In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Keynote: A Transforming Asia: Challenges and Opportunities for Collaboration in Education Development and Open Educational Resources
Mr. Jouko Sarvi
The Youth Economic Participation Inititiatve (YEPI) goals and activities
1. Support universities to expand innovative models enabling upper-year students and recent alumni to accelerate their transition to the work force.
1. Facilitate a global Community of Practice to promote the exchange of knowledge
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
TRAINING NEEDS ANALYSIS AMONG GRASSROOTS ENTREPRENEURS: BASIS FOR THE IMPLEME...LIZARIVERA21
ABSTRACT
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangay, and GEs. Gibb's (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,000.00 to Php40,000.00. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangays, and GEs. Gibb’s (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,001 to PhP40,000. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
24th IAJBS World Forum - GCSEN - Universities as Place-Makers in the Local Ec...GCSEN Foundation
Colleges can play a critical role in sustainable regional and local development by expanding their historical role as anchor institutions. This expansion could take the form of a ‘knowledge economy” update on the land grant college model. Land grant colleges were established to provide practical skills training to farmers, mechanics and other tradesmen (Hertz, 2013). Providing education in innovation, entrepreneurship and social entrepreneurship can prepare both students and adult learners for well-paying careers in the place based economy.
Placemaking as an economic development strategy, also called place-based economic development, is the practice of using a community’s public amenities to make economic progress. This approach focuses on the unique features of particular places, building on existing assets, such as arts, cultural amenities, parks, architectural design, open spaces, lakes or walkable streets to create a strong bond between people and the places they live , contributing to the appeal of these places to live, work, engage and socialize. Effective placemaking strategies can also attract investment and be a catalyst for entrepreneurial innovation (Ivacko & Horner, 2014), as well as enhance the attraction of young millennial, college-aged students to a particular location.
One of my sleepless nights I was trying to figure out a way to bridge the gap between higher education and industry.Creating a crowdfunding vehicle sponsored by the local government could do just that.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 1: Collaboration
Keynote: A Transforming Asia: Challenges and Opportunities for Collaboration in Education Development and Open Educational Resources
Mr. Jouko Sarvi
The Youth Economic Participation Inititiatve (YEPI) goals and activities
1. Support universities to expand innovative models enabling upper-year students and recent alumni to accelerate their transition to the work force.
1. Facilitate a global Community of Practice to promote the exchange of knowledge
An introduction to the Youth Economic Participation Initiative, as presented in March 2015 at the Comparative and International Education Society conference in Washington, DC. The presentation includes a look at critical institutional factors, strategies for supporting emerging entrepreneurs, engagement of key communities, and fostering of a community of practice.
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
TRAINING NEEDS ANALYSIS AMONG GRASSROOTS ENTREPRENEURS: BASIS FOR THE IMPLEME...LIZARIVERA21
ABSTRACT
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangay, and GEs. Gibb's (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,000.00 to Php40,000.00. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangays, and GEs. Gibb’s (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,001 to PhP40,000. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
24th IAJBS World Forum - GCSEN - Universities as Place-Makers in the Local Ec...GCSEN Foundation
Colleges can play a critical role in sustainable regional and local development by expanding their historical role as anchor institutions. This expansion could take the form of a ‘knowledge economy” update on the land grant college model. Land grant colleges were established to provide practical skills training to farmers, mechanics and other tradesmen (Hertz, 2013). Providing education in innovation, entrepreneurship and social entrepreneurship can prepare both students and adult learners for well-paying careers in the place based economy.
Placemaking as an economic development strategy, also called place-based economic development, is the practice of using a community’s public amenities to make economic progress. This approach focuses on the unique features of particular places, building on existing assets, such as arts, cultural amenities, parks, architectural design, open spaces, lakes or walkable streets to create a strong bond between people and the places they live , contributing to the appeal of these places to live, work, engage and socialize. Effective placemaking strategies can also attract investment and be a catalyst for entrepreneurial innovation (Ivacko & Horner, 2014), as well as enhance the attraction of young millennial, college-aged students to a particular location.
One of my sleepless nights I was trying to figure out a way to bridge the gap between higher education and industry.Creating a crowdfunding vehicle sponsored by the local government could do just that.
2018 Inner Compass Magazine - Moving the World to a Better Place: Business, S...GCSEN Foundation
Moving the World to a Better Place: Business, Social Entrepreneurship, and Social Good. Article published in Issue #3 of Inner Compass Magazine.
The Inner Compass is an annually published magazine complete with illustrations, data, visual graphics, as well as excerpts of real world case studies. Designed to transcend the static page and spur dynamic dialogue on key issues, the articles included link seamlessly to a multi-media portal. Through the use of these multi-media links the Inner Compass encourages debate and discussion as it focuses on creating value-based leadership as its readers analyze business, human rights, and social justice.
Partnered with faculty, students, and alumni of Jesuit colleges and universities in over 112 countries, The Inner Compass is a companion publication to the Global Jesuit Case Series. The underlying objective of this and all the products we are developing is to transform how we do business, recognizing the narrow focus on shareholders and individual wealth accumulation as fundamentally flawed and unsustainable, and emphasizing instead a more holistic values-centered approach, inspired by the Ignatian principles of service, justice, human dignity, and compassion for others.
This document was humble tribute to the society (by Dr. Vijay Page Director General MET, Mumbai), which has richly contributed to the metamorphosis of our
university. A celebration of awareness, this is our offering "VIDYA- SETU" - a bridge spanning the
knowledge divide.
Similar to YEPI Poster: Mobilizing Universities to Address the Global Crisis in Youth Unemployment (20)
Quotes from Leaders in the Civic Engagement Movement Talloires Network
The Talloires Network presents the Leaders in the Civic Engagement Movement series, a collection of interviews with influential leaders around the world focusing on the intersection between universities and the communities that surround them. This presentation introduces some of the featured civic engagement pioneers, with short quotes from their respective interviews.
Building Local Economies: Enterprise Development, Entrepreneurship and Innova...Talloires Network
Focus on the South African membership of the Talloires Network.
Question: What is the intersection of community engagement and youth economic employment? How does job creation also address a wide array of societal challenges? How is employment also civic engagement?
Global Movement of Engaged Universities: Engaging South and NorthTalloires Network
A global coalition of universities committed to strengthening the civic roles and social responsibilities of higher education.
• Founded in 2005 in Talloires, France, by 29 presidents from 23 countries
• More than 300 members in more than 70 countries
• Elected international steering committee
Goals of the MacJannet Prize
• Elevate innovative civic engagement program models
• Strengthen public support for the global civic engagement movement in higher education
• Champion the values and extend the legacy of Donald and Charlotte MacJannet
• Promote action around the principles of the Talloires Declaration
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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YEPI Poster: Mobilizing Universities to Address the Global Crisis in Youth Unemployment
1. Talloiresnetwork.tufts.edu
Mastercardfdn.org
Discussion:
What do partnerships that foster shared value look like?
What are the intersections of civic engagement and entrepreneurship?
How can youth economic participation sustain and invest in their local communities?
What are the proven and potential impacts of engaged universities on their local economies?
What are the essential elements of curricula and programs that prepare students for the job market?
68 applicants from 27 countries
20 Finalists from 15 countries
6 to 8 Demonstration Grants
YEPI Program Stats
Conclusion:
The Talloires Network will continue to use the global coalition of 280 universities in 68 countries – enrolling over 6 million students – to facilitate sharing of knowledge about the role
of higher education in promoting the economic participation of educated youth. Exchange of best practices, brokering joint projects, collective action to build civic engagement
programs will be strengthened through the Talloires Network Community of Practice as a tangible outcome of the Youth Economic Participation Initiative. The Community of Practice
is a concerted strategy to facilitate the sharing of knowledge among universities around the world about the role of universities in promoting youth employment strategies. It will
both enable the Talloires Network to integrate YEPI findings and recommendations into all Network activities, and also include a series of activities, such as a web platform and
moderated online discussions– specifically dedicated to the exchange of knowledge about youth economic participation.
Expected Results:
Universities will implement institutional, programmatic and curricular changes intended to educate students for civic and economic participation. Six to eight Demonstration Grants
will be awarded to institutions that show a record of success in implementing innovative community-based programs, and that propose creative approaches to facilitating students’
transition from university to employment and job-creation. Projects will document lessons learned that we will disseminate among Talloires Network institutions and encourage
them to use skills training, business incubation, curricula reform, assessment and evaluation, inter-sectoral activities, student leadership and global exchange of experience.
Measurements will inform perceived level of university support for facilitating students’ transition to the job market, support for youth-led entrepreneurship activities, and number of
women and youth involved in grant management and decision making. Extensive collaboration with local community groups is a major ingredient. The community engagement
experiences that prepare students to become responsible, active members of their community also confer many of the skills and resources required to become successful
participants in the economy. Each award university will employ an evaluation team to monitor and report on impacts of university-community engagement programs, impacts on
societal conditions and also on students’ capabilities. Web platforms and moderated online discussions will facilitate the exchange of knowledge about theory and practice.
YEPI aims to:
• Support universities to develop and test university-led models
that prepare students for the work force.
• Support civic engagement programs that train students for
innovation and entrepreneurship.
• Support universities and communities to bridge the gap
between curriculum and skills.
Problematic:
The youth consultancy firm DECODE conducted a multi-country youth outreach effort based on 90 peer-to-peer interviews in ten countries. Ten university
professors and administrators from around the world participated in a six week online ‘Learning Community’ discussing the role of universities in promoting
economic opportunities for educated youth. Findings included employers frequently noted a pervasive lack of ‘soft’ skills among university-educated youth,
the gap between university-educated youth and employment. Even where technically proficient, too many students lack the day-to-day skills necessary to
thrive in a globalized workplace. Skills such as, communication, leadership, critical thinking, public speaking, negotiation and debate, and teamwork. Gaps
are listed below in the diagram:
Description:
The Youth Economic Participation Initiative was launched in 2012 as a program of the Talloires Network to:
• Award 6 – 8 demonstration grants of $350,000 to $465,000 to universities in Africa, Asia and Latin America.
• Understand the complex and context-specific obstacles young entrepreneurs face in the markets.
• Facilitate the exchange of knowledge in a global Community of Practice.
Burkina Faso
Chile
Egypt
Ghana
Hong Kong
Laos
Liberia
Kenya
University-
Educated
Youth
exclusion from key
networks
access to training
lack of soft skills
obstacles to seed
funding
Leadership
and Soft
Skills
Jobs
Malaysia
Mexico
Pakistan
Rwanda
South Africa
Uganda
Zimbabwe
Youth Economic Participation Initiative (YEPI)
Mobilizing Universities to Address the Global Crisis of Youth Unemployment
By: Robert Hollister, Jennifer Catalano, Rantimi Oluwasegun, Amy Newcomb Rowe, and Edwin Nelson
75 million youth
worldwide are unemployed
2012 McKinsey Report
YEPI will build a greater foundation of factual data
to guide the decisions of universities and
augment support by other sectors.
Introduction:
The Youth Economic Participation Initiative responds to the universal gap between the realities of the job market, the ability of university-educated youth to successfully participate in
the economy, and emerging definitions of civic engagement as it relates to employment, vocationalism and leadership development. Understanding that universities hold an important
responsibility to address these issues, YEPI aims to apply the extensive expertise and collaboration of university civic engagement programs to tackle the youth unemployment crisis.
Strategically changing how institutions of higher education prepare their students can significantly improve the ability of educated youth to engage in local job markets, either through
employment, or through entrepreneurship.
2013 Global University Network for Innovation Conference
May 13 - 15, 2013 Barcelona, Spain
Entrepreneurship
Civic Engagement
6 to 8 universities from Africa, Asia and Latin America will successfully link students to employment through
community-based learning and entrepreneurship, and share their methods with a global network of engaged universities.