1) Four universities in Tampere, Finland - the University of Tampere, Tampere University of Technology, Tampere University of Applied Sciences, and Police University College - have begun working together on sustainability initiatives through a group called UnipoliGreen.
2) While each university has its own sustainability programs and profiles, cooperation is challenging due to competition between institutions and varying commitment to and resources for sustainability.
3) UnipoliGreen facilitates meetings, information sharing, and joint projects between sustainability coordinators and working groups to raise awareness, influence management, and develop curriculum around sustainability in a more collaborative way.
4) Achievements include mapping sustainability courses and developing a joint study module, but
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentationESD UNU-IAS
The document discusses the International Association of Universities' (IAU) work on higher education and sustainable development, including their Global Cluster on Higher Education and Sustainable Development (HESD) and surveys on the impact of COVID-19. The IAU is an international organization that promotes higher education, research, and knowledge sharing. Their work includes advocacy, networking, and resources to help universities advance the UN Sustainable Development Goals. Surveys found COVID-19 disrupted university operations but also accelerated innovation and online learning. The pandemic underscores the need for greater collaboration and more equitable access to education.
This document discusses initiatives from the International Council for Open and Distance Education (ICDE) that could be relevant for the Southeast Asian Ministers of Education Organization (SEAMEO). Specifically, it mentions the following ICDE initiatives: 1) supporting UNESCO's quality enhancement initiative for higher education through regional events in 2017-2018 and an international conference in 2018; 2) the ICDE Global Quality Network; 3) models for online, open, flexible and technology-enhanced higher education; 4) the Global Doctoral Consortium; and 5) research and development in learning analytics and adaptive learning. The document emphasizes that online, open and flexible education is increasing worldwide and notes ICDE's role as UNESCO's partner in working towards inclusive
The Contribution of RCEs for the Implementation of the UN 2030 AgendaESD UNU-IAS
The Contribution of RCEs for the Implementation of the UN 2030 Agenda
Case Study Presentation
Dr. Salim Lardjane, RCE Brittany
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
1) Four universities in Tampere, Finland - the University of Tampere, Tampere University of Technology, Tampere University of Applied Sciences, and Police University College - have begun working together on sustainability initiatives through a group called UnipoliGreen.
2) While each university has its own sustainability programs and profiles, cooperation is challenging due to competition between institutions and varying commitment to and resources for sustainability.
3) UnipoliGreen facilitates meetings, information sharing, and joint projects between sustainability coordinators and working groups to raise awareness, influence management, and develop curriculum around sustainability in a more collaborative way.
4) Achievements include mapping sustainability courses and developing a joint study module, but
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
ProSPER.Net Webinar on Sustainability in Higher Education - IAU presentationESD UNU-IAS
The document discusses the International Association of Universities' (IAU) work on higher education and sustainable development, including their Global Cluster on Higher Education and Sustainable Development (HESD) and surveys on the impact of COVID-19. The IAU is an international organization that promotes higher education, research, and knowledge sharing. Their work includes advocacy, networking, and resources to help universities advance the UN Sustainable Development Goals. Surveys found COVID-19 disrupted university operations but also accelerated innovation and online learning. The pandemic underscores the need for greater collaboration and more equitable access to education.
This document discusses initiatives from the International Council for Open and Distance Education (ICDE) that could be relevant for the Southeast Asian Ministers of Education Organization (SEAMEO). Specifically, it mentions the following ICDE initiatives: 1) supporting UNESCO's quality enhancement initiative for higher education through regional events in 2017-2018 and an international conference in 2018; 2) the ICDE Global Quality Network; 3) models for online, open, flexible and technology-enhanced higher education; 4) the Global Doctoral Consortium; and 5) research and development in learning analytics and adaptive learning. The document emphasizes that online, open and flexible education is increasing worldwide and notes ICDE's role as UNESCO's partner in working towards inclusive
The Contribution of RCEs for the Implementation of the UN 2030 AgendaESD UNU-IAS
The Contribution of RCEs for the Implementation of the UN 2030 Agenda
Case Study Presentation
Dr. Salim Lardjane, RCE Brittany
Europe Regional Meeting 2019
13-14 September, 2019, Heraklion, Greece
The document analyzes education integration policies across countries using 148 policy indicators in areas such as access, targeting needs, new opportunities, and intercultural education. It finds that while most countries provide equal access to compulsory education, few have legal standards for targeting immigrant students' specific needs through measures like language support, recognition of prior learning, and teacher training on diverse cultures. Intercultural education is also unevenly supported across countries with few systems diversifying school staff and curricula to reflect their immigrant populations.
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
UNESCO sees its role as a laboratory of ideas, standard-setter, and capacity builder to help countries attain quality education for all in the modern world. It addresses global challenges like the growing digital and knowledge divides. UNESCO promotes good practices and initiatives that leverage technologies to improve access, equity, and quality of teaching and learning. Examples of UNESCO's work include standards for teachers' ICT competencies and prizes that reward innovative uses of technology in education.
The Victorian Regional Dual-Sector University Partnership - Todd WalkerEduSkills OECD
The Victorian Regional Dual-Sector University Partnership is an Australian model that supports mass higher education through partnerships between the University of Ballarat and six regional TAFE Institutes in Victoria. This allows the University of Ballarat to offer bachelor's degree programs across regional Victoria through a dual-sector partnership model. The goal is to provide over 1,600 students access to degree-level programs by 2016 to build workforce skills and support regional development. Key aspects of the model include collaborative curriculum development, governance, quality control, blended learning, and capacity building between the higher education and TAFE partners.
The document summarizes a project that brought local voices to policymaking on education integration and diversity in Europe. The project engaged citizens panels across 5 countries to develop policy recommendations. The panels included marginalized youth to empower them. Key recommendations focused on inclusive education, combating segregation, language support, intercultural competences, empowering youth, and working with media. Participants emphasized the need to include affected groups in policy discussions.
The document discusses a grassroots initiative in Germany called "Junge Vorbilder" that pairs immigrant students with mentors who also have immigrant backgrounds. The goals are to provide social-emotional support, academic tutoring, and career guidance to mentees. Mentors are chosen because they have successfully graduated from the German education system themselves. The program aims to empower mentees and increase their independence by helping them navigate challenges like cultural adaptation and lack of support at home or school.
Teachers and 21st Century knowledge societyPeter Kgashu
The document discusses key aspects of education in the 21st century including the prominence of technology, goals of developing a knowledge society and achieving education for all, and the importance of continuous professional development for teachers in areas like ICT. It also addresses the role of communities, societies, and networking in driving innovation and change. The use of technology is seen as central to enhancing learning, with teachers taking on the role of designing engaging learning environments and adapting to new systems. Goals for 21st century education involve reducing inequality, providing lifelong learning opportunities, and achieving quality education through motivated teachers and easier access to information.
Greening of TVET Institutions: A Case Study of the Eldoret National PolytechnicESD UNU-IAS
Greening of TVET Institutions: A Case Study of the Eldoret National Polytechnic
Case Study Session
Mr Martin Welinga, RCE North Rift
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
Updates from the Global RCE Network: 2019-2020ESD UNU-IAS
This document provides updates from the Global RCE Network from 2019-2020. It discusses the development of RCEs (Regional Centres of Expertise on Education for Sustainable Development) to date, including key milestones and growth from 2005 to the present. It then provides an overview of activities by RCEs in each global region since 2019, including webinars on COVID-19 and plans for regional meetings in 2020. Finally, it outlines ongoing work and reminders from the Global RCE Service Centre, including an analysis of RCE projects from 2015-2019 and a global survey on RCE responses to COVID-19.
This document discusses the incorporation of human rights and African Indigenous Knowledge Systems (AIKS) into higher education in Africa. It provides an overview of the Ubuntu philosophy of human interconnectedness and how AIKS are traditionally transmitted orally. Some universities in South Africa have integrated AIKS into their curriculum to varying degrees of success and challenges, such as a lack of qualified staff and resources. The document concludes that incorporating human rights and AIKS can promote social responsibility and make higher education more relevant to sustainable development in Africa.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Open Educational Resources and ICT-supported learning: NUS rektorsseminarium ...icdeslides
NUS rektorsseminarium vid Helsingfors universitet, Finland 1 March 2013
Open Educational Resources and ICT-supported learning: Building up momentum for harvestingthe benefits from OER - What to think about at a national and Nordic level.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Sustainable Agricultural Intensification Research and Learning in Africa (SAI...africa-rising
The Sustainable Agricultural Intensification Research and Learning in Africa (SAIRLA) project is a five-year programme funded by UK Department for International Development to generate evidence and tools to strengthen poorer farmers', especially women and youth, access to sustainable agricultural intensification. SAIRLA has commissioned research projects in Ethiopia on sustainable intensification of smallholder livestock value chains, ecosystem services and livelihoods trade-offs, smallholder risk management solutions, and targeting agricultural advisory services. National learning alliances are being established in target countries including Ethiopia to facilitate knowledge sharing between SAIRLA research projects and stakeholders toward equitable agricultural development.
UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. A recent UNESCO conference report discussed changes in the global landscape and their implications for education policies. The report adopted a framework from UNESCO's Commission on Education for the 21st Century which proposed basing the learning process on four pillars: learning to know, learning to do, learning to live together, and learning to be. The four pillars emphasize gaining broad knowledge and learning skills, acquiring occupational skills and teamwork abilities, developing understanding of others and appreciation for interdependence, and strengthening one's personality and autonomy.
The document analyzes education integration policies across countries using 148 policy indicators in areas such as access, targeting needs, new opportunities, and intercultural education. It finds that while most countries provide equal access to compulsory education, few have legal standards for targeting immigrant students' specific needs through measures like language support, recognition of prior learning, and teacher training on diverse cultures. Intercultural education is also unevenly supported across countries with few systems diversifying school staff and curricula to reflect their immigrant populations.
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The document discusses the role and initiatives of the Association of African Universities (AAU) in supporting education goals in Africa. The AAU is working to strengthen higher education institutions to help countries achieve Millennium Development Goals like universal primary education and promoting gender equity. Key initiatives include a regional capacity program funded by DFID, quality assurance studies looking at increased enrollment impacts, and supporting research on improving access and equity in African higher education.
Carl Holmberg, International Trends and Perspectivesicdeslides
This document summarizes international trends in open and distance education based on a report by Dr. Carl Holmberg of the International Council for Open and Distance Education (ICDE). It finds that open and distance education is growing rapidly due to increasing demand for access to education. While open universities have expanded opportunities, quality assurance and accountability are increasingly important. Information and communication technologies are also changing education but digital divides remain. The document outlines trends like massification, diversification of providers, and changing learner demographics. It discusses challenges and calls to action to better integrate technologies, widen access, and strengthen teacher education through open and distance learning.
UNESCO sees its role as a laboratory of ideas, standard-setter, and capacity builder to help countries attain quality education for all in the modern world. It addresses global challenges like the growing digital and knowledge divides. UNESCO promotes good practices and initiatives that leverage technologies to improve access, equity, and quality of teaching and learning. Examples of UNESCO's work include standards for teachers' ICT competencies and prizes that reward innovative uses of technology in education.
The Victorian Regional Dual-Sector University Partnership - Todd WalkerEduSkills OECD
The Victorian Regional Dual-Sector University Partnership is an Australian model that supports mass higher education through partnerships between the University of Ballarat and six regional TAFE Institutes in Victoria. This allows the University of Ballarat to offer bachelor's degree programs across regional Victoria through a dual-sector partnership model. The goal is to provide over 1,600 students access to degree-level programs by 2016 to build workforce skills and support regional development. Key aspects of the model include collaborative curriculum development, governance, quality control, blended learning, and capacity building between the higher education and TAFE partners.
The document summarizes a project that brought local voices to policymaking on education integration and diversity in Europe. The project engaged citizens panels across 5 countries to develop policy recommendations. The panels included marginalized youth to empower them. Key recommendations focused on inclusive education, combating segregation, language support, intercultural competences, empowering youth, and working with media. Participants emphasized the need to include affected groups in policy discussions.
The document discusses a grassroots initiative in Germany called "Junge Vorbilder" that pairs immigrant students with mentors who also have immigrant backgrounds. The goals are to provide social-emotional support, academic tutoring, and career guidance to mentees. Mentors are chosen because they have successfully graduated from the German education system themselves. The program aims to empower mentees and increase their independence by helping them navigate challenges like cultural adaptation and lack of support at home or school.
Teachers and 21st Century knowledge societyPeter Kgashu
The document discusses key aspects of education in the 21st century including the prominence of technology, goals of developing a knowledge society and achieving education for all, and the importance of continuous professional development for teachers in areas like ICT. It also addresses the role of communities, societies, and networking in driving innovation and change. The use of technology is seen as central to enhancing learning, with teachers taking on the role of designing engaging learning environments and adapting to new systems. Goals for 21st century education involve reducing inequality, providing lifelong learning opportunities, and achieving quality education through motivated teachers and easier access to information.
Greening of TVET Institutions: A Case Study of the Eldoret National PolytechnicESD UNU-IAS
Greening of TVET Institutions: A Case Study of the Eldoret National Polytechnic
Case Study Session
Mr Martin Welinga, RCE North Rift
9th African Regional RCE Meeting
5-7 August, 2019, Luyengo, Eswatini
UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.
Updates from the Global RCE Network: 2019-2020ESD UNU-IAS
This document provides updates from the Global RCE Network from 2019-2020. It discusses the development of RCEs (Regional Centres of Expertise on Education for Sustainable Development) to date, including key milestones and growth from 2005 to the present. It then provides an overview of activities by RCEs in each global region since 2019, including webinars on COVID-19 and plans for regional meetings in 2020. Finally, it outlines ongoing work and reminders from the Global RCE Service Centre, including an analysis of RCE projects from 2015-2019 and a global survey on RCE responses to COVID-19.
This document discusses the incorporation of human rights and African Indigenous Knowledge Systems (AIKS) into higher education in Africa. It provides an overview of the Ubuntu philosophy of human interconnectedness and how AIKS are traditionally transmitted orally. Some universities in South Africa have integrated AIKS into their curriculum to varying degrees of success and challenges, such as a lack of qualified staff and resources. The document concludes that incorporating human rights and AIKS can promote social responsibility and make higher education more relevant to sustainable development in Africa.
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
Open Educational Resources and ICT-supported learning: NUS rektorsseminarium ...icdeslides
NUS rektorsseminarium vid Helsingfors universitet, Finland 1 March 2013
Open Educational Resources and ICT-supported learning: Building up momentum for harvestingthe benefits from OER - What to think about at a national and Nordic level.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Sustainable Agricultural Intensification Research and Learning in Africa (SAI...africa-rising
The Sustainable Agricultural Intensification Research and Learning in Africa (SAIRLA) project is a five-year programme funded by UK Department for International Development to generate evidence and tools to strengthen poorer farmers', especially women and youth, access to sustainable agricultural intensification. SAIRLA has commissioned research projects in Ethiopia on sustainable intensification of smallholder livestock value chains, ecosystem services and livelihoods trade-offs, smallholder risk management solutions, and targeting agricultural advisory services. National learning alliances are being established in target countries including Ethiopia to facilitate knowledge sharing between SAIRLA research projects and stakeholders toward equitable agricultural development.
UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. A recent UNESCO conference report discussed changes in the global landscape and their implications for education policies. The report adopted a framework from UNESCO's Commission on Education for the 21st Century which proposed basing the learning process on four pillars: learning to know, learning to do, learning to live together, and learning to be. The four pillars emphasize gaining broad knowledge and learning skills, acquiring occupational skills and teamwork abilities, developing understanding of others and appreciation for interdependence, and strengthening one's personality and autonomy.
Um blog é definido como um diário online onde pessoas publicam regularmente conteúdos como textos, imagens e vídeos sobre um assunto específico de forma informal. Diferente de sites, blogs enfatizam a interação com leitores e a atualização constante de conteúdo para manter a relevância e engajamento do público.
Data, information, databases, database management systems, repositories, metadata, constraints, user interfaces, database applications, file processing systems, and multi-tier databases are key terms defined in the context of database design and management. A database stores and organizes related data, a database management system includes data definitions and constraints, and metadata provides context and summaries for understanding data.
The Commitment of Higher Education to EFAamandasudic
Presentation by Djeneba Traore, Director General, West Africa Institute (WAI), Cape Verde, at International Association of Universities Conference 'From HEEFA to SDG4: Building on Achievements',
Sant Pau Art Nouveau Site
8 - 9 October 2015 - Barcelona, Spain
La rutina de lunes a viernes consiste en despertarse, levantarse, ducharse, vestirse, desayunar, salir de casa y llegar al colegio para empezar las clases.
The document is a mark scheme for a Cambridge International General Certificate of Secondary Education (IGCSE) Physics exam from May/June 2015. It provides the answers to the 40 multiple choice questions on the exam paper, identified by question number. IGCSE is a registered trademark of Cambridge International Examinations. The mark scheme is intended as guidance for teachers and Cambridge will not enter into discussions about its contents.
The document is a mark scheme for a Cambridge International General Certificate of Secondary Education (IGCSE) Physics exam from May/June 2015. It provides the answers to the 40 multiple choice questions on the exam paper. For each question number, it lists the key or correct answer. The mark scheme is intended to be used by teachers along with the exam paper and examiner's report to understand how the exam was marked. Cambridge will not enter into discussions about the contents of this mark scheme.
Looking Back to the Future: Higher Education for the Sustainable Future We Wantamandasudic
Presentation by Mariana Patru at the International Association of Universities - Jaume Bofill Foundation International Meeting in Barcelona Spain October 2015
This document consists of 18 printed pages describing a physics exam. It includes 6 multiple choice and calculation questions about topics like motion, forces, energy, and measurement devices.
1. The document is a physics exam for the Cambridge International General Certificate of Secondary Education (GCSE).
2. It consists of 20 printed pages and 2 blank pages.
3. The exam covers topics in mechanics, materials, energy, electricity, waves, and radioactivity.
What is Infrastructure as a Service?, Comparison of Service Models, Why do we need IaaS?, Essential Characteristics of IaaS, Where IaaS May Not be the Best Option?, Cloud Deployment Models
https://notebookbft.wordpress.com/
Presentation at OGP Regional Meeting 2016, May 5/6, Cape Town South Africa: Open Education and opportunities for sustainable education in Africa, advocating of and for the inclusion of Open Education and OER in African regional National Action Plans (NAPs) which are being developed within member nations, geared to meet global Sustainable Development Goals.
ESD for 2030: Roadmap and Examples in Asia and the PacificESD UNU-IAS
ESD for 2030: Roadmap and Examples in Asia and the Pacific
Dr Faryal Khan, Programme Specialist for Education
UNESCO Bangkok
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
My presentation today to VGM, LT and their new LifeSkills program. Congrats to such a wonderful program. My session today was on UNESCO SDDs, Action plan for 2030, OERE Recommendation, and the new social contract for education
Policy perspectives on Open Educational Resourcesicdeslides
Policy perspectives on Open Educational Resources:
The world has got a new educational policy – a global shift. The Incheon Declaration. The Qingdao Declaration. Two major Global Challenges for Higher Education towards 2030: average education and economic growth, enrolment in higher education. Drivers for Opening up for Knowledge: Open, Technology, Costs, Demographics and Learners.
Policy for Less used Languages - a policy brief for governments.
What about Norden?
End
The big gaps in education, the trends in online, open and flexible education and the drivers for open creates the background for benchmarking the Nordic countries towards the globe. Competitiveness and innovation, Human capital, Network and technology readiness are benchmarks. So what: What are key concept to approach to go digital? Online, Open and Analytics are game changers - but not without leadership for change.
The document discusses a multiplier event called DI4ALL.eu that will take place in February 2024 in Vilnius, Lithuania. It is an ERASMUS+ project coordinated by Ebba Ossiannilsson from Sweden and partners from the Lithuanian College of Democracy. The event will focus on improving key competencies and skills of young people through quality improvements and digital inclusion in education. It will also improve teacher competencies in promoting digital inclusion and tackling disinformation.
Education For Sustainable Development London4 All of Us
This conference brought together educationalists, NGOs, Estate Directors and employers to promote and share good subject based and interdisciplinary practice across a wide range of areas, from both the natural sciences and the social sciences. It also showcased ideas and projects from leading NGOs and businesses which are working towards sustainability goals.
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
My presentation 4th December 2023 at the Skills Program Lithuania and about the ERASMUS+ project DI4ALL.eu. The topic was on the UNESCO OER Recommendation (2019)
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 higher education and sustainable development in Europe. It describes the Copernicus Alliance, a network of over 60 European institutions working to support the transformation of higher education towards sustainability. This includes conferences, projects, research and capacity building. It also discusses the University Educators for Sustainable Development program, a network of 55 partners from 30 countries working to develop sustainability competencies among educators. Additionally, it summarizes regional centers of expertise and initiatives in individual European countries to promote education for sustainable development at universities.
UNESCO Indigenous Education Research ProjectESD UNU-IAS
UNESCO Indigenous Education Research Project
Ms. Dorothy Taylor, Elder for Fleming College and Trent University and Founder of the Sacred Water Circle, RCE Peterborough-Kawartha-Haliburton
Ms. Jane Gray, Ph.D. Candidate, Teacher at Trent University, RCE Peterborough-Kawartha-Haliburton
Ms. Ashley Safar, B.A., Manager of Indigenous Student Services at Fleming College, RCE Peterborough-Kawartha-Haliburton
9th Americas RCE Regional Meeting
13 & 14 October, 2020
The document discusses trends that will shape the future quality agenda for education, including a focus on lifelong learning, skills development, personalization, inclusion, partnerships, and using data and technology. It emphasizes that lifelong learning will be important for addressing challenges like economic and social changes, health crises, and advancing sustainable development. Lifelong learning can promote well-being, equity, and help develop citizens who can adapt to new demands. The quality agenda may place more emphasis on outcomes like learner well-being, impact, and contributions to individual and societal growth.
Examples of successful Open Education strategies in Higher EducationFabio Nascimbeni
The presentation introduces some successful strategies of universities that have opened up their offer, together with some reflections on how this could be done in the Mediterranean region.
DISTANCE EDUCATION AND AFRICAN STUDENTS” College of Agriculture and Environme...Bart Rienties
The document discusses a project exploring the role of distance education in Africa using the University of South Africa (UNISA) as a case study. The project has teams in the UK and South Africa and uses methods like questionnaires, interviews, and learning analytics data from UNISA courses. The goals are to examine equitable access to distance education for African students, assess and improve quality of education, and advance theoretical understandings of distance education through a postcolonial framework. The project takes a multidisciplinary approach and involves collaboration between various universities.
Promoting public policies and multinational organizations for distance educat...icdeslides
Theme
The theme chosen for the Conference is “Mobilizing Distance Education for Social Justice and Innovation”, that is to say, contributing to mobilize Distance Education in its many modalities and forms, to build and transfer knowledge aimed at achieving valuable goals for societies that defend innovation and social justice.
The conference thus addresses one of the current priorities of international bodies such as the UNESCO’s “Education for All”, the OEI’s “Educational Goals XXI” and the European Union’s “Horizon Program 2020”, all of them geared to innovating to achieve intelligent, safe and inclusive societies.
Similar to Presentation From Heefa to SDG4: Learning Together for Change (20)
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.
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 ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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 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.
Film vocab for eal 3 students: Australia the movie
Presentation From Heefa to SDG4: Learning Together for Change
1. Sveriges universitets- och högskoleförbund
The Association of Swedish Higher Education
Learning Together For Change – Advancing Education for All
through Higher Education
Arusha, Tanzania 27–29 April 2015.
Hosted by University of Dar es Salaam and the Nelson Mandela African Institute of Science
and Technology
Opening with the
Vice President of The
United Republic of Tanzania,
H.E. Dr. Mohamed Gharib Bilal
2. Background
• The Association of Swedish Higher Education (SUHF) is an
IAU member
• SUHF wanted to contribute to the IAU project, Higher
Education for Education For All (HEEFA) .
• Early 2014, SUHF investigated the interest among Swedish
universities to contribute to the project
• Idea – to build on well established collaboration between
Swedish universities and their African partners
• Positive interest from members ( 15 out of 37 members
participated in the event
• SIDA promised some financial support
3. The event
• The conference gathered some 160 participants
• Among these were researchers and leaders from 15
Swedish and 24 African universities, from 14 different
African countries
4. The event
• Key notes from
Zulmira Rodrigues (Head of the UNESCO Dar es Salaam Office and UNESCO
Merle McOmbring-Hodges (Cape Peninsula University of Technology, South Africa)
Catherine A. Odora Hoppers (DST/NRF SARCHI Chair in Development
Education,University of South Africa)
• Four different themes were covered in eight workshops
Sustainability and Change
Learning, Technology and Globalization
Rights, Equality and Gender
Quality
a) Identify gaps and constraints to advance the theme
b) Clarify the role of higher education by examples and
practice
c) Specify three actions that are important for the global
agenda
6. Actions
Theme 1: Sustainability and Change
Action 1: Engage higher education stakeholders (e.g., educators,
scholars, students, administrators) in the application of their
knowledge, skills, and values toward the missions and goals of
EFA and SDG.
Action 2: Educate and engage the broader public (e.g.,
entrepreneurs, policy makers, the public at large) regarding
the drivers of social, economic, political, and environmental
change, and how the missions and goals of EFA and
SDG may help meet local and global needs.
7. Actions
Theme 2: Learning, Technology and Globalization
Action 3: Identify effective pedagogical ICT tools
for sustainable Pedagogical Learning Environments
(PLE) at all educational levels, adjusted to an ever-
changing digital world.
Action 4: Support teachers’ transitions from
lecturing to a collaborative engaging teaching style
for a learning society.
8. Actions
Theme 3: Rights, Equality and Gender
Action 5: Implement awareness of the Convention of the
Rights of the Child, especially from a holistic view, with the
three P’s in mind (protection, provision and participation) into
Higher Education, in order to strengthen the aspects of Global
Civic/Citizenship Education, which is a vehicle in realizing and
achieving EFA . Create awareness of CRC and gender inequalities
among the various stakeholders in order to ensure equal rights
in education at all levels.
Action 6: Strengthen University-Community engagement and
research dissemination to work together for change
(collaborative knowledge production and implementation of
research results).
9. Actions
Theme 4: Quality
Action 7: Guidelines for the promotion of cognitive justice
and on inclusive pedagogy for multiple knowledge
should be developed and reflected in policy documents for
education in general as well as for teacher education.
Action 8: Ensure necessary conditions for the realization of
post-2015 goals through securing that data for quality
assurance are relevant, well defined and reliable, and that
necessary analytical capacities are at hand.