A presentation from the final AdvanceETV conference in Brussels May 22-24 providing a summary of options for international cooperation on environmental technology verification.
Euroversity is an EU Network Project 2011-2014 bringing together know-how and experiences of a great number of organisations and projects. A key result is the Framework of Good Practice, a guide on how to develop educational activities and courses in 3d virtual worlds environments
Results of the 2017 edition of the yearly Timeline survey executed by the FIAT/IFTA Media Management Commission. Featuring also comparisons about the results between the last 5 editions of the survey, since 2012. Answers e.g. about preservation formats, public access, status of digitisation, MAM systems etc.
Euroversity is an EU Network Project 2011-2014 bringing together know-how and experiences of a great number of organisations and projects. A key result is the Framework of Good Practice, a guide on how to develop educational activities and courses in 3d virtual worlds environments
Results of the 2017 edition of the yearly Timeline survey executed by the FIAT/IFTA Media Management Commission. Featuring also comparisons about the results between the last 5 editions of the survey, since 2012. Answers e.g. about preservation formats, public access, status of digitisation, MAM systems etc.
OCWC POERUP external evaluation of FutureLearn communityPaul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin.
This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint.
The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures.
The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland).
The research methodology involves so far:
1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders.
2. in-depth interviews, using an interview template, with key staff at FutureLearn partners.
There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project.
The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013).
The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
Funding for innovative farm-focused technologies - Farming Innovation Pathway...KTN
Find out more about the Farming Innovation Pathways (FIP) competition. It's a competition for collaborative feasibility studies and industrial research projects that focus on the development of innovative farm-focused technologies, systems or approaches to help improve food productivity, as well as increasing resilience and sustainability in line with net zero ambitions.
During this webinar, we cover
- Competition scope around animal and plant based agriculture
- Eligibility criteria
- How to find collaboration partners to for the funding
Join our LinkedIn group to make connections and find collaboration partners for this competition https://www.linkedin.com/groups/13773250/
#AgriFood #AgriFoodFunding #FarmingInnovation #AgriTech
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER.
We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
POERUP is doing this by:
• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
MEDEAnet Workshop ‘Multimedia Applications in School Education' on 3-4 April ...MEDEA Awards
This workshop included practical exercises whereby teachers created their own video resources for use in a flipped classroom. Other presentations included inputs from teachers about specific IT related initiatives in the region. These were a project about the use of 3D with autistic children, an experience with an audience respose system and the experiences of a teacher on the use of software for web development.
Participants also learned how to re-use existing video materials in different pedagogical contexts, and explore the various different types of existing video resources which can be used for teaching and learning as well as view samples and best practices, many of which have been finalists or winners in the MEDEA Awards scheme 2008 – 2012.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level.
Factors that seem to be of particular relevance to smaller states include:
1. less money for extensive research and policy analysis
2. more influence of regional and isolated areas
3. easier decision-making, at least in theory
4. issues of lack of economies of scale, in particular if the national language is state-specific
5. greater interest in collaboration with some nearby states on educational issues
6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed
7. potentially greater danger of dominance by private sector interests
8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers.
The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues).
The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities
OCWC POERUP external evaluation of FutureLearn communityPaul Bacsich
FutureLearn is a private company wholly owned by the UK Open University. It has partnered with over 20 leading UK universities to form the FutureLearn consortium. Since October 2013 this has offered a range of MOOCs focussed at informal learning on subjects typically taught at university level. FutureLearn has partnered also with three UK institutions with archives of cultural and educational material - the British Council, the British Library, and the British Museum - and with a few non-UK universities, so far the University of Auckland, Monash University and Trinity College Dublin.
This paper is a case study of FutureLearn. Unlike many case studies of such MOOC-based and OER initiatives, it is not from a member of the consortium. Indeed the case study will not use any privileged information. In evaluation terms it is carried out from an “external observer” standpoint, not from a “participant-observer” standpoint.
The key research question for this case study is to establish the strength and functions of the FutureLearn community - the community of staff at institutions who are engaged, increasingly collaboratively, in creating the FutureLearn courses, supporting the students, and co-developing the FutureLearn software systems and procedures.
The reason for this case study is to test one of the fundamental hypotheses of the POERUP project. POERUP, Policies for OER Uptake, is a study project funded by the Lifelong Learning Programme of the European Commission, running from late 2011 until June 2014. Among the core tasks of POERUP are to produce seven in-depth case studies of OER and MOOC communities. In addition to FutureLearn these include OER university (global), Wikiwijs (Netherlands) and ALISON (Ireland).
The research methodology involves so far:
1. documentary analysis of the FutureLearn project, involving what it says about itself and what others say about it, and a preliminary set of informal discussions with stakeholders.
2. in-depth interviews, using an interview template, with key staff at FutureLearn partners.
There will be a final phase of documentary analysis in the May-June 2014, before the end of the POERUP project.
The communities in the POERUP case studies are being analysed using Social Network Analysis, to varying degrees of depth depending on the activity within the communities. Bieke Schreurs the co-author of the presentation is responsible for this aspect of the research (Schreurs et al 2013).
The evidence we have gathered in the POERUP project indicates that at least within the European Union the era of large state-funded OER content initiatives is almost over. Our hypothesis is that a development such as FutureLearn is much more the kind of partnership - public and private, ambitious but not unrealistically so, nationally based yet not nationally bounded - that will succeed - and we want to understand and document why this is so in order that others can learn from it.
Funding for innovative farm-focused technologies - Farming Innovation Pathway...KTN
Find out more about the Farming Innovation Pathways (FIP) competition. It's a competition for collaborative feasibility studies and industrial research projects that focus on the development of innovative farm-focused technologies, systems or approaches to help improve food productivity, as well as increasing resilience and sustainability in line with net zero ambitions.
During this webinar, we cover
- Competition scope around animal and plant based agriculture
- Eligibility criteria
- How to find collaboration partners to for the funding
Join our LinkedIn group to make connections and find collaboration partners for this competition https://www.linkedin.com/groups/13773250/
#AgriFood #AgriFoodFunding #FarmingInnovation #AgriTech
The overall aim of POERUP is to carry out research to understand how governments can stimulate the uptake of OER by policy means, not excluding financial means but recognising that in the current economic situation in Europe the scope for government financial support for such activities is much less than it has been in some countries.
We do not want to formulate policies based on informal discussions. We want the policies to be evidence-based policies – and based on looking beyond – beyond one’s own country, region or continent, and beyond the educational sector that a ministry typically looks after.
One aspect of this is to foster the potential of new technologies for enhancing innovation and creativity, in particular by researching policies designed to foster a lifelong learner mindset in learners – leading to curiosity, creativity and a greater willingness to consume OER.
We also want to provide education authorities, the research community and OER initiative management with trustworthy and balanced research results, in which feedback from all stakeholder groups has been incorporated and which can be used as standard literature. A specific objective is to help readers in charge of OER initiatives to foresee hidden traps and to find ways of incorporating successful features of other initiatives. POERUP is about dispassionate analysis, not lobbying.
We aim to provide policymakers and education authorities above institutions, but also OER management and practitioners within institutions, with insight into what has been done in this area, plus a categorization of the different major initiatives and the diverse range of providers. Policy advice is needed explicitly to address Issues like critical thinking in the use of new technologies/media, risk awareness, and ethical/legal considerations. Our review will provide practical and concrete information in order to contribute towards a more informed approach in the future.
POERUP is doing this by:
• studying a range of countries in Europe and seen as relevant to Europe, in order to understand what OER is going on, and why it is going on (or might soon cease to be going on) – and taking account of reports from other agencies studying OER in other countries;
• researching case studies of various end-user–producer communities behind OER initiatives in order to refine and elaborate recommendations to formulate a set of action points that can be applied to ensuring the realisation of successful, lively and sustainable OER communities;
• developing informed ideas on policy formulation using evidence from our own and other studies, our own experience in related projects and ongoing advice from other experts in the field.
Finally, these results are being disseminated and maintained in a sustainable way.
The project has a web site http://www.poerup.info and a wiki http://poerup.referata.com for country reports and other outputs. This wiki will be sustained after the end of t
MEDEAnet Workshop ‘Multimedia Applications in School Education' on 3-4 April ...MEDEA Awards
This workshop included practical exercises whereby teachers created their own video resources for use in a flipped classroom. Other presentations included inputs from teachers about specific IT related initiatives in the region. These were a project about the use of 3D with autistic children, an experience with an audience respose system and the experiences of a teacher on the use of software for web development.
Participants also learned how to re-use existing video materials in different pedagogical contexts, and explore the various different types of existing video resources which can be used for teaching and learning as well as view samples and best practices, many of which have been finalists or winners in the MEDEA Awards scheme 2008 – 2012.
Ocwc2014 policies-bacsich final and refsPaul Bacsich
This presentation responds to the challenge of developing policies for OER uptake in the higher education sector of a given country, with particular reference to the smaller countries of the European Union (countries with no more than around 10 million people). It takes a case study approach, reviewing how the POERUP project (Policies for OER Uptake, part-funded by the Lifelong Learning Programme of the EU) is developing policies for three smaller countries: Ireland (an EU member state) and Wales and Scotland (two semi-autonomous regions of the United Kingdom, fully autonomous in educational terms). The inclusion of Wales and Scotland also throws light on the challenge of developing policies for federal countries where higher education is developed to the province/state level.
Factors that seem to be of particular relevance to smaller states include:
1. less money for extensive research and policy analysis
2. more influence of regional and isolated areas
3. easier decision-making, at least in theory
4. issues of lack of economies of scale, in particular if the national language is state-specific
5. greater interest in collaboration with some nearby states on educational issues
6. a smaller set of institutions, causing issues with generating or maintaining institutional diversity of mission unless the process is managed
7. potentially greater danger of dominance by private sector interests
8. potentially large edge effects of student flows from nearby states, potentially made worse if funding and regulatory regimes are attractive to incomers.
The analysis includes studying the interplay between the recommendations produced by international policy work relating to OER and the national policy context (which in some cases makes no mention of OER, in others makes considerable mention but not always correlated with or aware of international issues).
The starting point within POERUP is the document "Policy advice for universities" of which release 1 is currently available, but which is being updated in the light of comments and incoming data. This reviews recent international policy (e.g. COL, UNESCO); EU policies (including Bologna, Europe 2020, Recognition and validation of non-formal and informal learning, European higher education in the world, and most recently, Opening Up Education), relevant to OER and consolidated evidence from a variety of national contexts, to make a set of (currently) 18 recommendations designed not only to foster OER but also the changes in higher education that OER is foreseen as helping to foster - such as more flexible accreditation, encouragement of a wider community to take part in higher education, and a vision of higher education focussed more on competences and skills gained and less on duration of study. See Policies at EU-level for OER uptake in universities - http://www.scribd.com/doc/169430544/Policies-at-EU-level-for-OER-uptake-in-universities
El Comité de Dirección: una pieza clave en la pyme familiar. TACTIO
Artículo del Consultor de TACTIO, Raúl López, sobre el valor del Comité de Dirección en la pyme, como órgano de gestión coordinada y espacio de comunicación entre familiares y colaboradores no familiares.
Future Selling in B2B Media: Yes, There is a FutureBusiness.com
Business.com CEO Tony Uphoff's presentation from the Business Information & Media Summit held by ABM, SIPA, and SIIA in partnership with infocommerce about marketing automation, programmatic buying and retargeting.
This presentation centers on five points of interest from the chapter: Why Business Communications is important, Trends affecting Communication in the Workplace, the Communication Process, Communicating in Business, and Ethical Communication.
Revista especial de Hosteltur para FITUR 2015, con reportaje inicial sobre la marca España y su efecto sobre el turismo, en el cual he tenido la oportunidad de participar. Gracias Xavier Canalis.
Antilope donarà suport a la difusió i adopció del Marc Europeu d'Interoperabilitat i es basarà en aquestes recomanacions, plans de treball , projectes d'interoperabilitat locals i nacional/ regionals.
Results approaches for the SDG era: shared challenges and collective solutions. This workshop is part of the OECD/DAC Results Community that took place in October 2018. This presentation looks at Using the SDGs as a framework for shared results.
Interreg Sudoe TWIST - Launching interest group EIUIGCENTA3
LAUNCHING EXTERNAL INSTITUTES AND UTILITIES INTEREST GROUP (EIUIG).
First EIUIG meeting, a group composed of relevant stakeholders from the water sector inside and outside the SUDOE territory. The objective of the group is the creation of new partnerships derived from the different lines of work developed by the TWIST project, as well as the replicability of the innovations achieved in each country on an international scale.
Presentation on The Water JPI Joint Programming Initiative Water Challenges for a Changing World - Maurice Héral, Water JPI Chair given at Session 3b at EPA H2020 SC5 Info Day 7.10.16
The Transport Toolkit outlines a six step process to plan, finance and implement low emission transport systems, serving as a guide for planners and city leaders. The Toolkit was developed by the Low Emissions Development Strategies (LEDS) Global Partnership Transport Working Group, led by EMBARQ and the United States National Renewable Energy Laboratory (NREL).
NREL's Navid Adieh presented an overview of the Toolkit in English on March 18, 2014. A recording of the webinar is available at http://ledsgp.org/sector/transport.
A better understanding of the OECD Test Guidelines Programme and the validati...OECD Environment
The two presentations in the video offer clear explanations of how the OECD Test Guidelines Programme operates, the key actors and partners. The second presentation illustrates how a validation body has been actively contributing to the Programme. A number of challenges are also identified moving forward with new approach methods.
The GEF IW Learning Portfolio of Projects: Combined Presentation at the IWC5Iwl Pcu
Combined presentation of the GEF International Waters Learning portfolio during the 5th GEF Biennial International Waters Conference in Cairns, Australia (during the host region project results and expectations session).
Including:
Legal and Institutional Frameworks project in Transboundary Waters Management
Presenter: Richard Paisley, University of British Columbia
Science-Based Understanding
Presenter: Dansie Andrew, United Nations University-INWEH
Nutrient Reduction Best Practices in Central/Eastern Europe
Presenter: Chuck Chaitovitz, Global Environment and Technology Foundation
Transboundary Waters Assessment Programme
Presenter: Elina Rautalahti, UN Environment Programme
ICPDR-CTI IW:LEARN Learning Exchange Program
Presenter: Phillip Weller, Executive Secretary, International Commission for the Protection of the Danube River
GEF IW:LEARN
Presenters: Sean Khan, UN Enironment Programme and Mish Hamid (CTI IW:LEARN)
This cooperation program built around a win-win partnership will make it possible to deal with all the issues related to this problem: forecasting, prevention of stranding, collection, treatment, recycling, impact prevention, etc.
Presentation by Jan Pieter Lingen, Netherlands, at the SIGMA conference of the network of Supreme Audit Institutions of EU Candidate and Potential Candidate countries and the European Court of Auditors. This conference was hosted by the Turkish Court of Accounts, it took place in Ankara on 8-9 November 2016.
In this webinar, KTN and Innovate UK National Contact Points introduce you to the Pillar 2 Clusters, as well as highlight an Horizon 2020 case study, and give details of support available for the next Framework Programme: Horizon Europe!
DHI innovative solutions - from data to decisionsChristianGroen
Presentation of the DHI approach to water management systems now applied Worldwide to enhance management of data, provide forecasts and promote tranparent and accepted decisions. A case from the Nile Basin Initiative is included.
Mål på kvalitetsledelse fra magasinet Kvalitet 4 2013ChristianGroen
One way of assessing the value of our new business management system at DHI, the DHIbus, presented in the Danish magazine for quality management, in Danish.
Obligations Of A Testbody And An Analytical LaboratoryChristianGroen
A presentation from the final AdvanceETV conference in Brussels May 22-24 providing a summary of the tasks of testbodies and analytical laboratories under the EU Environmental Technology Verification pilot programme.
Presentation of the Nordic experience with technology verification for introducing new environmental technologies in the Global marketplace. Presented at the ETV Information Event organized by the European Commission in Brussels, November 8th, 2010.
3. What are the barriers?
Purchaser
caution
Lack of Recognised National and
documen- performance regional
tation legislation
label
Trade barriers
Lists of
approved
technologies
7. Practical ways of cooporating –
towards one performance label
• One European performance label
– The EU ETV pilot programme
• Building confidence and mutual understanding
– International Working Group (IWG ETV) for programme owners
– Bilateral cooperations
• Sharing knowledge
– Virtual forum for verification and test bodies
• Verification cooperation
– Co- and joint verifications
• Making methods of ETV work converge
– Preparation of an international ETV standard
• Disseminating ETV
– ASEAN ETV initiative
8. ASEAN ETV Initiative
• Objective is to promote cooperation on ETV within the countries of the
Association of Southeast Asian Nations (ASEAN).
• Driven by ETV Philippines
• ASEAN participation at 4th International ETV Forum and the International
Working Group on ETV Meeting, November 2009, in Manila, Philippines
• ASEAN ETV Workshop 2010
o Participation of seven ASEAN member states (participation by
Malaysia, Lao PDR, Cambodia, Thailand, Vietnam, Philippines, and
the ASEAN Secretariat based in Indonesia)
• DANETV ETV Philippines proposal in preparation
9. Co- and joint verifications
Vendor Application Involved ETV
programmes
Sorbisense Measurement of volatile organic NOWATECH, US EPA ETV
contaminants in groundwater
HACH-LANGE Toxicity testing of effluent DANETV, US EPA ETV, ETV
wastewater Canada
Colifast Automatic detection of total coliform US EPA ETV, DANETV, ETV
bacteria or Escherichia coli in Canada
drinking water
10. Contributors co- and joint roadmaps
ETV programmes ETV operators Other organizations
EU ETV pre-programme DHI (Denmark) European Com-mittee for Standardiza-tion
DANETV (Denmark) IVL (Sweden) Institute for Prospective Technologi-cal Studies (EU)
US EPA ETV Tecnalia (Spain) Environment Agency (United Kingdom)
Canadian ETV program Battelle (United States) HACH-LANGE (Germany)
ETV Korea OCETA/Bloom (ETV Canada) DECHEMA (Germany)
ETV Japan Deltares (Nether-lands)
ETV Philippines Institute for Ecology of Industrial Areas (Poland)
et environ-ment and technology (Germany)
11. Virtual ETV operator network – one
approach
• Objective
o Enhance cooperation between the Environmental Technology Verification (ETV)
operators of the World
o An increased number of co- and joint verifications
o Exchange information on vendors and technologies with ETV potential
o Extended cooperation between the existing operators
• Intended participants
o ETV operators
• One form
o Monthly virtual meeting based upon Skype or WebEx.
o Agenda
− Mutual information on on-going verifications
− Exchange of data of technology candidates for cooperation
− Conveying of contact information between technology owner and ETV
operator on cooperation candidates
− Information on preparation of generic verification protocols and other tools of
mutual interest and status of the ETV programmes
• We invite all ETV operators to participate, registration by e-mail til mta@dhigroup.com
12. Bilateral Cooperations
• Exchange of information on organization and operation of ETV programmes
– e.g. NOWATECH, the precursor of DANETV, learning from the US ETV and ETV
Canada programmes through meetings and visits
• Dissemination of verification protocols and reports and the inherent methodologies
– e.g. the US ETV publication on the web
• Verification cooperation
– e.g. co- and joint verifications performed by DANETV, the US and the Canadian ETV
programmes, and translation/transfer of verifications from Japan to the Philippines
• Enhancing ETV interests through participation of other ETV programmes in meetings and
discussions
– e.g. DANETV participating in an ETV Philippines event, other ETV programmes
represented at events organised by Advance ETV in support of the EU ETV
• Specific cooperation projects,
– e.g. ETV Philippines and DANETV proposing to ASEAN to develop a model for
cooperation between ETV programmes in industrialised and developing countries, and
DANETV preparing cooperation models for use in co- and joint verification with
China, Japan, Korea and the Philippines
14. Summary of options for ETV cooperation
EU USA Canada China Korea Japan Philip-
pines
Co- and
joint
List
access
Bilateral
coope-
ration
Net-
working
15. Conclusions
• ETV is expanding globally
• Initiatives for bilateral, regional and global cooperation are expanding
• Tools and methods are being developed and shared to an increasing
extent
• The challenge is NOT to end up with: verified everywhere to be accepted
globally
• Opportunities for cross-border verifications do exist – seize them to
expand your markets!
16. Thank you for your attention
For more information visit
www.etv-denmark.com
- or contact Christian Grøn
chg@dhigroup.com
‘Verify Once
Accepted Everywhere’
17. Virtual ETV operator network – how?
• Objective
o What?
• Intended participants
o Who?
• Form
o How?
o Agenda
− Items?
• How to proceed?