Industry Relation Committee of Young Entrepreneurs Association of Cambodia OECD CFE
Presentation by Mr. Sar Kinal, Chair of Industry Relation Committee of Young Entrepreneurs Association of Cambodia
Cambodia and Managing Director of Aplus Consulting Co, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Industry Relation Committee of Young Entrepreneurs Association of Cambodia OECD CFE
Presentation by Mr. Sar Kinal, Chair of Industry Relation Committee of Young Entrepreneurs Association of Cambodia
Cambodia and Managing Director of Aplus Consulting Co, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Strathmore University presentation - Youth Engagement Summit MauritiusAdrian Hall
ICT Engagement in the non-Formal education sector - Major moves are being made by the formal education sector in harnessing digital media and e-publications. This session addresses the key role that ICTs can play in the non-formal education sector as well, especially in an era when multiple generations of citizens are jointly engaged in the workplace, and when lifelong learning has become the need of the hour.
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
"Alternative approaches to Education: Talent Academies Pilot In Kenya"
Regional Review Conference on the Geneva Declaration on Armed Violence and Development
Nairobi, Kenya | 26-27 November 2014
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.
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
Presentation by Ms. Kristine Langenbucher, Head, Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, set the scene for Breakout Session 3 by introducing the third pillar of the OECD Skills Strategy Framework, which focuses on the governance of skills systems. She provided relevant and updated data on the effectiveness of policy coordination mechanisms in Southeast Asia, and provided areas for collaboration among ministries and various stakeholders outside of government.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Strathmore University presentation - Youth Engagement Summit MauritiusAdrian Hall
ICT Engagement in the non-Formal education sector - Major moves are being made by the formal education sector in harnessing digital media and e-publications. This session addresses the key role that ICTs can play in the non-formal education sector as well, especially in an era when multiple generations of citizens are jointly engaged in the workplace, and when lifelong learning has become the need of the hour.
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
"Alternative approaches to Education: Talent Academies Pilot In Kenya"
Regional Review Conference on the Geneva Declaration on Armed Violence and Development
Nairobi, Kenya | 26-27 November 2014
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.
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
Presentation by Ms. Kristine Langenbucher, Head, Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, set the scene for Breakout Session 3 by introducing the third pillar of the OECD Skills Strategy Framework, which focuses on the governance of skills systems. She provided relevant and updated data on the effectiveness of policy coordination mechanisms in Southeast Asia, and provided areas for collaboration among ministries and various stakeholders outside of government.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
Ashish Dhawan, founder of Central Square Foundation, examines the role technology can plan in improving student learning, teacher training, and accountability systems. Presentation given at a meeting of education leaders in the Bay Area.
OCCE 2018 Keynote: Authentic and Contextual Learning with ICT in IndiaAmina Charania
OCCE 2018, Keynote: Amina Charania. This presentation highlights Constructivist use of ICT in education-India story and presents best practices in India in government schools.
The growth of e-learning has immensely rised due to usage of internet and mobiles. This PPT describes the trends involved in learning traditionally and now online.
Kuching | Jan-15 | A Research Project Implemented by Universiti Malaysia Sara...Smart Villages
The second in our series of workshops designed to gather input from stakeholders involved in existing off-grid projects in Africa, Asia and Latin America. This event is workshop scheduled to be held in Malaysia for the ASEAN countries will be organised by the Academy of Sciences Malaysia (ASM) in collaboration with Universiti Malaysia Sarawak (UNIMAS).
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Helen Silvester
1. ONLINE EDUCATION IN INDIA:
the golden thread among 36m
learners or just more digital
content in the cloud?
www.britishcouncil.org
INDIA: BREAKFAST SESSION: 15 MAY 2019, BERLIN
2. INTRODUCTION
• Our focus of discussion:
• Opportunities and challenges for foreign and local education providers in online
education market in India
• Our panelists:
• Prof. Dhirendra Pal Singh - Chairman, University Grants Commission
• Prof A.K. Suresh - Professor of Chemical Engineering, and Deputy Director (AIA),
IIT Bombay
• Mr. B.H. Anil Kumar IAS - Additional Chief Secretary, Higher Education,
Government of Karnataka
• Mr. Navin Mittal IAS - Commissioner, Collegiate Education & Technical Education,
Government of Telangana
• Dr Usha Titus IAS - Principal Secretary, Higher Education, Government of Kerala
• Ms Radhika Maloo – Associate Director, upGrad
Chaired by Helen Silvester, Acting Deputy Regional Director South Asia British Council
www.britishcouncil.org
3. CONTEXT: INDIA’S ONLINE HE SECTOR
• Government initiatives:
• In 2017, the Government of India, launched a MOOCs platform called SWAYAM
where institutions like the Jawaharlal Nehru University, the Indian Institutes of
Technology and the Indian Institutes of Management have come together to offer
2,000 courses
• The National Programme on Technology Enhanced Learning (NPTEL) was initiated
by seven Indian Institutes of Technology along with the Indian Institute of Science,
Bangalore offering open online courses along with certificates from the IITs/ IISc
• The National Mission on Education through Information and Communication
Technology (NMEICT) is a Centrally Sponsored Scheme to leverage ICT, in teaching
and learning process for all learners in HEIs. This was expected to be a major
intervention in enhancing the Gross Enrolment Ratio (GER) in HE
• EDUSAT - the first Indian satellite built exclusively for serving the educational sector
was launched in 2004. Intended to meet the demand for an interactive satellite-based
distance education system for the country.
• The SWAYAM PRABHA is a group of 32 DTH channels devoted to telecasting of
high-quality educational programmes on 24X7 basis.
www.britishcouncil.org 2
4. OPPORTUNITIES
• The world’s second largest market: 3.4m subscriber base, second to the USA
• The fastest-growing market: India’s online education market is set to grow to USD 1.96b
with 9.6m users by 2021 from USD 247m and 1.6m users in 2016
• The ‘youngest’ market : 93% of Indian learners are in the 18-39 years age
• Internet penetration is 43%. The pace of digital growth is high at 18% annual growth -
urban markets are almost saturated and rural is growing rapidly.
• Total user base of 566 million. Of which, 87% or 493 million Indians, are regular users.
• 293 million active internet users reside in urban India, while there are 200 million active
users in rural India. 97% of users use the mobile phone as one of the devices to access
the Internet.
• In 2018, 390.9 million people accessed the internet through their mobile phone. In 2023,
this figure is projected to amount to 500.9 million mobile phone internet users.
• 20% credit for courses can be achieved from online education learning.
• Edutech companies and startups are fast getting into this space.
Byjus, upGrad and edukart are some of India top Edutech startups.
www.britishcouncil.org 3
