries. It finds that aligning training with employers' needs, better connecting education and employment, and stimulating innovation can boost quality jobs and productivity. Examples highlighted include industry training programs, apprenticeships, sector-based approaches, and efforts supporting inclusion and disadvantaged groups. Flexibility in policy allows for better coordination and integration of these efforts at the local level.
This document provides guidance on building a successful entrepreneurship center. It discusses the importance of entrepreneurship education for skill development. Key steps include identifying a champion, developing a portfolio of courses, establishing funding, and building alliances internally and with the community. Metrics like course enrollment, jobs obtained, donations, and startups formed should be used to measure success. Overcoming challenges requires leveraging resources like alumni, local businesses, faculty, and online resources. Setting up a center requires understanding regional strengths and adapting models from other successful programs.
Analysing the local dimension of productivity and inclusiveness - Beatriz JA...OECD CFE
This document analyzes the relationship between productivity and inclusiveness at the local level. It explores challenges like slowing productivity growth and rising inequality. A typology is presented that categorizes regions based on their productivity and inclusiveness. An Inclusiveness Composite Indicator is used to measure and compare inclusiveness across regions in 12 countries. While highly productive regions tend to be more inclusive, increasing productivity does not always lead to greater inclusiveness. The analysis seeks to identify policies that can boost both productivity and inclusiveness.
This document discusses solutions to youth unemployment in Egypt. It addresses issues with both the supply of and demand for labor. On the supply side, it recommends reforming the education system to better align curriculums with industry needs. It also suggests formalizing shadow economy jobs through apps and electronic payment. On the demand side, it proposes developing a national innovation system to link actors and support entrepreneurship through technology parks, incubators, and easier access to diversified funding sources. The goal is to shift Egypt's economy towards knowledge-based industries and create more jobs.
University of Namibia, leading the way in research and innovation. With over 1000 academic professionals, Business cannot go wrong finding everlasting business solutions.
GM600Focus.Hope.Finalpresentaiton.MM.TH-email.versionJacob Johnson
This document discusses approaches to leadership at an organization called Focus Hope in 2015. It summarizes their current programming in education, job training, and community development. It identifies strengths like proven concepts and job training programs, but also potential weaknesses in funding and partnerships. Opportunities for growth include new training programs, while threats include high unemployment. The recommendations are to strengthen strategic alliances with schools and businesses, implement a marketing strategy to grow funding sources, and manage costs through expense control and program consolidation. The goal is to increase beneficiaries through expanded programs and services.
The document outlines programs and services provided by the Council of University Social Entrepreneurs Global Center including an advisory board, speaker series, conferences, mentorship programs, fellowships in various countries, workshops on presentations and business skills for non-business students, alternative spring breaks, social entrepreneurship expeditions, and an Integrated Development Program that connects students with skills in areas like business, engineering, and law to non-profits to assist with needs such as marketing, web design, fundraising, and research.
Zainab Sami Nassef - Freelance writer at Al-Ahram Weekly
ERF and World Bank Youth Essay Competition Award Ceremony
Cairo, Egypt, January 17, 2017
www.erf.org.eg
Joining up policies locally - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
This document discusses how universities can develop entrepreneurship to meet economic needs. It focuses on a case study of Stellenbosch University, which has established business incubators and support programs like LaunchLab to stimulate startup activity and support entrepreneurs. Through these efforts, Stellenbosch University has helped create over 300 jobs and assisted startup companies in raising over $5 million. Going forward, the document argues that universities in Africa can play a key role in supporting entrepreneurs and helping stimulate economic growth in their regions by commercializing research and supporting startup formation and growth.
This document discusses the tension between markets and systems approaches to further education (FE) in England. It outlines three possible scenarios for the future of FE in 2023: 1) Markets rule with a focus on for-profit providers and employer/customer demands; 2) Increased integration between FE and universities with hybrid institutions emerging; 3) Reinvention of a national FE system with more funding and local accountability. The backdrop of skills needs, funding cuts, and multiple regulators pulling FE in different directions is also summarized. Key questions are raised about balancing competition and cooperation, and whether education should be treated as a commodity.
This project aims to address youth unemployment in Romania by developing a community and online platform to provide tourism-related training, information, and advice to unemployed students and graduates. The platform will also facilitate networking between students and entrepreneurs in the tourism sector. Over the course of one year, the project will conduct research on consumer behavior, launch the online platform, and promote it to engage 500 unemployed young people. The end goal is to open a tourism resort fully managed by the target group.
The document discusses Malaysia's efforts to promote entrepreneurship through higher education. It outlines several initiatives and policies launched by the Ministry of Higher Education between 2010-2020 to embed entrepreneurship in university curriculums. This includes making entrepreneurship modules and activities compulsory, providing funding for student entrepreneurs, and recognizing top student enterprises. The efforts have led to increases in the percentage of graduate and student entrepreneurs in Malaysia from 2012 to 2017. The document also highlights several successful student start-ups that have emerged from these entrepreneurship programs.
Building New Opportunity
Jerry Hembd, University of Wisconsin-Superior; Ron Hustedde, University of Kentucky; Sharon Gulick, University of Missouri Extension; Mary Simon Leuci, University of Missouri Extension
This interactive workshop will explore innovation approaches and strategies for regional development and, through a facilitated process, participants will be asked to share their experiences, challenges and approaches. Anticipated results include greater understanding of regional development, sharing of ideas, new learning and possibly creation of information networks.
1:30-3:00pm Monday July 27th
Building Skills Ecosystems for Regional DevelopmentGary Wood
A skills ecosystem is defined as stakeholders in a region or industry sector working together to develop and share skills and knowledge for mutual benefit. Characteristics include stakeholders committed to a broad agenda, self-sustaining networks shaped by collaboration, addressing both supply and demand of skills, and driving innovation. Ecosystems can be formal or informal. Sheffield Engineering Leadership Academy is a case study of a formal ecosystem developing engineering student leaders through industry projects. Developing a skills ecosystem in Herefordshire centered around NMITE could enhance integration, apply learnings to curriculum, and foster enterprise through challenge-led learning and collaboration between education and industry stakeholders.
This document summarizes Stellenbosch University's efforts to develop PhD programs in Africa. It discusses the challenges facing higher education and research in Africa, including low human capital and spending on research. It then outlines Stellenbosch University's Africa Centre for Scholarship and African Doctoral Academy program. The African Doctoral Academy holds multi-week skills workshops in South Africa and partners with other African universities to conduct joint doctoral training. Trend data is presented on the growing number of participants in the program, who largely come from outside of South Africa, with over half embarking on or completing a PhD. The document concludes by emphasizing the need for partnerships to support the development of scholarship in Africa.
Presentation by Francesca FROY, Advisor to the OECD LEED Programme from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Skills planning for city regions - Paul ZEALEYOECD CFE
Presentation by Paul ZEALEY, Skills Planning Lead Skills Development Scotland, United Kingdom from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
1. The document discusses unemployment in Kenya and proposes new models of education to address it.
2. Unemployment in Kenya is attributed to a skills mismatch between what universities teach and what the job market requires. While access to education has increased, the economy cannot absorb all those entering the workforce each year.
3. Mount Kenya University is taking steps to reform education, such as emphasizing practical and entrepreneurship training, conducting industry partnerships, and funding student innovation. The goal is to match education with the needs of the 21st century job market.
The document discusses Career Ready, a UK charity that links schools and colleges with employers to help prepare young people for careers. It proposes a new initiative called THINK Build to establish construction career clusters across England from 2016-2019. THINK Build will work with 30 schools/colleges in 10 regions, reaching 570 students through masterclasses, mentoring, workplace visits and internships. This will help fill skills shortages in the construction industry by improving its image among young people and increasing access to a diverse talent pool.
This document summarizes OECD reviews of local job creation policies in 13 countries. It finds that aligning training with employers' needs, better connecting education and employment, and stimulating innovation can boost quality jobs and productivity. Examples highlighted include industry training programs, apprenticeships, sector-based approaches, and efforts supporting inclusion and disadvantaged groups. Flexibility in policy allows for better coordination and integration of these efforts at the local level.
This document provides guidance on building a successful entrepreneurship center. It discusses the importance of entrepreneurship education for skill development. Key steps include identifying a champion, developing a portfolio of courses, establishing funding, and building alliances internally and with the community. Metrics like course enrollment, jobs obtained, donations, and startups formed should be used to measure success. Overcoming challenges requires leveraging resources like alumni, local businesses, faculty, and online resources. Setting up a center requires understanding regional strengths and adapting models from other successful programs.
Analysing the local dimension of productivity and inclusiveness - Beatriz JA...OECD CFE
This document analyzes the relationship between productivity and inclusiveness at the local level. It explores challenges like slowing productivity growth and rising inequality. A typology is presented that categorizes regions based on their productivity and inclusiveness. An Inclusiveness Composite Indicator is used to measure and compare inclusiveness across regions in 12 countries. While highly productive regions tend to be more inclusive, increasing productivity does not always lead to greater inclusiveness. The analysis seeks to identify policies that can boost both productivity and inclusiveness.
This document discusses solutions to youth unemployment in Egypt. It addresses issues with both the supply of and demand for labor. On the supply side, it recommends reforming the education system to better align curriculums with industry needs. It also suggests formalizing shadow economy jobs through apps and electronic payment. On the demand side, it proposes developing a national innovation system to link actors and support entrepreneurship through technology parks, incubators, and easier access to diversified funding sources. The goal is to shift Egypt's economy towards knowledge-based industries and create more jobs.
University of Namibia, leading the way in research and innovation. With over 1000 academic professionals, Business cannot go wrong finding everlasting business solutions.
GM600Focus.Hope.Finalpresentaiton.MM.TH-email.versionJacob Johnson
This document discusses approaches to leadership at an organization called Focus Hope in 2015. It summarizes their current programming in education, job training, and community development. It identifies strengths like proven concepts and job training programs, but also potential weaknesses in funding and partnerships. Opportunities for growth include new training programs, while threats include high unemployment. The recommendations are to strengthen strategic alliances with schools and businesses, implement a marketing strategy to grow funding sources, and manage costs through expense control and program consolidation. The goal is to increase beneficiaries through expanded programs and services.
The document outlines programs and services provided by the Council of University Social Entrepreneurs Global Center including an advisory board, speaker series, conferences, mentorship programs, fellowships in various countries, workshops on presentations and business skills for non-business students, alternative spring breaks, social entrepreneurship expeditions, and an Integrated Development Program that connects students with skills in areas like business, engineering, and law to non-profits to assist with needs such as marketing, web design, fundraising, and research.
Zainab Sami Nassef - Freelance writer at Al-Ahram Weekly
ERF and World Bank Youth Essay Competition Award Ceremony
Cairo, Egypt, January 17, 2017
www.erf.org.eg
Joining up policies locally - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
This document discusses how universities can develop entrepreneurship to meet economic needs. It focuses on a case study of Stellenbosch University, which has established business incubators and support programs like LaunchLab to stimulate startup activity and support entrepreneurs. Through these efforts, Stellenbosch University has helped create over 300 jobs and assisted startup companies in raising over $5 million. Going forward, the document argues that universities in Africa can play a key role in supporting entrepreneurs and helping stimulate economic growth in their regions by commercializing research and supporting startup formation and growth.
This document discusses the tension between markets and systems approaches to further education (FE) in England. It outlines three possible scenarios for the future of FE in 2023: 1) Markets rule with a focus on for-profit providers and employer/customer demands; 2) Increased integration between FE and universities with hybrid institutions emerging; 3) Reinvention of a national FE system with more funding and local accountability. The backdrop of skills needs, funding cuts, and multiple regulators pulling FE in different directions is also summarized. Key questions are raised about balancing competition and cooperation, and whether education should be treated as a commodity.
This project aims to address youth unemployment in Romania by developing a community and online platform to provide tourism-related training, information, and advice to unemployed students and graduates. The platform will also facilitate networking between students and entrepreneurs in the tourism sector. Over the course of one year, the project will conduct research on consumer behavior, launch the online platform, and promote it to engage 500 unemployed young people. The end goal is to open a tourism resort fully managed by the target group.
The document discusses Malaysia's efforts to promote entrepreneurship through higher education. It outlines several initiatives and policies launched by the Ministry of Higher Education between 2010-2020 to embed entrepreneurship in university curriculums. This includes making entrepreneurship modules and activities compulsory, providing funding for student entrepreneurs, and recognizing top student enterprises. The efforts have led to increases in the percentage of graduate and student entrepreneurs in Malaysia from 2012 to 2017. The document also highlights several successful student start-ups that have emerged from these entrepreneurship programs.
Building New Opportunity
Jerry Hembd, University of Wisconsin-Superior; Ron Hustedde, University of Kentucky; Sharon Gulick, University of Missouri Extension; Mary Simon Leuci, University of Missouri Extension
This interactive workshop will explore innovation approaches and strategies for regional development and, through a facilitated process, participants will be asked to share their experiences, challenges and approaches. Anticipated results include greater understanding of regional development, sharing of ideas, new learning and possibly creation of information networks.
1:30-3:00pm Monday July 27th
Building Skills Ecosystems for Regional DevelopmentGary Wood
A skills ecosystem is defined as stakeholders in a region or industry sector working together to develop and share skills and knowledge for mutual benefit. Characteristics include stakeholders committed to a broad agenda, self-sustaining networks shaped by collaboration, addressing both supply and demand of skills, and driving innovation. Ecosystems can be formal or informal. Sheffield Engineering Leadership Academy is a case study of a formal ecosystem developing engineering student leaders through industry projects. Developing a skills ecosystem in Herefordshire centered around NMITE could enhance integration, apply learnings to curriculum, and foster enterprise through challenge-led learning and collaboration between education and industry stakeholders.
Ch'nook aims to mediate the success of Indigenous leaders, managers, and administrators through three main initiatives:
1) The Advanced Management Program provides business and leadership training to experienced Indigenous professionals.
2) Partnerships with educational institutions help bridge Indigenous student communities and business education. This includes making post-secondary programs more relevant and supportive of Indigenous students.
3) Community development efforts increase collaboration between Indigenous communities and businesses. This helps Indigenous communities participate in and benefit from regional economic opportunities.
The document discusses developing infrastructure like universities, colleges, and digital centers to support the creative and digital industries sector. It focuses on accelerating and bridging digital skills by increasing collaboration between government, businesses and education. It also addresses responding to new employment patterns like rising self-employment and ensuring business environments are inclusive. Past initiatives that invested in community media, creative industries and digital skills are highlighted as building legacies from prior investments.
The document summarizes key points from an OECD study on the role of universities in regional development. It discusses how universities can serve as engines of economic growth by engaging with their regions. The OECD conducted reviews of higher education institutions in 14 regions and found that while universities contribute to innovation, their engagement is often short-term and lacks coordination. Barriers include a lack of strategic focus, incentives, and collaboration between universities and regional stakeholders. Moving forward, governments, regions, and universities should strengthen partnerships and prioritize long-term regional engagement.
The document summarizes key points from an OECD study on the role of universities in regional development. It discusses how universities can serve as engines of economic growth by engaging with their regions. The OECD conducted reviews of higher education institutions in 14 regions and found that while universities contribute to innovation, their engagement is often short-term and lacks coordination. Barriers include a lack of strategic focus, incentives, and collaboration between universities and regional stakeholders. Moving forward, governments, regions, and universities should strengthen partnerships and prioritize long-term regional engagement.
Schneider Eelctric_2023 Strategy for NSI Programs.pdfStanley72019
This document summarizes several proposed 2023 New Skills and Innovation programs focused on empowering youth, developing critical job skills for the future, and promoting sustainability. Key programs described include an Enactus program engaging student teams in social innovation projects related to the UN Sustainable Development Goals in multiple countries, STEM laboratories in India focused on energy/environment/technology awareness and digital literacy for girls, and sustainability trainings deployed through partner NGOs in the Andean region covering topics like renewable energy and gender equality.
This document discusses strategies for boosting revenue flows and improving accountability in Nigerian tertiary institutions. It notes that government funding is inadequate and tertiary institutions rely on it for less than 10% of their budgets. To address this, the document recommends that institutions pursue additional internally generated revenue through means like partnerships, entrepreneurship programs, expanding in-demand fields, strategic collaborations, grants, and transparency. It emphasizes matching academic programs to market needs, training students for careers, and transforming communities through learning to strengthen revenue generation.
Economic Gardening through Entrepreneurship Education
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Building resilience Through Greater adaptibility to Long-Term ChallengesOECD CFE
As a part of the project ‘”Building resiliency through greater adaptability to long-term challenges” LEED is conducting a series of expert webinars to explore the conceptual and practical dimensions of the notion of ‘local economic resilience’. These 1-hour webinars are an opportunity to gatherpolicy experts, academics and local practitioners for a short and in-depth discussion followed by a question and answers session. . The first two webinars “Understanding resilience” were held in early December 2015 and focused on how to define and measure economic resilience, particularly in the context of local labour markets.
The Great Generation - Corporate Experiential Learning Offerlissalourenco
The Great Generation provides experiential learning programs to develop creative entrepreneurial professionals who can address 21st century challenges. It runs 7-14 day projects where students and professionals collaborate with communities in emerging countries to tackle local problems, gaining hands-on experience outside their comfort zones. The Great Generation has delivered over 50 such projects, working with a network of community organizations and using its expertise to build capacity and provide consultancy services focused on livelihood creation, education, and addressing the roots of poverty.
This document proposes an integrated approach to youth and student programs through four stages: mentoring, tutoring, interning, and launching. It argues this continuum would provide comprehensive economic opportunities and engagement by linking experiences to knowledge and careers. The approach would use technology platforms to minimize barriers and generate revenue across communities. Goals include establishing partnerships in 30% of regions within a year and creating unique delivery models leveraging existing networks and media to attract resources and participants. It proposes a "Youth and Student Collaboratory" national platform and non-profit to host forums, identify trends, and leverage youth innovation.
The document outlines several economic development and community empowerment programmes, including:
1) Five impact programmes that aim to empower, equip, and enable beneficiaries through bootcamps, mentorship, and skills training over 12-24 months.
2) A green club initiative in schools to foster environmental stewardship among students and promote sustainable practices.
3) A future leaders eco-camp to empower and inspire rural youth through leadership development and connecting with nature.
4) A community development intern programme to cultivate professionals through practical experience and accredited training over 24 months.
5) A bursary management service to provide educational support and equal opportunities for rural youth.
6) An economic development out
INCLUSIVE BUSINESS AND VALUE CREATION-brochureNicolas Cordier
This document provides an overview of the Inclusive Business program launched by HEC Paris in partnership with Danone, Renault, and Schneider Electric. The program aims to help business executives develop innovative and inclusive business models that address social and environmental issues while also generating profits. It is a unique executive education opportunity that provides an interdisciplinary perspective on aligning social strategies with corporate goals. The program content explores inclusive business approaches and models, and it brings together executives and social entrepreneurs in an experiential learning format to accelerate the creation of inclusive initiatives.
1) During the past year, the Economics Center welcomed a new director, Dr. Julie Heath, strengthened its staff and programs, and reached over 12,000 students through its economic education programs.
2) The Center provided professional development training to over 650 educators and completed research projects for high-profile business clients, introducing more sophisticated reports.
3) After 35 years of leadership, the founding director Dr. George Vredeveld stepped down, having built the Center into a premier organization for economic and financial education in the community.
The SVHEC has leveraged TIC funds to innovate and sustain workforce education programs. TIC funds have supported infrastructure development, innovative programming, technology acquisition, and recruitment of key personnel. This has allowed the SVHEC to develop programs like Product Design & Development and Digital Art & Design. TIC funds were critical to the SVHEC's ability to transform the regional economy through education.
Iedc ec. dev and workforce dev collaborationColleen LaRose
The full webinar may be seen at www.nereta.org on the training page.
Collaboration between EDA's and WIB's requires a paradigm shift. Traditionally economic development organizations were charged with attracting business -typically industrial firms - while workforce development organizations played a more transactional role of training and job match-making. Their tools, strategies and resources have been vastly different from each other and sometimes even at odds. But that is now changing. Several communities have successfully brought together economic development and workforce development organizations by aligning goals and simultaneously strengthening the economic eco-system.
The driving force behind this convergence is the realization that a talented labor supply is key to the economic prosperity of the community. Site selectors report a talented workers trump all other considerations fro businesses locating to a new area. Similarly a steady stream of talented employees can help retain and expand strong industries and clusters.
Building this pipeline of workers requires input on future needs of companies from economic development as well as input from workforce development on where to find and train the workers for these future opportunities.
This webinar will highlight several regions in the country, urban and rural where they are making this work.
This document discusses initiatives to promote entrepreneurship and startups in Nova Scotia. It outlines goals to increase the number of new business startups, exports, and export-participating firms. It describes several "game changers" or focus areas, including promoting growth-oriented enterprises, excellence in education and training, and entrepreneurship. Specific early win initiatives are highlighted, such as supporting the technology startup accelerator Volta and the post-secondary entrepreneurship program UIT Cape Breton. The document calls for private and public sector support and endorsement of these programs to foster entrepreneurship and innovation.
2016 Joint Board of Supervisors and School Board Retreat- Economic Success S...Fairfax County
This document summarizes the strategic plans of Fairfax County and Fairfax County Public Schools.
The Fairfax County Economic Success Strategic Plan has six goals: further diversify the economy, create places where people want to be, improve the development review process, invest in infrastructure, achieve success through education and equity, and increase government agility. The plan focuses on innovation, mixed-use communities, streamlining regulations, and connecting education to opportunities.
The FCPS Ignite Strategic Plan has four goals: student success, a caring culture, a premier workforce, and resource stewardship. It defines a portrait of a graduate and focuses on instruction, data, early childhood education, and career preparation to ensure student success
C:\Documents And Settings\Jperez\Desktop\Youth Davos PresentationJohanny PEREZ
This idea proposes integrating community development into the curriculum of a business school. Students would analyze developing countries and identify business and management needs. They would then work with rural communities, providing education on resource management and entrepreneurship. The goals are to increase awareness of global economic disparities, promote relationships between students and social entrepreneurs, and enhance local leadership and sustainable enterprise projects. Each year, a forum would showcase achievements and promote further global youth partnerships.
Similar to Further education and economic development keynote given at thanet college, march 2012 (20)
Presentation given at the 2nd international conference for students of tourism and gastronomy, Skopje, 28th October 2017. The presentation made the argument for hosting large events in small destinations, as a cost-effective way of tourism destination marketing.
Policy change and Tourism Policy in the United KingdomJames Kennell
This document discusses the application of punctuated equilibrium theory to analyze tourism policy change in the United Kingdom. Punctuated equilibrium theory posits that policy changes occur in short, intense periods separated by long stretches of stability. The document outlines key periods of tourism policy change in the UK from 1999 to 2015 based on major policy documents and political events. It also examines how changing policy communities and the influence of issue networks have impacted tourism policymaking in the UK. The punctuated equilibrium framework provides a useful lens for understanding periods of stability and change in UK tourism policy over time.
Cultural tourism experiences focus on both traditional cultural attractions and contemporary culture or local ways of life. Younger tourists, known as Generation Y, are interested in exciting cultural experiences. Future tourists will seek diverse cultural experiences when traveling. Destinations should use their cultural resources to create holistic tourism experiences, package cultural components together, and showcase local culture to all tourists, not just those interested in culture, in order to improve destination image and visitors' memories.
Presentation of the initial findings of a research project to investigate the relationship between Business Improvement Districts and the Visitor Economy in England and Scotland.
Dark Cities - dark tourism in European citiesJames Kennell
Presentation by Raymond Powell and James Kennell, Univesrity of Greenwich, given at the 2nd Annual Conference of the International Association of Cultural and Digital Tourism, Athens, May 2015
Heritage, Tourism and Regeneration in Seaside TownsJames Kennell
Presentation given by James Kennell at an event hosted by the Margate Neighbourhood Plan Forum and the Margate Civic Society, at Turner Contemporary, Margate on 17th March 2015.
Cultural Regeneration in Europe - Lessons for serbiaJames Kennell
This document discusses cultural tourism and urban regeneration in Europe, providing examples from Bilbao, Spain; Margate, UK; and Stoke's Croft, UK. It examines how cultural regeneration works through private and state investment and cultural production that drives tourism demand. However, European tourist arrivals dropped in 2009-2010 due to the economic crisis. Cultural regeneration can brand and market cities while increasing visitor spending, but culture alone may not generate economic growth so cities should develop cultural tourism alongside events, business tourism, and other programs. The document raises questions about Belgrade's cultural tourism offerings and cites Liverpool, UK as another example.
links between motivation and event attendee expenditure at a festivalJames Kennell
This study examined the impact of motivation factors on spending at cultural events organized by a local authority (LA) in Southborough, UK. Surveys of 579 event attendees collected data on demographics, motivations for attending, and spending. Regression analysis found that being motivated to meet new people increased average spending by £20.71, while motivations to spend time with family or because it was a local event decreased spending. The findings suggest event motivations should inform how public sector events are designed, marketed, and prioritized to increase economic impacts but not alienate citizens. Further research is needed using more sophisticated motivation scales and qualitative research.
This document discusses responsible tourism and sustainable development in tourism. It provides definitions of responsible tourism and sustainable development. It also summarizes different perspectives on responsible tourism, including critiques that it stigmatizes average tourists or that tourism is inherently exploitative due to its profit-seeking nature. Another perspective presented is that responsible tourism should focus on positive experiences and shared responsibility rather than rules or compulsion.
Presentation on Responsible Events. Responsibility is a relatively new way of thinking about sustainability. This presentation was originally given in picture-only format at the Event Horizons conference in Falmouth, Cornwall, on 7th February 2014
This document discusses the relationship between cultural tourism and urban regeneration in Europe over the past 3 decades. It outlines how cultural regeneration projects have been driven by private and state investment in cultural production, which then fuels cultural tourism and provides consumers for these projects. However, the cultural tourism industry faced declines during the 2009-2010 economic crisis. The document also examines examples of bottom-up cultural regeneration driven by local communities with little public funding or corporate investment.
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.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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.
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.
Further education and economic development keynote given at thanet college, march 2012
1. Outstanding economics
James Kennell
Director, Economic Development Resource Centre
University of Greenwich Business School
2. Works at local, regional and national
levels on innovation and research in
local economic development
Bring together academics, policy-
makers, practitioners, community
groups and social enterprise
How do we get economies working
again, from the bottom up?
3.
4.
5. “Learners develop excellent skills,
knowledge and understanding that
are relevant to improving their
economic and social well-being.”
“learners progress to higher level
qualifications and into jobs that
meet local and national needs.”
“strategic objectives and targets
respond to local and national
agendas, such as ... developing the
skills of adults to be economically
active”
6. “...the rising importance of meeting the needs
of the local community for many providers in
the further education and skills system where
they are key players in the delivery of local
priorities; this will require inspection outcomes
that relate to a provider’s contribution to their
area’s priorities”
“the provider promotes and implements
national and local priorities and initiatives
that are relevant to learners, employers
and local communities”
“Programmes and activities are highly
effective and may be innovative in
meeting learners’ needs and those of the
wider community”
7.
8. 425,000 visitors in
the first year
Visitor Economy
resurgent?
Knowledge
Economy driver
New skills (or old
skills?) required
11. How does your course promote
economic well being?
How does your course relate to local
economic development?
•Creativity
•Entrepreneurship
•Knowledge Economy
•Engagement with key local drivers
of economic development
As we know, everything in coalition policy is slowly being subsumed into economic developmentBut this is a particular kind of economic developmentPrivate sector ledGrowth at all costsBUT – David Willets, the SOS for BIS is responsible for how this plays out in Further Education“The Pinch” – deep concern for social inequality and fairnessSo – this seems like a paradoxLots of our work in EDReC has been about spotting gaps, spaces in recent government economic policy in which innovation can flourish – the question I’ve been asking on the changes that are taking place in the assessment of FE provision is where is there room for local innovation and how can you, as the professionals responsible for teaching and learning, get into these spaces?
OFSTED and economic developmentI’ve been asked to reflect on the journey that Thanet College is on towards being awarded Outstanding status by OFSTED, and I’ve chosen to focus on the economics of the situation – not in terms of funding, or wages, or our pensions that are being eroded, but in terms of the interaction between the college and the economy of thanet – and how this is experienced by students.
In the pre-amble to their latest consultation, OFSTED are quite clear about:“the critical importance of employability skills and progression towardssustainable employment and further learning as outcomes from manygovernment-funded programmes, and the need to judge this alongside theachievement of learners”Outcomes for learners – to be judged outstanding: We propose to judge outcomes for learners by giving particular attention tohow well:To be outstanding in the leadership and management category:
From the pre-amble again:For leadership:Outstanding for quality of provision: provision is well coordinated, relevant to local communities and promotes social inclusion and sustainable development. But inspectors will take into account: the extent to which the range and content of learning programmes/services are relevant to local communities, ensuring the provision is coherent and does not duplicate other provision but maintains minority subjects and courses through the sharing of human and physical resources. “. “
Thanet is the most deprived district council area in Kent. It is also the 3rdmost deprived local authority district area in the South East (out of 67) and the85th most deprived in England (out of 354 authorities).