This document summarizes lessons learned from piloting an open badges program for skills recognition in the humanitarian sector. Key findings include:
- Standards assessment took significant time and effort with some challenges for multi-national organizations.
- Coaching support was crucial, while communities of practice (e.g. web clinics) were also useful.
- The service offering needs better integration, with badges as the medium for recognition.
- A passport-style profile on the myHPass platform is seen as key to future recognition value by allowing skills mapping across frameworks.
- Next steps involve analysis, business planning, fundraising and improvements to tools/processes to launch a minimum viable product in 2019.
This document summarizes lessons learned from piloting an international humanitarian recognition network called HPass. Key findings include: coaching was crucial for supporting organizations in understanding standards and badging; confusion remained around standards versus badging; and an integrated service offering is needed with badges serving as the medium for skills recognition stored on a shared platform (myHPass). Next steps involve analyzing results, improving tools, building critical mass of aligned badges, and launching minimum viable products in 2019 like optional advisory services and an organizational member journey. The goal is to strengthen the humanitarian sector through open, lifelong learning and skills recognition.
The document provides an overview and orientation for participants in the Institutional Change Leader course. It includes:
- An introduction to the Change Agents' Network which supports staff and students working in partnerships for technology-related change projects.
- An explanation of the structure and eligibility requirements for the Institutional Change Leader award, which is assessed through an online course and reflective portfolio based on a change project.
- A review of the course timetable, learning outcomes, and assessment components which include online multiple choice questions and a 3000-word portfolio submitted in two parts.
- Guidance on accessing and navigating the course virtual learning environment, including an overview of the first course activity.
Open Badges Pilot - Humanitarian Passport InitiativeDon Presant
This document discusses the Humanitarian Passport Initiative and Open Badges. It aims to enable access to learning resources and tools to build capacity for humanitarian aid. It works through Academy Centres, Collaboration Centres, and the Kaya digital learning platform. The initiative aims to democratize access to learning and recognition of skills. It promotes the use of open badges to provide portable, visual representations of learning achievements and competencies. The document outlines plans to develop badge systems for humanitarian skills recognition through various partners and aligned with standards. It explores methods for competency-based learning and assessment beyond traditional courses.
Open Badges - eCampusOntario Sandbox introduction for Mohawk CollegeDon Presant
This document discusses open badges and their potential role in recognizing skills and competencies. It notes that technological changes are shortening the shelf life of existing skill sets, and social and emotional skills will be increasingly important. Open badges can provide clear progress markers for learners, support flexible learning pathways, and allow diverse forms of learning to be recognized. Badges offer immediate transparency and validation of skills. When implemented effectively with stakeholder engagement and a focus on learner needs, open badges can help build a skills network by making learning more visible and credentials more portable.
This document summarizes the proceedings of the Accreditation Liaison Officers Annual Workshop sponsored by ACSCU in collaboration with ACCJC. It provides an overview of WASC activities including the number and types of institutions it accredits, peer participation in accreditation processes, committee activities and site visits. It also discusses the Task Force on Student Success which focuses on collecting and analyzing data on student retention, graduation rates and time to degree to help institutions improve student success.
Virtual Communities of Practice: Enabling Peer-based Distance LearningKristina Schneider
This document discusses enabling peer-based distance learning through virtual communities of practice (VCoP). It begins by outlining the objectives, which are to recognize advantages of peer learning via distance learning using a VCoP, prepare considerations for a needs analysis of a VCoP, and outline requirements for designing, developing, implementing and evaluating a VCoP. It then discusses defining VCoPs, challenges of virtual communities, and examples of VCoPs initiated by JMSB for aviation industry programs. It outlines needs analysis considerations and stages of VCoP development. Finally, it discusses designing a VCoP, including structural elements, development stages, and considerations for distributed VCoPs.
Preparing Libraries as per NAAC’s Revised Accreditation FrameworkSantosh C. Hulagabali
UGC's NAAC introduced Revised Accreditation Framework (RAF) on 27th July, 2017. This presentation introduces the RAF and focuses more on how the Libraries need to prepare to address the requirements/guidelines specified in the RAF.
This document introduces a framework for professional bodies to assess their progress on diversity and inclusion. It consists of a four-level maturity model and descriptors of good practice across eight areas, including governance, membership, events, education, and employment. Professional bodies can use the framework internally to structure conversations about performance, identify strengths and areas for development, and plan next steps. The document also describes how professional bodies can participate in a collective benchmarking exercise to share good practices and learn from each other.
This document summarizes lessons learned from piloting an international humanitarian recognition network called HPass. Key findings include: coaching was crucial for supporting organizations in understanding standards and badging; confusion remained around standards versus badging; and an integrated service offering is needed with badges serving as the medium for skills recognition stored on a shared platform (myHPass). Next steps involve analyzing results, improving tools, building critical mass of aligned badges, and launching minimum viable products in 2019 like optional advisory services and an organizational member journey. The goal is to strengthen the humanitarian sector through open, lifelong learning and skills recognition.
The document provides an overview and orientation for participants in the Institutional Change Leader course. It includes:
- An introduction to the Change Agents' Network which supports staff and students working in partnerships for technology-related change projects.
- An explanation of the structure and eligibility requirements for the Institutional Change Leader award, which is assessed through an online course and reflective portfolio based on a change project.
- A review of the course timetable, learning outcomes, and assessment components which include online multiple choice questions and a 3000-word portfolio submitted in two parts.
- Guidance on accessing and navigating the course virtual learning environment, including an overview of the first course activity.
Open Badges Pilot - Humanitarian Passport InitiativeDon Presant
This document discusses the Humanitarian Passport Initiative and Open Badges. It aims to enable access to learning resources and tools to build capacity for humanitarian aid. It works through Academy Centres, Collaboration Centres, and the Kaya digital learning platform. The initiative aims to democratize access to learning and recognition of skills. It promotes the use of open badges to provide portable, visual representations of learning achievements and competencies. The document outlines plans to develop badge systems for humanitarian skills recognition through various partners and aligned with standards. It explores methods for competency-based learning and assessment beyond traditional courses.
Open Badges - eCampusOntario Sandbox introduction for Mohawk CollegeDon Presant
This document discusses open badges and their potential role in recognizing skills and competencies. It notes that technological changes are shortening the shelf life of existing skill sets, and social and emotional skills will be increasingly important. Open badges can provide clear progress markers for learners, support flexible learning pathways, and allow diverse forms of learning to be recognized. Badges offer immediate transparency and validation of skills. When implemented effectively with stakeholder engagement and a focus on learner needs, open badges can help build a skills network by making learning more visible and credentials more portable.
This document summarizes the proceedings of the Accreditation Liaison Officers Annual Workshop sponsored by ACSCU in collaboration with ACCJC. It provides an overview of WASC activities including the number and types of institutions it accredits, peer participation in accreditation processes, committee activities and site visits. It also discusses the Task Force on Student Success which focuses on collecting and analyzing data on student retention, graduation rates and time to degree to help institutions improve student success.
Virtual Communities of Practice: Enabling Peer-based Distance LearningKristina Schneider
This document discusses enabling peer-based distance learning through virtual communities of practice (VCoP). It begins by outlining the objectives, which are to recognize advantages of peer learning via distance learning using a VCoP, prepare considerations for a needs analysis of a VCoP, and outline requirements for designing, developing, implementing and evaluating a VCoP. It then discusses defining VCoPs, challenges of virtual communities, and examples of VCoPs initiated by JMSB for aviation industry programs. It outlines needs analysis considerations and stages of VCoP development. Finally, it discusses designing a VCoP, including structural elements, development stages, and considerations for distributed VCoPs.
Preparing Libraries as per NAAC’s Revised Accreditation FrameworkSantosh C. Hulagabali
UGC's NAAC introduced Revised Accreditation Framework (RAF) on 27th July, 2017. This presentation introduces the RAF and focuses more on how the Libraries need to prepare to address the requirements/guidelines specified in the RAF.
This document introduces a framework for professional bodies to assess their progress on diversity and inclusion. It consists of a four-level maturity model and descriptors of good practice across eight areas, including governance, membership, events, education, and employment. Professional bodies can use the framework internally to structure conversations about performance, identify strengths and areas for development, and plan next steps. The document also describes how professional bodies can participate in a collective benchmarking exercise to share good practices and learn from each other.
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
HPass - Humanitarian Learning and Development, Powered by Open BadgesDon Presant
The document discusses plans for a pilot of open badges to recognize humanitarian learning and skills. The pilot will involve several organizations and explore using badges for a variety of purposes including certifying skills, recognizing experience, and tracking progress along learning pathways. Badges will be issued through an open badge platform and aim to provide portable, verifiable credentials for humanitarian learners across agencies and sectors. The document outlines several potential pilot projects to begin in July along with next steps to further develop the initiative and badge design.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
The document discusses the CHW AIM Toolkit, which provides guidance, tools and resources to strengthen community health worker programs. It has been field tested in several countries. The toolkit includes matrices and tools to assess 12 components of CHW program functionality. Results from 19 programs showed average scores below 3, indicating most programs need strengthening. An operations research study is underway to test if applying the toolkit improves CHW performance. A Community of Practice website (CHWCentral.org) was also launched to facilitate information sharing between CHW programs.
FA (3 Sep) - WSQ Select New Technology Platforms (Magdalene Tan)Magdalene Tan
The document outlines a business plan for Human Capital Singapore (HCS) to incorporate new technology platforms into its curriculum to meet regulatory requirements for blended learning. It analyzes HCS's current business model and situation, identifies challenges from competitors and customer demands, and reviews options for traditional and technology-based learning to develop a plan to introduce e-learning and maintain its status as a continuous education and training center.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
The document discusses the applicant experience network and efforts to improve the applicant experience through going paperless and meeting service level agreements for decision turnaround times. It describes how the university transitioned to being fully paperless in their admissions process from 2006 to 2013 to improve efficiency, the environment, and the applicant experience. It also explains how they began tracking and setting targets for decision turnaround times in 2005 to provide a better service to applicants and remain competitive. The initiatives helped reduce costs, improve staff experience and workflows, and were intended to positively impact application numbers and conversion rates.
AUCC plays two key roles in promoting a quality culture in Canadian higher education: establishing criteria for institutional membership and maintaining a website on quality assurance. The membership criteria cover governance, academic programs, research, and more. A rigorous application and review process reinforces the value of AUCC membership. The quality assurance website profiles Canadian universities' approaches through principles of quality assurance and pages for each member institution. These roles have increased transparency and furthered quality improvement efforts at some universities.
The document summarizes a post-pilot web clinic on the HPass initiative. Key findings from the pilot test of HPass standards, competencies, and open badges were presented. The pilot had 35 total participants, with 18 completing it. Feedback was generally positive but noted the complexity of the overall HPass system. Next steps include further developing the open badges program, platform functionality, and engaging more organizations ahead of a full HPass launch in late 2019. The tiers of HPass services and governance structure moving forward were also outlined.
The document discusses the development of an accreditation system for autism spectrum disorder (ASD) training and trainers in Scotland. It describes a multi-phase consultation process to develop national training standards and an accreditation framework. Key areas investigated through consultation included the need for accreditation, the accreditation process and components, and how training should be evaluated. Feedback from consultation events helped identify themes and issues to inform the final accreditation system design.
The document outlines CARE Vietnam's approach to organizational capacity development for community-based organizations (CBOs) in the rural development sector. It discusses using a strengths-based approach to assess capacities and develop CBOs. Next steps include piloting assessment tools, developing training materials, holding workshops for feedback, and rolling out the capacity building model through cluster organizations. Challenges include short grant cycles, high CBO leader/member turnover, diverse CBO capacities, and limited appropriate tools and expertise in Vietnam.
This document summarizes open badges and their role in recognizing skills. It discusses how open badges can provide a common language for competencies, recognize diverse types of learning, and create flexible learning pathways. Badges offer a portable, digital record of skills and accomplishments that is shared online. The document provides several examples of open badges being used across industries and educational institutions to recognize skills, make skills visible, and support lifelong learning.
Vision of the new Workforce Development ProgramNancy Olsten
The document presents a vision for a new workforce development program at the Northwest Regional Primary Care Association to position its member community health centers (CHCs) as desirable employers through outstanding professional development opportunities. It proposes a two-track model including the current process of conferences and trainings alongside a new distance learning university offering career ladder training from entry-level to management. This would equip staff across roles and be recognized nationally for its practices. Strategic relationships and an advisory committee would help create online and collaborative training programs to develop the workforce while generating new revenue streams.
A common sense approach to describing, reviewing and evaluating information l...CILIP ARLG
RIDLs (Research Information and Digital Literacy Skills) is a coalition that promotes information and research data literacy in higher education. It has developed criteria for describing, reviewing, and assessing information literacy training interventions. The criteria consist of structured questions in two parts: the first addresses who the training is for and how it is delivered, while the second examines the benefits and outcomes of the training. RIDLs is seeking feedback on how practitioners could use the criteria, whether they could be a basis for accrediting training, and how the criteria could be endorsed, promoted, and developed into a support service for practitioners.
This document introduces the Common Assessment Framework (CAF), a self-assessment tool developed by the EU for public services to evaluate their performance. It describes the CAF model which examines an organization's leadership, strategy, people, partnerships, processes, and results. The CAF uses a plan-do-check-act cycle and involves establishing an assessment group to score the organization's performance in each area. The results are then used to identify priorities for improvement and develop an action plan to enhance the quality of public services.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
HPass - Humanitarian Learning and Development, Powered by Open BadgesDon Presant
The document discusses plans for a pilot of open badges to recognize humanitarian learning and skills. The pilot will involve several organizations and explore using badges for a variety of purposes including certifying skills, recognizing experience, and tracking progress along learning pathways. Badges will be issued through an open badge platform and aim to provide portable, verifiable credentials for humanitarian learners across agencies and sectors. The document outlines several potential pilot projects to begin in July along with next steps to further develop the initiative and badge design.
Open Badges - Milestones for Learning and CareersDon Presant
Originally developed for the CAPLA 2015 Conference and updated several time since then, this fast-paced presentation explores evolving global practices for digital credentialing systems using the Mozilla Open Badges standard.
It frames the needs, outlines how Open Badges meet those needs, then provides living examples, case studies, and active research across a wide variety of contexts.
Open Badges are used as digital credentials by educators, professional bodies and employers around the world because they provide a better way to recognize learning, especially learning that takes place outside a classroom. They are trustable quality tokens of skills and achievements that can be displayed in e-portfolios and social media.
Open Badges are modular and ”stackable”: they can be linked together into flexible development pathways and can support Competency Based Education and RPL.
The document discusses the CHW AIM Toolkit, which provides guidance, tools and resources to strengthen community health worker programs. It has been field tested in several countries. The toolkit includes matrices and tools to assess 12 components of CHW program functionality. Results from 19 programs showed average scores below 3, indicating most programs need strengthening. An operations research study is underway to test if applying the toolkit improves CHW performance. A Community of Practice website (CHWCentral.org) was also launched to facilitate information sharing between CHW programs.
FA (3 Sep) - WSQ Select New Technology Platforms (Magdalene Tan)Magdalene Tan
The document outlines a business plan for Human Capital Singapore (HCS) to incorporate new technology platforms into its curriculum to meet regulatory requirements for blended learning. It analyzes HCS's current business model and situation, identifies challenges from competitors and customer demands, and reviews options for traditional and technology-based learning to develop a plan to introduce e-learning and maintain its status as a continuous education and training center.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
The document discusses the applicant experience network and efforts to improve the applicant experience through going paperless and meeting service level agreements for decision turnaround times. It describes how the university transitioned to being fully paperless in their admissions process from 2006 to 2013 to improve efficiency, the environment, and the applicant experience. It also explains how they began tracking and setting targets for decision turnaround times in 2005 to provide a better service to applicants and remain competitive. The initiatives helped reduce costs, improve staff experience and workflows, and were intended to positively impact application numbers and conversion rates.
AUCC plays two key roles in promoting a quality culture in Canadian higher education: establishing criteria for institutional membership and maintaining a website on quality assurance. The membership criteria cover governance, academic programs, research, and more. A rigorous application and review process reinforces the value of AUCC membership. The quality assurance website profiles Canadian universities' approaches through principles of quality assurance and pages for each member institution. These roles have increased transparency and furthered quality improvement efforts at some universities.
The document summarizes a post-pilot web clinic on the HPass initiative. Key findings from the pilot test of HPass standards, competencies, and open badges were presented. The pilot had 35 total participants, with 18 completing it. Feedback was generally positive but noted the complexity of the overall HPass system. Next steps include further developing the open badges program, platform functionality, and engaging more organizations ahead of a full HPass launch in late 2019. The tiers of HPass services and governance structure moving forward were also outlined.
The document discusses the development of an accreditation system for autism spectrum disorder (ASD) training and trainers in Scotland. It describes a multi-phase consultation process to develop national training standards and an accreditation framework. Key areas investigated through consultation included the need for accreditation, the accreditation process and components, and how training should be evaluated. Feedback from consultation events helped identify themes and issues to inform the final accreditation system design.
The document outlines CARE Vietnam's approach to organizational capacity development for community-based organizations (CBOs) in the rural development sector. It discusses using a strengths-based approach to assess capacities and develop CBOs. Next steps include piloting assessment tools, developing training materials, holding workshops for feedback, and rolling out the capacity building model through cluster organizations. Challenges include short grant cycles, high CBO leader/member turnover, diverse CBO capacities, and limited appropriate tools and expertise in Vietnam.
This document summarizes open badges and their role in recognizing skills. It discusses how open badges can provide a common language for competencies, recognize diverse types of learning, and create flexible learning pathways. Badges offer a portable, digital record of skills and accomplishments that is shared online. The document provides several examples of open badges being used across industries and educational institutions to recognize skills, make skills visible, and support lifelong learning.
Vision of the new Workforce Development ProgramNancy Olsten
The document presents a vision for a new workforce development program at the Northwest Regional Primary Care Association to position its member community health centers (CHCs) as desirable employers through outstanding professional development opportunities. It proposes a two-track model including the current process of conferences and trainings alongside a new distance learning university offering career ladder training from entry-level to management. This would equip staff across roles and be recognized nationally for its practices. Strategic relationships and an advisory committee would help create online and collaborative training programs to develop the workforce while generating new revenue streams.
A common sense approach to describing, reviewing and evaluating information l...CILIP ARLG
RIDLs (Research Information and Digital Literacy Skills) is a coalition that promotes information and research data literacy in higher education. It has developed criteria for describing, reviewing, and assessing information literacy training interventions. The criteria consist of structured questions in two parts: the first addresses who the training is for and how it is delivered, while the second examines the benefits and outcomes of the training. RIDLs is seeking feedback on how practitioners could use the criteria, whether they could be a basis for accrediting training, and how the criteria could be endorsed, promoted, and developed into a support service for practitioners.
This document introduces the Common Assessment Framework (CAF), a self-assessment tool developed by the EU for public services to evaluate their performance. It describes the CAF model which examines an organization's leadership, strategy, people, partnerships, processes, and results. The CAF uses a plan-do-check-act cycle and involves establishing an assessment group to score the organization's performance in each area. The results are then used to identify priorities for improvement and develop an action plan to enhance the quality of public services.
A perspective on institutional quality assuranceguest6e7392
The document discusses various aspects of institutional quality assurance in higher education. It covers definitions of key terms, the importance of quality culture and continuous improvement. It emphasizes the need for strategic planning, commitment to quality processes, and adapting to changing needs and global challenges through innovation. The overall message is that effective quality assurance requires holistic evaluation and ongoing enhancement efforts.
Wasc Evaluator Training Webinar - July 13, 2011WASC Senior
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for fall visits in 2010. It covers the context and process of accreditation, changes to standards and reviews, tips for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip evaluators to conduct high-quality reviews and make sound judgments aligned with WASC standards.
Wasc evaluator training webinar spring 2011WASC Senior
The document provides information and guidance for evaluators conducting WASC accreditation visits in Spring 2011. It outlines the context and process for accreditation reviews, including the three-stage review process and expectations for capacity/preparatory and educational effectiveness reviews. It also provides guidance on preparing for the visit, such as roles and responsibilities, timeline, pre-visit preparation, and determining visit strategy.
The document describes the Academic Quality Improvement Program (AQIP), which is an alternative process for maintaining accreditation with the Higher Learning Commission. It allows institutions to focus on continuous improvement through activities like action projects, strategy forums, systems portfolios, and systems appraisals. The process emphasizes identifying improvement opportunities, implementing plans, measuring results, and using data to drive further change. Participating institutions are reaffirmed for accreditation every seven years based on their commitment to continuous improvement.
This document provides an overview of resources and a learning and development strategy for quality improvement in disability services. It outlines a 3-stage approach including information sharing, skills development, and reinforcement. Key resources described are a quality framework, workshops, and a toolbox with self-assessment tools, templates, and digital stories about industry standards and outcomes. The quality framework is meant to help implement principles of disability law and consider the perspectives of those receiving support.
Description and recording available on : https://openbadgefactory.com/en/webinar/hpass-building-a-community-around-a-badging-platform-for-the-humanitarian-sector/
The session will be led by Esther Grieder, HPass lead at the Humanitarian Leadership Academy.
The document discusses quality standards for e-learning, including:
1) ISO/IEC 19796 provides a common framework and language for describing quality approaches, processes, metrics and methods to harmonize diverse e-learning quality practices.
2) A quality ecosystem exists with many stakeholders working on e-learning quality standards worldwide. Quality standards aim to protect users through consensus frameworks.
3) Further development is still needed to fully include stakeholders and participation in developing global quality standards.
Similar to HPass Snapshot: lessons learned and next steps - ePIC 2018 (20)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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4. Learning in a VUCA world: lifelong, lifewide
Volatile ~ Uncertain ~ Complex ~ Ambiguous (and often dangerous)
sceptrefellows
5. Learning & recognition approach
Facilitate access to learning
resources, platforms and tools to
enable locally relevant capacity-
building, sharing and mutual
learning for individuals,
organizations and communities.
NOT JUST TOP–DOWN
Learning, sharing & recognizing
from the grassroots up.
6. More than courses & exams - flexible learning, assessment & recognition
“all kinds of learning and training outcomes
deserve to be valued and validated, regardless of
where and how they were obtained” unesco.or
g
7. NEEDED: Skills mapping across organisations, across regions
UN Human Development Index by country as of 2016
By: Happenstance [CC BY-SA 4.0 via Wikimedia Commons
9. Talent
Pipeline
Recruitment
Induction
Team Building
Performance Management
Talent Management
Experience
Achievements
Professional Development
Career Development
Leadership Development
SME Specialization
Career Change
Outplacement
Endorsed
HPass, ANSI
Peer orgs
Earners
Open, Lifewide Learning
MOOCs, Open Ed Resources,
Personal Learning Networks,
Coaching/Mentoring,
Communities of Practice
Demand
Supply
Career
Pathways
Skills
Marketplace
External
Recognition
Humanitarian
Learning &
Assessment
Providers
Local, Global
New
Recruit?
New
Mission?
HRIS/ERP
Systems
Performance
Management
Systems
Talent
Management
Systems
New
Role?
New
Career?
Some potential participants...
Aligned
Skills Frameworks
Sector Standards
HPass Badge
(Audited)
HPass vision for the future (adapted from ePIC 2015)
12. Coaching Services - Standards
Provide support for organisations piloting the Learning and /or Assessment Provider
Standards, support materials and services
Provide training and guidance to help piloting organisations understand and use the
standards
Guide piloting organisations through a self-evaluation of their services
Help piloting organisations create and implement action plans based on self-
evaluations
Support piloting organisations undertaking an external audit of the quality of their
services
Provide basic information and referral options about other HPass resources and
services
13. “HPass Approved Provider” Audit Process
Self-evaluation
Review: Stage 1
(checking for
completeness, planning)
If YES
Confirmation of the
recommendation by the Approval
Committee
Maintenance / re-approval as an
“HPass Approved Provider” (4-
year cycle)
Submission of
“Approved Status
Application Form”
Review: Stage 2
(audit)
Recommendation from an
Auditor for Approved Status
15. Endorsement
A new way to build trust in the network
Badges Employer
(Consumer)
Individual
(Earner)
College
(Issuer)
University
(Issuer)
Industry
Association
Accreditation
Organization
Standards
Body
Professional
Body
16. Alignment & Endorsement –better together
Badge Earners
(ROADMAP)
Employers
Standards
Bodies
Professional
Bodies
Skills
Frameworks
Qualification Level
Frameworks
Professional
& Industrial
Standards
Alignment
Industry
Associations
Accreditation
Organizations
Post Secondary
Institutions
Endorsement+
High
Value
Badges
= “Secret sauce”
26. Understanding the
Humanitarian Context
Psychological First Aid
for Children
Applying Humanitarian
Standards and Principles
Ensuring Programme Quality
and Impact
Managing Personal
Safety and Security
Innovation
Essentials
Early adopter: Humanitarian Leadership Academy
27. Early adopter: Institut Bioforce
Concevoir et piloter
un projet humanitaire
Gestion financière
d’un projet humanitaire
29. Feedback, Monitoring and Evaluation – final stages (ALL)
Standards & Quality Assurance Open Badges
Baseline survey (~30 min)
Q&A in optional web clinics
HPass.org, info@hpass.org: downloads, inquiries
Emails (summarized)
Self-evaluation forms & action plans
(summarized)
Online feedback form
Coach feedback (form, FGD)
Auditor survey
Audited organisation survey
Badge application forms
Workbook(s), worksheets
Open Badge Factory: badges, reports
myHPass: badges, reports
End-line survey (~30 min)
Some: Semi-Structured Interviews (SSI) or Focus Group Discussion (FGD) (~1 hr)
Pilot period: testing the service, suggesting improvements,
soliciting user stories
30. Key findings of the pilot
Standards: lots of time and effort was needed to understand and self-assess, much less be audited
against the standards. Some issues with multi-national federated organisations.
Some distraction of standards vs. badging
Some confusion: several organisations felt they needed to be audited in order to issue badges at all
Coaching was a crucial support; CoP elements were also useful (web clinics and BaseCamp)
Service offering needs to be better integrated overall, with badges as the medium for recognition
myHPass (Passport) is emerging as the key to future recognition value for the community – skills
registry, badge catalogue, endorsement, shared alignments, etc. (“Social Life of Open Badges”)
32. 2018 -> 2019
Analysis, Business Planning, Fundraising
Improvements to tools & processes
Develop an organisational member journey
Build critical mass of badges mapped across frameworks
Launch with MVP in 2019
33. OPTIONAL
ADVISORY
SERVICES
Draft HPass Service Tiers in 2019
HPass Recruiter
ADD: Access badge database to find qualified workers
and volunteers by their skills
HPass Approved Provider
ADD: Get audited against with the Standards,
have badges signposted on HPass
HPass Public
LEARN ABOUT: the HPass vision, the Standards, the Quality Assurance Mechanism and Open Badges
via hpass.org
HPass Member
ENGAGE: Create/issue badges, promote your organization,
apply the Standards via self-evaluation and action plans
A language?
Computer skill? (e.g. software program)
Good speaker?
Leadership ability?
Athletic ability?
Able to connect with people?
Other humanitarian learning systems, e.g.:
-RCRC
-CDC
-UNHCR Global Learning Center
Early Adopter - Open Badges
HPass Badging Fundamentals: 2
Registered
Coopération Concept
HPass
Humanitarian Leadership Academy
HumanitarianU
Institut Bioforce
Kalu Institute
Norwegian Refugee Council
PM4NGOs
PRECISE
Southville International School affiliated with Foreign Universities
World Vision International
ANA, ELIZABETH
DON – ONGOING BADGING
ALL
ANGHARAD
As we work through the feedback you provided, we may be in contact to ask for further details to help us design a service that most effectively meets sector needs.