This document lists the group members working on a problem-based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the introduction of smart schools by the Ministry of Education in Malaysia to enhance the education system using ICT, help students achieve balanced development, and offer multidisciplinary learning. The Ministry of Education provides financial support of RM1.8 million for ICT equipment, training for teachers and administrators, and appointed a team to oversee the Smart School pilot project.
This document lists the group members working on a problem based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the role of the Ministry of Education in implementing Smart Schools, including providing financial support of RM1.8 million for ICT equipment, appointing a team to oversee the pilot project, and offering ICT skills training to teachers, administrators, and staff involved in Smart Schools.
The document discusses the introduction of smart schools in Malaysia. It aims to enhance the education system's efficiency and effectiveness through ICT use as a teaching and learning tool. Smart schools also help students achieve balanced development by integrating knowledge, skills, values and language proficiency. The role of the Ministry of Education is to provide financial support totaling RM1.8 million for ICT equipment, facilities and courseware for four subjects. The ministry also provides ICT skills training to personnel involved in smart schools.
This document discusses entrepreneurship education initiatives in Brunei Darussalam. It outlines the country's SPN21 education system for the 21st century and how entrepreneurship is being integrated into both the curriculum and extra-curricular activities. Examples are given of entrepreneurship topics being taught in various subjects from primary through secondary levels. Both curriculum-based and non-curriculum based programs are highlighted, including international and national competitions and partnerships with local organizations. Challenges around perceptions and fostering innovation are addressed. The presentation concludes with proposed future initiatives like student and teacher exchanges between ASEAN countries and a nationwide entrepreneurship program.
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
Presentation of Prof. Konstantine Gatsios during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
Thinkafrik has three education programs to inspire students:
1) Early Learner Outreach targets primary and junior high students with science sessions and donations.
2) Innovation Outreach Program organizes debates and competitions for senior high students to find solutions to local problems, and provides scholarships.
3) Thinkfarm Program partners with tertiary institutions to establish innovative idea groups and accelerate impactful ideas to solve Africa's problems.
Thinkafrik also has a water sanitation pilot project in Northern Ghana creating awareness and teaching families to purify drinking water, with engineering designs underway for a larger water treatment facility.
This document lists the group members working on a problem-based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the introduction of smart schools by the Ministry of Education in Malaysia to enhance the education system using ICT, help students achieve balanced development, and offer multidisciplinary learning. The Ministry of Education provides financial support of RM1.8 million for ICT equipment, training for teachers and administrators, and appointed a team to oversee the Smart School pilot project.
This document lists the group members working on a problem based learning project: Nur Afiqah bt Muhamad Apandi, Ameera bt Yahya, Siti Sarah bt Mohd Saifuddin, and Nurul Husna bt Alias. It also discusses the role of the Ministry of Education in implementing Smart Schools, including providing financial support of RM1.8 million for ICT equipment, appointing a team to oversee the pilot project, and offering ICT skills training to teachers, administrators, and staff involved in Smart Schools.
The document discusses the introduction of smart schools in Malaysia. It aims to enhance the education system's efficiency and effectiveness through ICT use as a teaching and learning tool. Smart schools also help students achieve balanced development by integrating knowledge, skills, values and language proficiency. The role of the Ministry of Education is to provide financial support totaling RM1.8 million for ICT equipment, facilities and courseware for four subjects. The ministry also provides ICT skills training to personnel involved in smart schools.
This document discusses entrepreneurship education initiatives in Brunei Darussalam. It outlines the country's SPN21 education system for the 21st century and how entrepreneurship is being integrated into both the curriculum and extra-curricular activities. Examples are given of entrepreneurship topics being taught in various subjects from primary through secondary levels. Both curriculum-based and non-curriculum based programs are highlighted, including international and national competitions and partnerships with local organizations. Challenges around perceptions and fostering innovation are addressed. The presentation concludes with proposed future initiatives like student and teacher exchanges between ASEAN countries and a nationwide entrepreneurship program.
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
Presentation of Prof. Konstantine Gatsios during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
Thinkafrik has three education programs to inspire students:
1) Early Learner Outreach targets primary and junior high students with science sessions and donations.
2) Innovation Outreach Program organizes debates and competitions for senior high students to find solutions to local problems, and provides scholarships.
3) Thinkfarm Program partners with tertiary institutions to establish innovative idea groups and accelerate impactful ideas to solve Africa's problems.
Thinkafrik also has a water sanitation pilot project in Northern Ghana creating awareness and teaching families to purify drinking water, with engineering designs underway for a larger water treatment facility.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses Malaysia's Smart School initiative which aims to reform education systems and prepare students for the information age. Some key points:
- Launched in 1997 as one of Malaysia's Multimedia Super Corridor flagship applications, with 90 pilot schools in 1999 and full nationwide rollout by 2002.
- Focuses on providing well-rounded student development, strengthening individual abilities, and producing a technologically-literate workforce.
- Emphasizes student-centered and innovative teaching methods, mixed learning strategies, and holistic assessment approaches.
- Implements ICT tools like networked computers, courseware, and videoconferencing to enhance the teaching and learning process.
The document discusses creating an effective blended learning format for schools. It describes popular blended learning models like station rotation, flipped classroom, and individual/project-based learning. It recommends schools host blended learning classes to help teachers transition and provide technological training. The key to an effective format is variety, student support, and curating lessons based on individual student needs.
Entrepreneurial Learning in Macedonia - Policy and Practiceelinbantani
A presentation provided to the Inter-Agency Working Group on Entrepreneurial Learning, demonstrating the policy background for EL at EU level, and how the proposed new curriculum framework would fit into this.
Learn more about Mumbai's latest, state-of-the-art business school and all it has to offer to students who wish to pursue a meaningful and exhilerating post graduate management diploma.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
This document discusses how higher education in ASEAN countries needs to adapt to Industry 4.0. It outlines several key points:
- Industry 4.0 refers to modern automation trends and the ability of computers/machines to communicate and work together complexly. This is disrupting businesses and the skills jobs will require.
- ASEAN economic and socio-cultural blueprints address strengthening skills in science, technology, and adapting curricula to emerging issues like e-commerce.
- Individual ASEAN countries are implementing reforms like Malaysia's "Higher Education 4.0" and Vietnam's directive on Industry 4.0 skills.
- Moving forward requires balancing targeted reforms, cross-sector coordination,
This book is the collective experience and wisdom of a group of lecturers who have been recognised for their commitment, dedication, passion, and enthusiasm in teaching. I believe this book will be a valuable resource for lecturers who aspire to become great teachers and who continuously seek to improve their effectiveness in delivering high-quality, meaningful, impactful, productive, and memorable learning experiences for all students.
Internationalization of Business Schools - What determines the internation...Eduniversal
Presentation of Prof. Thami Ghorfi during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 3
"What determines the international brand identity of the school?"
Entrepreneurship Journey: GCEE summit member presentations 2012Wael Badawy
- The University of Umm Al-Qura (UQU) was established in 1949 in Makkah, Saudi Arabia and has 32 colleges, 6 institutes, and over 73,000 students and 3,886 faculty members.
- UQU's vision is to become a world authority in Islamic studies and Arabic, a reference for developing Makkah, and facilitate innovation according to world standards.
- The Vice President for Business and Innovation was established in 2010 to lead knowledge-based economic development and transfer university knowledge. It includes institutes for research, innovation/entrepreneurship, and an intellectual property unit.
- The innovation institute promotes entrepreneurship and supports startups through business incubators, while
The document discusses the Malaysian i-THINK Programme which aims to equip students with higher order thinking skills to succeed in the 21st century. It notes the current education system focuses on memorization and lacks development of skills like analytical, critical and creative thinking. A needs analysis found classrooms to be teacher-centered with lower levels of thinking. To address this, an initiative involving thinking processes and tools is being implemented starting with 10 schools in 2012 and expanding nationwide. An online self-instructional module is also being developed to train the over 400,000 teachers efficiently and enable collaborative learning. The goal is to develop a skilled workforce with innovation skills for Malaysia's future.
Towards an entrepreneurial learning action plan for albania may 2015elinbantani
This document discusses entrepreneurial learning in Albania. It identifies 42 existing actions related to entrepreneurial learning from various Albanian strategies and laws. While there is commitment to entrepreneurial learning, there are also gaps such as partnerships with businesses and access to financing. Developing an effective entrepreneurial learning action plan requires realistic implementation, resources, cross-agency cooperation, and learning from existing practices.
This workshop discusses the links between innovations in industry and vocational education and training (VET). Speakers Sage Lal and Joseph Hanke from NESCOT college in the UK discuss how collaborating with industry helps inform curriculum design, prepares students for future jobs, and develops skilled workers. Industry involvement leads to benefits like new courses, staff training, and student opportunities. The speakers emphasize that technology and jobs are constantly changing, so education must also change and work closely with industry to remain relevant and ensure students have skills employers need.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
A ‘Whole-person’ Education: Students Innovating and Reflecting with the Scott...Konstantina Martzoukou
Case Study on the work of the School of Creative and Cultural Business (Robert Gordon University) embedding the Scottish Student Innovative Student Awards Programme (offered by the Scottish Institute of Enterprise) across its different courses.
The document discusses the expansion of the famous Finnish early childhood education model worldwide through a new franchising company called HEI Schools. HEI Schools aims to scale the beneficial Finnish model through comprehensive curriculum, teacher training, branded school environments and materials. Initial pilot projects are underway in Finland and China, with negotiations ongoing in several other countries. The Finnish model emphasizes play-based learning, creativity, and socio-emotional development over standardized testing. Backed by academic research, HEI Schools believes this approach can offer holistic benefits to children globally at scale.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document summarizes the findings of a study on graduate employability in Malaysia. The study examined perceptions of various stakeholders including employers, students, parents, and university staff. Key findings include:
1) Employers placed more emphasis on soft skills like language and communication abilities than hard skills. They viewed graduates of international programs and foreign universities as strongest in these areas.
2) Both students and parents viewed qualifications from foreign universities and international branch campuses as enhancing employment prospects the most. University management acknowledged these perceptions but emphasized internationalization of curriculum over job prospects.
3) There were discrepancies between perceptions of students, who felt international qualifications made getting a job easy, versus university management, who disagreed and felt specialized knowledge was
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
This document proposes developing an adaptive university model in Vietnam to respond to the market economy and globalization. It discusses future trends in higher education, including the rise of knowledge economies, ICT technologies, and internationalization. It then analyzes the current status of higher education in Vietnam, noting issues like low quality, lack of research, and inadequate monitoring. The document proposes directions for reform, including a focus on quality assurance, modernization, and adapting to the market economy. It presents a proposed adaptive university model that would be market-oriented, ICT-based, produce high quality and knowledge-creative societies, and have strong global and internal networks.
The document discusses linking technical and vocational skills development (TVSD) to national strategic initiatives to fuel economic growth and job creation. It outlines key aspects of Finnish vocational excellence including its focus on image, quality, relevance, employability, governance, flexibility, and lifelong learning. The document advocates for collaboration between national strategic initiatives, educational planning, and institutional strategies with a common goal of ensuring jobs. It also discusses potential paradigm shifts for the future of TVSD, including recognizing informal learning, schools serving as regional development centers, authentic learning experiences, and awarding learning regardless of location.
Session I: Piyapa su-angavatin - SEAMO's Priorities on Education for Southeas...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses Malaysia's Smart School initiative which aims to reform education systems and prepare students for the information age. Some key points:
- Launched in 1997 as one of Malaysia's Multimedia Super Corridor flagship applications, with 90 pilot schools in 1999 and full nationwide rollout by 2002.
- Focuses on providing well-rounded student development, strengthening individual abilities, and producing a technologically-literate workforce.
- Emphasizes student-centered and innovative teaching methods, mixed learning strategies, and holistic assessment approaches.
- Implements ICT tools like networked computers, courseware, and videoconferencing to enhance the teaching and learning process.
The document discusses creating an effective blended learning format for schools. It describes popular blended learning models like station rotation, flipped classroom, and individual/project-based learning. It recommends schools host blended learning classes to help teachers transition and provide technological training. The key to an effective format is variety, student support, and curating lessons based on individual student needs.
Entrepreneurial Learning in Macedonia - Policy and Practiceelinbantani
A presentation provided to the Inter-Agency Working Group on Entrepreneurial Learning, demonstrating the policy background for EL at EU level, and how the proposed new curriculum framework would fit into this.
Learn more about Mumbai's latest, state-of-the-art business school and all it has to offer to students who wish to pursue a meaningful and exhilerating post graduate management diploma.
Session I: wolfgang kubitzki - What is the right TVET system?OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
This document discusses how higher education in ASEAN countries needs to adapt to Industry 4.0. It outlines several key points:
- Industry 4.0 refers to modern automation trends and the ability of computers/machines to communicate and work together complexly. This is disrupting businesses and the skills jobs will require.
- ASEAN economic and socio-cultural blueprints address strengthening skills in science, technology, and adapting curricula to emerging issues like e-commerce.
- Individual ASEAN countries are implementing reforms like Malaysia's "Higher Education 4.0" and Vietnam's directive on Industry 4.0 skills.
- Moving forward requires balancing targeted reforms, cross-sector coordination,
This book is the collective experience and wisdom of a group of lecturers who have been recognised for their commitment, dedication, passion, and enthusiasm in teaching. I believe this book will be a valuable resource for lecturers who aspire to become great teachers and who continuously seek to improve their effectiveness in delivering high-quality, meaningful, impactful, productive, and memorable learning experiences for all students.
Internationalization of Business Schools - What determines the internation...Eduniversal
Presentation of Prof. Thami Ghorfi during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 3
"What determines the international brand identity of the school?"
Entrepreneurship Journey: GCEE summit member presentations 2012Wael Badawy
- The University of Umm Al-Qura (UQU) was established in 1949 in Makkah, Saudi Arabia and has 32 colleges, 6 institutes, and over 73,000 students and 3,886 faculty members.
- UQU's vision is to become a world authority in Islamic studies and Arabic, a reference for developing Makkah, and facilitate innovation according to world standards.
- The Vice President for Business and Innovation was established in 2010 to lead knowledge-based economic development and transfer university knowledge. It includes institutes for research, innovation/entrepreneurship, and an intellectual property unit.
- The innovation institute promotes entrepreneurship and supports startups through business incubators, while
The document discusses the Malaysian i-THINK Programme which aims to equip students with higher order thinking skills to succeed in the 21st century. It notes the current education system focuses on memorization and lacks development of skills like analytical, critical and creative thinking. A needs analysis found classrooms to be teacher-centered with lower levels of thinking. To address this, an initiative involving thinking processes and tools is being implemented starting with 10 schools in 2012 and expanding nationwide. An online self-instructional module is also being developed to train the over 400,000 teachers efficiently and enable collaborative learning. The goal is to develop a skilled workforce with innovation skills for Malaysia's future.
Towards an entrepreneurial learning action plan for albania may 2015elinbantani
This document discusses entrepreneurial learning in Albania. It identifies 42 existing actions related to entrepreneurial learning from various Albanian strategies and laws. While there is commitment to entrepreneurial learning, there are also gaps such as partnerships with businesses and access to financing. Developing an effective entrepreneurial learning action plan requires realistic implementation, resources, cross-agency cooperation, and learning from existing practices.
This workshop discusses the links between innovations in industry and vocational education and training (VET). Speakers Sage Lal and Joseph Hanke from NESCOT college in the UK discuss how collaborating with industry helps inform curriculum design, prepares students for future jobs, and develops skilled workers. Industry involvement leads to benefits like new courses, staff training, and student opportunities. The speakers emphasize that technology and jobs are constantly changing, so education must also change and work closely with industry to remain relevant and ensure students have skills employers need.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
A ‘Whole-person’ Education: Students Innovating and Reflecting with the Scott...Konstantina Martzoukou
Case Study on the work of the School of Creative and Cultural Business (Robert Gordon University) embedding the Scottish Student Innovative Student Awards Programme (offered by the Scottish Institute of Enterprise) across its different courses.
The document discusses the expansion of the famous Finnish early childhood education model worldwide through a new franchising company called HEI Schools. HEI Schools aims to scale the beneficial Finnish model through comprehensive curriculum, teacher training, branded school environments and materials. Initial pilot projects are underway in Finland and China, with negotiations ongoing in several other countries. The Finnish model emphasizes play-based learning, creativity, and socio-emotional development over standardized testing. Backed by academic research, HEI Schools believes this approach can offer holistic benefits to children globally at scale.
In 2015 the OECD launched a study on work-based learning in vocational education and training that aims to deliver policy messages about how to use work-based learning to achieve better economic and social outcomes.
This document summarizes the findings of a study on graduate employability in Malaysia. The study examined perceptions of various stakeholders including employers, students, parents, and university staff. Key findings include:
1) Employers placed more emphasis on soft skills like language and communication abilities than hard skills. They viewed graduates of international programs and foreign universities as strongest in these areas.
2) Both students and parents viewed qualifications from foreign universities and international branch campuses as enhancing employment prospects the most. University management acknowledged these perceptions but emphasized internationalization of curriculum over job prospects.
3) There were discrepancies between perceptions of students, who felt international qualifications made getting a job easy, versus university management, who disagreed and felt specialized knowledge was
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
This document proposes developing an adaptive university model in Vietnam to respond to the market economy and globalization. It discusses future trends in higher education, including the rise of knowledge economies, ICT technologies, and internationalization. It then analyzes the current status of higher education in Vietnam, noting issues like low quality, lack of research, and inadequate monitoring. The document proposes directions for reform, including a focus on quality assurance, modernization, and adapting to the market economy. It presents a proposed adaptive university model that would be market-oriented, ICT-based, produce high quality and knowledge-creative societies, and have strong global and internal networks.
This document describes sustainability projects undertaken by students at the Ecole de Design Nantes Atlantique. It discusses how sustainability is integrated into the curriculum through lectures, seminars, and project briefs. It then highlights a 4th year workshop where students developed projects to make their campus greener over the course of a month. Five specific student projects are described: e-common micro-community ridesharing, green campus energy production, (Respire) optimized energy flow, green cell ecological supplies store, and Dust Workshop reuse of waste materials.
This PPt is about the creativity development in the US and reasons why the US has such many creative ideas and inventions. There is a complex of different components for creativity: personality, environment, culture, policies and education. The question is whether Vietnam can develop creative education?
The document discusses the Atal Innovation Mission (AIM) which promotes innovation and entrepreneurship across India. AIM has established over 5,000 Atal Tinkering Labs (ATLs) in schools to promote skills like design thinking, coding, and problem solving. It also discusses various AIM programs like Atal Incubation Centers, Atal New India Challenges, and the Mentor of Change program which provides mentoring to ATL students. The goal is to nurture skills and create innovators to solve local problems through initiatives that foster creativity, collaboration, and hands-on learning.
Elke proposal opa - booklet of cooperationAIESECGreece
The document outlines a proposed youth entrepreneurship and innovation project in Egypt called HOPE. It would be a partnership between AIESEC Athens and universities in Cairo to foster innovation among students. International and Egyptian students would collaborate on entrepreneurship projects addressing issues like unemployment and gender inequality. They would develop ideas and pitches over the course of training and workshop modules. The project aims to empower youth, promote civic engagement, and connect students to a global network. It would provide certificates and experience to participating students while benefiting partner universities through increased international engagement, social entrepreneurship promotion, and career opportunities for graduates.
Developing students' creativity in schools - Singapore's approachEduSkills OECD
The document outlines Singapore's approach to developing student creativity in schools. It discusses how the Ministry of Education (MOE) incorporates creativity development into its desired student outcomes and 21st century competencies framework. It also describes how MOE provides learning experiences across the total curriculum, including academic subjects, projects, arts education, and co-curricular activities to foster students' creative and critical thinking skills. MOE also supports teacher professional development and extended learning opportunities to enhance students' creativity. Assessment focuses on providing feedback to improve teaching and learning for creativity.
NEP 2020 is a practical framework design which is need of country to implementing for change in the education system. It is a great evolutionary change in 5+3+3+4 model. How it work in Education to help the children's in practically based manner. NEP more emphasis on the structure ,pattern ,curriculum, activity and vocation education that helps to students in future work .
Entrepreneurs, according to Joseph Schumpeter, are responsible for creative destruction. They are the real drivers
economic growth and employment. Creation of entrepreneurship of such higher order would require Universities and Higher Education institutions (HEI) to include entrepreneurship and innovation as a part of their vision
and therefore embed, support and grow an entrepreneurship and innovation culture among management, faculty and students. This transformation, into what we may call the entrepreneurial university, would lead to wide ranging external collaborations and partnerships and enthusiasm to
engage even with the smallest economic and social entrepreneurs inside and outside the campus.
Call for proposals. Digital Pedagogies for Building Peaceful and Sustainable...eraser Juan José Calderón
Call for Proposals | Submission Guide . Digital Pedagogies for Building Peaceful and Sustainable Societies.
December 16 – 18, 2017
Novotel Varun Beach
Visakhapatnam, India
The document discusses the future of education. Key points include:
- Teaching, training, and learning are changing substantially with technology and innovation driving new educational approaches.
- Skills like digital literacy, creativity, problem solving, teamwork and communication will be essential in the 21st century.
- Learning is increasingly happening individually beyond formal educational settings, requiring teachers to facilitate learning rather than just impart information.
- Predictions for the future of education include competency-based learning, personalized learning through technology, and a shift to more online corporate learning.
The document discusses the benefits of joining the professional organization ISTE (International Society for Technology in Education) to promote professional growth for teachers. ISTE provides resources like blogs, podcasts, and journal articles to help teachers learn about incorporating technology into education. The document also reviews the 2022 ISTEEdTech conference, noting it was a hybrid conference with over 16,000 participants and 1,618 presenters, including 279 students. Two conference sessions that caught the author's attention were about implementing augmented and virtual reality in classrooms and using digital game-based learning.
The document describes an award distribution ceremony held on July 14th, 2011. It provides details about the public voting process, the jury members, and several award winning projects in the areas of global collaborative learning, enabling ICT in schools, innovation in math, science and special needs education, innovative literacy programs, vocational education, and green campus initiatives. The projects utilized technologies like video conferencing, cloud computing, and interactive whiteboards to enhance teaching and learning experiences.
The document discusses how education needs to evolve to prepare students for the 21st century. It emphasizes that education should be student-centered, collaborative, and contextual. Technology is seen as playing a key role by providing 24/7 access to information, enabling constant social interaction, and allowing for easily created and shared digital content. Educational technology can help improve teaching, analyze the teaching-learning process, enhance educational goals, train teachers, develop curriculum and materials, and identify community needs. Overall, the document argues education must maximize technology and focus on developing 21st century skills to prepare students for the future.
This document discusses internationalization in Indonesian higher education and strategies to improve it by 2025. It notes that globalization and internationalization integrate worldwide academic and economic trends. Internationalization involves cross-border collaboration between higher education systems, institutions, and individuals. The Indonesian government aims to enhance human resources and innovation through internationalization strategies like student and faculty mobility programs, joint research, and establishing centers of excellence. It also outlines new approaches needed like emphasizing entrepreneurship, blended learning, and strengthening industry partnerships to respond to the demands of the digital economy.
"Roles and Functions of Educational Technology in the 21st Century Education"CatherineAmistad
The document discusses the roles and functions of educational technology in 21st century education. It states that the goal is to maximize technology's impact to develop 21st century skills and support innovative teaching and learning. It recommends that instruction should be student-centered and collaborative, with learning having real-world context. Technology allows for constant access to information, interaction, and sharing of digital content. Educational technology can help develop 21st century skills, support new teaching approaches, and create robust education systems. Its key functions include improving teaching and learning, enhancing education goals, and aiding teacher training and curriculum development.
Insights from international work on innovative learning environmentsEduSkills OECD
This document summarizes a presentation given by Marco Kools of the OECD on insights from international work on innovative learning environments. It discusses how learning and innovation are essential in knowledge societies. It describes several OECD projects exploring the nature of learning, innovative learning environment case studies, and strategies for implementing and sustaining educational change. Key findings include the importance of learner-centered principles, innovating the core elements of teaching and learning, and using technology to enhance collaboration and personalization.
EDUC 630 Professional Development PresentationTabithaOwen2
This document provides information on why educators should join the International Society for Technology in Education (ISTE). ISTE offers many benefits for teachers including access to educational technology resources like podcasts and publications, networking opportunities, and discounted registration for the annual ISTE conference. The 2019 conference in Philadelphia featured sessions on engaging students with technology, cultivating diversity, and using assistive technology and coding to support students with special needs. Joining a professional organization like ISTE allows educators to gain knowledge, collaborate with others, and improve technology integration skills to become more effective teachers.
How the best schools in Noida are preparing students for the future (1).pdfSchoolsInGreaterNoid
In the bustling educational landscape of Noida, a suburb of Delhi-NCR renowned for its rapid urbanization and burgeoning IT sector, the top schools stand out as beacons of academic excellence and innovation. These institutions not only prioritize academic achievement but also focus on holistic development, preparing students for the challenges and opportunities of the future. In this exploration, we delve into how the best schools in Noida are nurturing young minds to thrive in an ever-evolving world.
Including educational technologies into teacher trainingGugulethu Mlambo
The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
The document discusses the importance of developing a knowledge society through education. It emphasizes integrating information and communication technologies (ICT) to improve learning, build new skills, foster communication, and support personal development. It also stresses the need for qualified teachers who are competent in using ICT for teaching. Seven complex lessons in education are outlined, including teaching human fallibility and complexity, as well as ethics for humanity. The document argues that a knowledge society requires digital solidarity, lifelong learning, evidence-based decision making, networking, research, and teachers equipped for 21st century skills. Overall, it promotes ICT and knowledge as forces for positive social change through education.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. For a country to be prosperous, it must have talented citizens
with creative and entrepreneurial abilities. In order to have
such talented citizens, there is a need of a creative education.
To this end, there must be creative schools, taught by
creative teachers, and led by creative leaders. Such creative
teachers and leaders are nurtured from creative students,
from creative schools and from a creative education that
exists in a country with an environment encouraging free
thinking, creativity and entrepreneurial practice.(IfERD’S philosophy)
3. Why does iferd & what is iferd for?
It is a private, independent, not-for-profit institute with high
autonomy and flexibility in its operation. Iferd allows new ideas
to be implemented faster and more saving money and time
Iferd is for a creative education in Vietnam, contributes to the
education renovation in Vietnam, preparing 21 c skills of
Vietnamese citizens
Iferd is a bridge for private- public and community cooperation
as well as international cooperation
4. Scope of activities (1)
1. Research in educational and related education fields:
Iferd conducts research supported by international &
domecstic grants (iferd’s members conducts more
than 20 international research projects within 10
years)
Rsearch focus: creativity, entrepreneurship,
application of ICT in education, educational
management, professional development of teachers,
educational leaders, etc
5. Scope of activities (2)
2. Skill Development
Iferd provides training courses and gives the learners
professional certificates after making sure that the
learners already obtained knowledge & formed skills
6. Current courses
Paid courses:
Creativity theory and practice consists of 9 lessons plus 10
methods for developing skills for creativity.
Creative teacher includes 6 lessons helping teachers use creative
teaching methods to make students actively engaged in an easy and
exciting learning process.
Creative Educational Leader provides 5 lessons that help
educational leaders develop a creative vision, a creative strategic
plan, a creative environment, and creative teaching staff.
Entrepreneurship includes 8 lessons providing knowledge and skills
for entrepreneurship, covering the development of business ideas to
choices of business model and operation.
Highly Effective Questioning challenges educators and parents
ways to raise and use good questions to develop children high order
and creative thinking.
Vietnam’s Education includes 10 lessons introducing a history of
Vietnam’s education. Learners are invited to discuss issues of
contemporary education.
Free courses include Taking Lead in the Market Economy; Teaching in
the 21 century, and Application of ICT in Education.
7. Scope of activities (3)
3. Provide services
Supplying new materials for teaching, learning &
researching
Study abroad
Study tour, exchanging students, faculties, universities,
schools
Translation
workshops
Consulting school management and 21c teaching &
learning (have not launched)
8. Iferd’s structure & relations
IfERD builds strongly on intra-country and international
partnership and welcomes any initiative for cooperation.
IFERD WELCOMES ALL COOPERATION!