The Spanish education system requires transformation to restore trust and improve quality. Brazil's "Alliance for Education" partnership between government and businesses could provide a model, having achieved measurable goals to improve education. Key aspects of adapting this model to Spain include collaborating across regions and involving major companies and banks in organizing an alliance to invest in education and ensure Spanish students and society emerge stronger from the economic crisis through a highly qualified new generation.
Comparative Politics - Course report: "How different are the Spanish and Swed...Carlos Palomo
This document compares the welfare states of Sweden and Spain. Sweden follows a social democratic model that aims to universally provide high-quality public services. Spain follows a Mediterranean model that combines universal services with social insurance. Sweden spends more on health care and social benefits as a percentage of GDP. Swedish social transfers are also more effective at reducing poverty. While there are differences, more research is needed to fully understand the models.
El sistema de educación superior en la India presenta tres problemas principales: 1) falta de suficientes universidades e instituciones para satisfacer la creciente demanda; 2) falta de financiamiento estatal adecuado, que ha ido disminuyendo a pesar de las mayores necesidades; y 3) una privatización sin regulación adecuada que amenaza la calidad de la educación. Las políticas públicas son fundamentales para abordar estos problemas mediante un mayor financiamiento estatal y una mejor regulación de las instituciones privadas.
Informe sobre política europea de cuotas de mujeres en los consejos de admini...CristinaMunozRejaRuiz
La UE instó a las empresas a aumentar la presencia de mujeres en los consejos, que se encuentran mínimamente representadas. Como estas sugerencias no fueron tenidas en cuenta, la UE desarrolló una política que obliga a las empresas a incluir al menos un 40% de mujeres en sus consejos para 2020, apoyándose en la noción de redes de políticas y contando con la interacción de actores públicos y privados.
Exclusivity of the concept of European Union citizenshipAinoSa
The concept of European Union citizenship excludes non-EU citizens, which can cause issues in Europe's labor markets. EU citizenship is primarily derived from national citizenship in one of the member states. This leads to unequal treatment of migrants and refugees from third countries who do not receive the same privileges to work or move within the EU. Some argue the EU should develop a more inclusive concept of citizenship that provides rights and privileges based on residency rather than national citizenship alone.
Este informe analiza las posiciones de los diferentes actores sobre la independencia de Cataluña. Los partidos políticos catalanes como CIU y ERC apoyan la independencia, mientras que PSC, PP y C's se oponen. Los sindicatos y asociaciones empresariales no tienen una posición clara. La iglesia católica y las PYMES apoyan la independencia, mientras que las grandes empresas se oponen. Los valores simbólicos influyen más en el pensamiento independentista que los actores sociales.
Your comments are making this work in progress much more interesting. Thank you! This an early version of a presentation requested by @MiquelDuran at Universidad de Girona and mi department at the Universidad Autónoma de Madrid. I explain how do we incorporate new technologies and skills in classes and research. It is work in progress and open to improvement. All comments welcomed. Esta presentación es una propuesta de Miquel Duran y un un encargo de la UAM sobre cómo incorporo la tecnología a mi trabajo en la universidad. Todos los comentarios son bienvenidos. Es trabajo en progreso.
Rodrigo Magalhães is interested in contributing to the education industry in Brazil, specifically the post-secondary sector. He sees opportunities to improve access to quality and affordable education through more efficient use of public financing and by developing high-performing institutions. His goals are to help create a framework for public financing of education and join a top Brazilian university to help provide good education for middle-income students through sustainable private financing models. An IE education could provide international experience, innovative ideas, networking and skills in areas like strategy, operations and project management to help achieve these goals.
This document discusses education reform in developing countries and the role of the World Bank. It makes three key points:
1) Over the past 50 years, the World Bank has become very influential in shaping education policies in developing nations through its power to attach conditions to loans and grants. Many countries rely on World Bank funding.
2) The World Bank encourages reforms by only disbursing loans based on results and performance. This led countries like Brazil and India to target education programs at impoverished areas to receive more funding.
3) Education reform is inherently political as school systems influence national values and are a source of political power. Developing countries must consider the World Bank's role and conditions to receive necessary funding
Comparative Politics - Course report: "How different are the Spanish and Swed...Carlos Palomo
This document compares the welfare states of Sweden and Spain. Sweden follows a social democratic model that aims to universally provide high-quality public services. Spain follows a Mediterranean model that combines universal services with social insurance. Sweden spends more on health care and social benefits as a percentage of GDP. Swedish social transfers are also more effective at reducing poverty. While there are differences, more research is needed to fully understand the models.
El sistema de educación superior en la India presenta tres problemas principales: 1) falta de suficientes universidades e instituciones para satisfacer la creciente demanda; 2) falta de financiamiento estatal adecuado, que ha ido disminuyendo a pesar de las mayores necesidades; y 3) una privatización sin regulación adecuada que amenaza la calidad de la educación. Las políticas públicas son fundamentales para abordar estos problemas mediante un mayor financiamiento estatal y una mejor regulación de las instituciones privadas.
Informe sobre política europea de cuotas de mujeres en los consejos de admini...CristinaMunozRejaRuiz
La UE instó a las empresas a aumentar la presencia de mujeres en los consejos, que se encuentran mínimamente representadas. Como estas sugerencias no fueron tenidas en cuenta, la UE desarrolló una política que obliga a las empresas a incluir al menos un 40% de mujeres en sus consejos para 2020, apoyándose en la noción de redes de políticas y contando con la interacción de actores públicos y privados.
Exclusivity of the concept of European Union citizenshipAinoSa
The concept of European Union citizenship excludes non-EU citizens, which can cause issues in Europe's labor markets. EU citizenship is primarily derived from national citizenship in one of the member states. This leads to unequal treatment of migrants and refugees from third countries who do not receive the same privileges to work or move within the EU. Some argue the EU should develop a more inclusive concept of citizenship that provides rights and privileges based on residency rather than national citizenship alone.
Este informe analiza las posiciones de los diferentes actores sobre la independencia de Cataluña. Los partidos políticos catalanes como CIU y ERC apoyan la independencia, mientras que PSC, PP y C's se oponen. Los sindicatos y asociaciones empresariales no tienen una posición clara. La iglesia católica y las PYMES apoyan la independencia, mientras que las grandes empresas se oponen. Los valores simbólicos influyen más en el pensamiento independentista que los actores sociales.
Your comments are making this work in progress much more interesting. Thank you! This an early version of a presentation requested by @MiquelDuran at Universidad de Girona and mi department at the Universidad Autónoma de Madrid. I explain how do we incorporate new technologies and skills in classes and research. It is work in progress and open to improvement. All comments welcomed. Esta presentación es una propuesta de Miquel Duran y un un encargo de la UAM sobre cómo incorporo la tecnología a mi trabajo en la universidad. Todos los comentarios son bienvenidos. Es trabajo en progreso.
Rodrigo Magalhães is interested in contributing to the education industry in Brazil, specifically the post-secondary sector. He sees opportunities to improve access to quality and affordable education through more efficient use of public financing and by developing high-performing institutions. His goals are to help create a framework for public financing of education and join a top Brazilian university to help provide good education for middle-income students through sustainable private financing models. An IE education could provide international experience, innovative ideas, networking and skills in areas like strategy, operations and project management to help achieve these goals.
This document discusses education reform in developing countries and the role of the World Bank. It makes three key points:
1) Over the past 50 years, the World Bank has become very influential in shaping education policies in developing nations through its power to attach conditions to loans and grants. Many countries rely on World Bank funding.
2) The World Bank encourages reforms by only disbursing loans based on results and performance. This led countries like Brazil and India to target education programs at impoverished areas to receive more funding.
3) Education reform is inherently political as school systems influence national values and are a source of political power. Developing countries must consider the World Bank's role and conditions to receive necessary funding
This document outlines the rationale and goals for reforming secondary education curriculum in Brazil. It discusses two key factors driving the need for reform: 1) technological and economic changes that have increased the importance of knowledge and skills, and 2) expansion of secondary education enrollment. The reform aims to shift the focus from specific vocational training to more general education, developing skills like research, analysis, problem-solving and learning autonomy. It proposes organizing the curriculum around three fields of knowledge to facilitate interdisciplinary teaching and learning. The overall goal is to better prepare students for further education, work and citizenship in a changing world.
This document summarizes a report by McKinsey & Company on addressing the twin crises of high youth unemployment and skills shortages. It begins by noting that 75 million young people are unemployed worldwide despite skills shortages reported by employers. The report aims to fill a knowledge gap on effective practices for connecting education and employment by surveying over 8,000 youth, employers, and educators across 9 countries. Key findings include that half of youth are unsure if their education improved job prospects and almost 40% of employers say skills shortages cause entry-level vacancies. The report takes a global perspective on skills training systems and identifies common practices across borders to help address these interconnected problems.
The document provides an overview of the Chronic Poverty and Education Policy Guide. It discusses the guide's aims to steer policymakers and practitioners through evidence on the relationship between education and chronic poverty. The guide is organized into four sections that cover: the intersections between chronic poverty and education; how to make schools more pro-poor; successful transitions for youth; and transformations brought about by education policies. It also includes a table mapping strategic education interventions to aspects of chronic poverty and contexts where they are especially needed. The document outlines the background, scope, and structure of the policy guide.
THE SMARTEST INVESTMENT: A FRAMEWORK FOR BUSINESS ENGAGEMENT IN EDUCATIONUNICEF Education
The document provides a framework for business engagement in education developed by UNESCO, UNICEF, the UN Global Compact and the UN Special Envoy for Global Education. It outlines a three-part process for businesses to engage in education in a way that benefits both education goals and business objectives. The process involves making a business case for engagement, identifying suitable engagement activities, and applying best practices to ensure responsible and effective engagement. The document provides examples of business drivers for engagement and potential engagement activities that address issues like innovation, risks, reputation, employees and future workforce development.
Brazil is among the most entrepreneurial countries in the world and there are several programs and institutions that encourage entrepreneurship in the population. Due to the relevance of the theme, this study analyzed the incentive to entrepreneurship in higher education in the city of Ribeirão Preto, which is an educational center. This study was carried out with the investigation of undergraduate courses in the area of social sciences applied that have methodologies that encourage entrepreneurship and in the courses that have this discipline in its curricular matrix was examined how this theme was being approached in the classes. In these institutions, interviews were conducted with the coordinators of the courses, teachers and students to know the perception and effectiveness of the methodologies used, through an exploratory case study with qualitative quantitative analysis. To analyze the entrepreneurial profile of the students and the skills involved in this function, validated instruments were used to relate the results obtained. The study concluded that there are few courses that foster entrepreneurial culture, and the subject is generally approached conceptually, evidencing a deficiency in the formation of new entrepreneurs. However, one of the institutions showed in the results that its methodologies are effective and positively perceived by students.
The document discusses issues facing the New Zealand education system. It notes that NZ teachers see students as individuals and recognize the need to see the whole child, not just data points. However, the rich NZ curriculum is in danger of being narrowed by government policy that reduces teacher autonomy and focuses too much on reductive accountability. There is a call to retain the rich curriculum, recognize highly skilled teachers, and resist these global forces while focusing on developing each child holistically with an emphasis on relationships.
This document discusses the need to professionalize early childhood education through establishing national standards and career pathways. It argues that national standards are important to ensure consistent quality among early childhood educators and help address disparities. The Child Development Associate (CDA) Credential is presented as an existing national standard that has helped over 400,000 early childhood educators further their education and careers over several decades. The CDA provides a foundation and stepping stone for career advancement in early childhood education. The document advocates building upon proven standards like the CDA to strengthen the early childhood education profession through increased investments.
The smartest investment: a framework for business engagement in educationSustainable Brands
This document introduces a framework for business engagement in education created by UNESCO, UNICEF, the UN Global Compact, and the UN Special Envoy for Global Education. The framework provides guidance for companies to develop education activities that benefit both society and business. It outlines a three-part process for engagement: 1) Make a business case for how education activities align with business goals, 2) Identify specific activities, and 3) Ensure activities are implemented responsibly according to best practices. Some key recommendations include respecting education as a human right, promoting equity, partnering with experts, having measurable goals, aligning with government priorities, and designing sustainable programs. The framework aims to increase collaboration between businesses and education to accelerate
1. The document is a dossier published by the "la Caixa" Social Observatory analyzing key issues in education.
2. It begins with an overview of general social indicators in Spain and Europe, then analyzes education indicators, comparing Spain to peer countries.
3. The main articles examine education as a pathway for social mobility, and differences in skills acquisition between immigrant and non-immigrant students, finding that higher education levels still promote social mobility but immigrant students perform worse academically even after accounting for personal factors.
Unified Exams as a Restriction to Higher Education in Latin AmericaEmilio José Calle Celi
A brief analysis of the economic results of restricting access to higher education through the application of a unified admission exam, from the perspective of 12 Latin American countries
Theorizing 21st century education Reimers(1) 8.pdfBom Z. Nyathi
This document summarizes the key findings of a comparative study of education goals in six countries: Singapore, China, Chile, Mexico, India, and the United States. It finds that all six countries have expanded education goals over the past few decades to include a broader range of cognitive, social, and personal competencies needed for the 21st century. However, there are also differences in emphasis among countries. It then discusses strategies used by countries to implement these expanded education goals, noting Singapore's effective partnership between education authorities and schools and China's balanced approach between centralization and decentralization.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
1. Service-learning is an educational methodology used in Spain to promote social commitment in students through hands-on community service projects linked to learning.
2. Service-learning is needed in Spain to address issues like school failure, lack of citizenship and social cohesion, and the risk of social fracture.
3. Service-learning is developing across Spain's regions, supported by initiatives that build networks between schools and community organizations to design diverse projects combining learning and service.
Cash Transfers in Brazil: Design, Impacts and Possibilities for the FutureUNDP Policy Centre
Brazil, like most of Latin America, discovered social policy through its formal labour markets. This was in keeping with our longstanding traditions of benefits for only a few and exclusion of the rest. In Brazil, the first step away from the contributory social protection paradigm was the 1971 Rural Pension scheme, which provided non-contributory pensions for all rural workers. It was the 1988 Constitution, however, that really paved the way to a new social protection
paradigm. The new Constitution established Brazil’s first targeted benefit: the Benefício de Prestação Continuada (BPC), which is a minimum wage benefit for elderly or disabled people living in poverty. Brazil would have to wait until 1991 for the next step leading to Bolsa Família cash transfer programmes. This new paper published by the International Policy Centre for Inclusive Growth (IPC-IG) explains the consolidation of cash transfer programmes as part of Brazil's social protection framework and summarizes relavant policy issues for a South-South dialogue.
Bases of the education system for brazil in the contemporary ageFernando Alcoforado
Brazilian education is going through an unprecedented crisis. This crisis results, on the one hand, from the lack of an efficient and effective education system and, on the other, from the lack of government policies that contribute to overcoming the current problems of education and their adaptation to the ongoing technological changes that impact on the world of work and society in general. The fact that Brazil's education system is inefficient and ineffective prevents it from functioning as a factor of economic and social development and contributes to the social ascent of the lower classes of the population. The lack of a new education policy adjusted to the current technological changes prevents Brazil from increasing the productivity of its workers and jeopardizing their future economic and social development. These are the reasons why it is imperative to implement a new education system in Brazil.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
Role of Corporate Social Responsibility in Indian Higher Education: Issues an...paperpublications3
Abstract: India is the highest county in number of universities which constitutes more than seven hundred universities including private, public and semi sectors. Despite India have more institutions and strategies for higher education still Indian education is not competitive and performing infancy stage as compared to world class level. Education has pivotal role in national building and moulding superb wings of human recourse. Every country is spending much amount for enhancement of education. CSR, as a strategic practice, is a key to organizational success because it is one of the few practices that can positively impact all three elements of the Triple Bottom Line (Economic, Social, Environment), contributing to a healthy bottom line and long-term sustainability. Some Indian companies have always strong philanthropic activities and target to education sector as the part of CSR, many initiatives are executed by corporate in partnership with Non-governmental organizations (NGOs) who are well versed in working with the local communities and are experts in tackling specific social problems. As per schedule –VII of company bill 2012, promotion of education is considered as CSR policy of company, even though some high profiled companies running their institutions for profit making by markatising the education. So this paper explains prospects and challenges on both the social and corporate managerial perspective. This study tries investigates the role of educational institutions and companies to surpass the CSR for creating best human capital and also explores the significances of CSR for promoting education and various initiatives of companies in education sector as a corporate responsibility to expansion education.
Keywords: CSR, Higher education, CSR initiatives by various companies & challenges.
PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
This document contains a take-home exam submitted by a student named Kathleen C. Abaja to Dr. Nilo L. Rosas at the Polytechnic University of the Philippines. The exam contains 5 questions related to applying systems analysis to education. The student provides multi-paragraph answers to each question analyzing topics like how systems analysis can be used to study education as a social, cultural, economic and political system. The student also analyzes education reform in the Philippines.
This document outlines the rationale and goals for reforming secondary education curriculum in Brazil. It discusses two key factors driving the need for reform: 1) technological and economic changes that have increased the importance of knowledge and skills, and 2) expansion of secondary education enrollment. The reform aims to shift the focus from specific vocational training to more general education, developing skills like research, analysis, problem-solving and learning autonomy. It proposes organizing the curriculum around three fields of knowledge to facilitate interdisciplinary teaching and learning. The overall goal is to better prepare students for further education, work and citizenship in a changing world.
This document summarizes a report by McKinsey & Company on addressing the twin crises of high youth unemployment and skills shortages. It begins by noting that 75 million young people are unemployed worldwide despite skills shortages reported by employers. The report aims to fill a knowledge gap on effective practices for connecting education and employment by surveying over 8,000 youth, employers, and educators across 9 countries. Key findings include that half of youth are unsure if their education improved job prospects and almost 40% of employers say skills shortages cause entry-level vacancies. The report takes a global perspective on skills training systems and identifies common practices across borders to help address these interconnected problems.
The document provides an overview of the Chronic Poverty and Education Policy Guide. It discusses the guide's aims to steer policymakers and practitioners through evidence on the relationship between education and chronic poverty. The guide is organized into four sections that cover: the intersections between chronic poverty and education; how to make schools more pro-poor; successful transitions for youth; and transformations brought about by education policies. It also includes a table mapping strategic education interventions to aspects of chronic poverty and contexts where they are especially needed. The document outlines the background, scope, and structure of the policy guide.
THE SMARTEST INVESTMENT: A FRAMEWORK FOR BUSINESS ENGAGEMENT IN EDUCATIONUNICEF Education
The document provides a framework for business engagement in education developed by UNESCO, UNICEF, the UN Global Compact and the UN Special Envoy for Global Education. It outlines a three-part process for businesses to engage in education in a way that benefits both education goals and business objectives. The process involves making a business case for engagement, identifying suitable engagement activities, and applying best practices to ensure responsible and effective engagement. The document provides examples of business drivers for engagement and potential engagement activities that address issues like innovation, risks, reputation, employees and future workforce development.
Brazil is among the most entrepreneurial countries in the world and there are several programs and institutions that encourage entrepreneurship in the population. Due to the relevance of the theme, this study analyzed the incentive to entrepreneurship in higher education in the city of Ribeirão Preto, which is an educational center. This study was carried out with the investigation of undergraduate courses in the area of social sciences applied that have methodologies that encourage entrepreneurship and in the courses that have this discipline in its curricular matrix was examined how this theme was being approached in the classes. In these institutions, interviews were conducted with the coordinators of the courses, teachers and students to know the perception and effectiveness of the methodologies used, through an exploratory case study with qualitative quantitative analysis. To analyze the entrepreneurial profile of the students and the skills involved in this function, validated instruments were used to relate the results obtained. The study concluded that there are few courses that foster entrepreneurial culture, and the subject is generally approached conceptually, evidencing a deficiency in the formation of new entrepreneurs. However, one of the institutions showed in the results that its methodologies are effective and positively perceived by students.
The document discusses issues facing the New Zealand education system. It notes that NZ teachers see students as individuals and recognize the need to see the whole child, not just data points. However, the rich NZ curriculum is in danger of being narrowed by government policy that reduces teacher autonomy and focuses too much on reductive accountability. There is a call to retain the rich curriculum, recognize highly skilled teachers, and resist these global forces while focusing on developing each child holistically with an emphasis on relationships.
This document discusses the need to professionalize early childhood education through establishing national standards and career pathways. It argues that national standards are important to ensure consistent quality among early childhood educators and help address disparities. The Child Development Associate (CDA) Credential is presented as an existing national standard that has helped over 400,000 early childhood educators further their education and careers over several decades. The CDA provides a foundation and stepping stone for career advancement in early childhood education. The document advocates building upon proven standards like the CDA to strengthen the early childhood education profession through increased investments.
The smartest investment: a framework for business engagement in educationSustainable Brands
This document introduces a framework for business engagement in education created by UNESCO, UNICEF, the UN Global Compact, and the UN Special Envoy for Global Education. The framework provides guidance for companies to develop education activities that benefit both society and business. It outlines a three-part process for engagement: 1) Make a business case for how education activities align with business goals, 2) Identify specific activities, and 3) Ensure activities are implemented responsibly according to best practices. Some key recommendations include respecting education as a human right, promoting equity, partnering with experts, having measurable goals, aligning with government priorities, and designing sustainable programs. The framework aims to increase collaboration between businesses and education to accelerate
1. The document is a dossier published by the "la Caixa" Social Observatory analyzing key issues in education.
2. It begins with an overview of general social indicators in Spain and Europe, then analyzes education indicators, comparing Spain to peer countries.
3. The main articles examine education as a pathway for social mobility, and differences in skills acquisition between immigrant and non-immigrant students, finding that higher education levels still promote social mobility but immigrant students perform worse academically even after accounting for personal factors.
Unified Exams as a Restriction to Higher Education in Latin AmericaEmilio José Calle Celi
A brief analysis of the economic results of restricting access to higher education through the application of a unified admission exam, from the perspective of 12 Latin American countries
Theorizing 21st century education Reimers(1) 8.pdfBom Z. Nyathi
This document summarizes the key findings of a comparative study of education goals in six countries: Singapore, China, Chile, Mexico, India, and the United States. It finds that all six countries have expanded education goals over the past few decades to include a broader range of cognitive, social, and personal competencies needed for the 21st century. However, there are also differences in emphasis among countries. It then discusses strategies used by countries to implement these expanded education goals, noting Singapore's effective partnership between education authorities and schools and China's balanced approach between centralization and decentralization.
Theorizing 21st century education reimersLuzuko Maseko
This document summarizes curriculum reforms in 6 countries that have expanded educational goals to include broader competencies beyond cognitive skills. It finds that while countries like Singapore, China, and India have clearly defined new competencies, challenges remain in implementing reforms fully in practice. Countries also took different approaches, from consultations with stakeholders in China to standardized testing pressures influencing changes in the US and Chile. Overall educational aspirations have grown but schools still struggle to meet all new demands.
1. Service-learning is an educational methodology used in Spain to promote social commitment in students through hands-on community service projects linked to learning.
2. Service-learning is needed in Spain to address issues like school failure, lack of citizenship and social cohesion, and the risk of social fracture.
3. Service-learning is developing across Spain's regions, supported by initiatives that build networks between schools and community organizations to design diverse projects combining learning and service.
Cash Transfers in Brazil: Design, Impacts and Possibilities for the FutureUNDP Policy Centre
Brazil, like most of Latin America, discovered social policy through its formal labour markets. This was in keeping with our longstanding traditions of benefits for only a few and exclusion of the rest. In Brazil, the first step away from the contributory social protection paradigm was the 1971 Rural Pension scheme, which provided non-contributory pensions for all rural workers. It was the 1988 Constitution, however, that really paved the way to a new social protection
paradigm. The new Constitution established Brazil’s first targeted benefit: the Benefício de Prestação Continuada (BPC), which is a minimum wage benefit for elderly or disabled people living in poverty. Brazil would have to wait until 1991 for the next step leading to Bolsa Família cash transfer programmes. This new paper published by the International Policy Centre for Inclusive Growth (IPC-IG) explains the consolidation of cash transfer programmes as part of Brazil's social protection framework and summarizes relavant policy issues for a South-South dialogue.
Bases of the education system for brazil in the contemporary ageFernando Alcoforado
Brazilian education is going through an unprecedented crisis. This crisis results, on the one hand, from the lack of an efficient and effective education system and, on the other, from the lack of government policies that contribute to overcoming the current problems of education and their adaptation to the ongoing technological changes that impact on the world of work and society in general. The fact that Brazil's education system is inefficient and ineffective prevents it from functioning as a factor of economic and social development and contributes to the social ascent of the lower classes of the population. The lack of a new education policy adjusted to the current technological changes prevents Brazil from increasing the productivity of its workers and jeopardizing their future economic and social development. These are the reasons why it is imperative to implement a new education system in Brazil.
The document discusses education for sustainable development in Haiti. It outlines the author's vision to bring together stakeholders to develop effective and sustainable education systems in Haiti to achieve quality education for all children by 2030. This will help rebuild Haiti after the 2010 earthquake and transform it into a developing country. The author's values that will guide their work include inclusive partnerships, local system engagement, focusing on equity and vulnerable groups. Key partners in this effort are identified. To achieve the vision, the author will promote collaboration, support credible education plans, ensure coordinated financing, and support improved education metrics. Progress will be measured using a collaborative approach based on PISA, which assesses learning outcomes.
Role of Corporate Social Responsibility in Indian Higher Education: Issues an...paperpublications3
Abstract: India is the highest county in number of universities which constitutes more than seven hundred universities including private, public and semi sectors. Despite India have more institutions and strategies for higher education still Indian education is not competitive and performing infancy stage as compared to world class level. Education has pivotal role in national building and moulding superb wings of human recourse. Every country is spending much amount for enhancement of education. CSR, as a strategic practice, is a key to organizational success because it is one of the few practices that can positively impact all three elements of the Triple Bottom Line (Economic, Social, Environment), contributing to a healthy bottom line and long-term sustainability. Some Indian companies have always strong philanthropic activities and target to education sector as the part of CSR, many initiatives are executed by corporate in partnership with Non-governmental organizations (NGOs) who are well versed in working with the local communities and are experts in tackling specific social problems. As per schedule –VII of company bill 2012, promotion of education is considered as CSR policy of company, even though some high profiled companies running their institutions for profit making by markatising the education. So this paper explains prospects and challenges on both the social and corporate managerial perspective. This study tries investigates the role of educational institutions and companies to surpass the CSR for creating best human capital and also explores the significances of CSR for promoting education and various initiatives of companies in education sector as a corporate responsibility to expansion education.
Keywords: CSR, Higher education, CSR initiatives by various companies & challenges.
PARTICIPATION IN DOMINICAN REPUBLIC INTERNATIONAL PROGRAMMES RELATED TO THE E...FUNDEIMES
More than participation, Dominican Republic, through the years, it has been inserted into the universal education, with international commitments which has been included. That is why your goals and achievements are rather formulas for measuring the progress of education in the Republic, since this also contributes to educational excellence, given that commitments to institutions and countries in other regions are assumed, while commitments are being established as goals to be achieved by the Dominican education system, in order to standardize education universally, with the mechanisms established treaties and conventions that have been signed..
These international education commitments, duties have been taken as well as a political responsibility, to be established as an important benchmark to measure the impact of education programs that run efficiently. Therefore, in educational plans and programs for the period 2008 - 2013, a global education guide serve for monitoring and enforcement, and detecting the scope of such programs and the country's ability to meet its stated commitments.
The World Declaration on Education for All was considered essential so universal all access to education and promoting equity, pay attention priority to learning, broadening the means and scope of basic education, improve the learning environment; strengthen coordination of actions, and realize the enormous potential for progress and increase the chances of individuals when accessing education.
This document contains a take-home exam submitted by a student named Kathleen C. Abaja to Dr. Nilo L. Rosas at the Polytechnic University of the Philippines. The exam contains 5 questions related to applying systems analysis to education. The student provides multi-paragraph answers to each question analyzing topics like how systems analysis can be used to study education as a social, cultural, economic and political system. The student also analyzes education reform in the Philippines.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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 ...
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Create a More Engaging and Human Online Learning Experience
Restoring Spanish Education
1. Maider Pz. De Heredia
Comparative Politics
Restoring the Spanish Education Based on
Brazil’s Example
The Spanish education requires a transformation in order to be trusted again. The
educational system is the most powerful tool that a country may have and its stability and
good performance are the key for future development. Due the crisis, in Spanish, the
education appears to have been stalled but there are many paths to follow to take it back
on track. “The Alliance for Education” done by brazilians might be a useful example to
Spain.
Key words: Spain, education, stability, quality, Brazil, future, competitiveness,
development, alliance, investment.
Maider Pérez de Heredia
maiderpzh@hotmail.com
Emagazine: http://www.scoop.it/t/restoring-spanish-education/curate
LinkedIn: http://www.linkedin.com/profile/view?id=215970446&trk=tab_pro
Twitter: maiderpzh
Report prepared for McKinsey&Company
This article presents one of the possible solutions to the crisis of Spanish education. As a highly relevant
worldwide consultancy McKinsey & Company might observe the possibilities of the alternative proposed
and may take it into consideration when advising various companies, institutions or governments.
McKinsey&Company is more interested than ever in the issue of education as well shown in his last
website cover. Therefore this prestigious consulting firm would be a potential and interested customer.
1
2. Maider Pz. De Heredia
Comparative Politics
30/11/12
Maider Pérez de Heredia
Universidad Carlos III de Madrid
Comparative Politics
NIU: 100277503
Doble Grado en CC.PP. y Sociología
Grupo 88
Curso: 2012-2013
Restoring the Spanish Education based on Brazil’s example
The stability and quality of education systems is one of the main focuses of any
democratic country1. In the case of Spain, the educational area is surrounded by a thick
mass of pessimism, so opaque that has led to a general skepticism about the future of
the Spanish education. However, the situation is not insurmountable, but the initiatives
that are being taken by the current political class are hardly the most appropriate way to
believe in the future of the Spanish education.
Spain might find incredibly interesting the initiatives adopted by Brazil’s goverment
and business class. This country was at the time in a similar situation as Spain, a deep
economic, political and social crisis. This is the main reason why Spain should consider
looking up to Brazil. Throughout this essay I will explain the current situation of the
Spanish education, the measures taken by Brazil and how those measures could be
adaptable to the Spanish case in a period no longer than 10 years.
The wreck of the Spanish education
As presented in the PISA2 reports, in recent years Spain has established itself as a
country mired in education, whose position within the global scale is below the average.
Besides the measures that have been taken by the current government have not improve
the situation. These are the main points of the adopted measures3 by the “Partido
Popular”4:
Permanent measures:
- The teacher substitutions for less than 10 days will be filled with resources of the
school itself.
- Elimination of the obligation for the schools to submit at least two types of pre-college
studies.
Temporary measures:
- Increase class sizes by 20% in primary and secondary education.
1
STEE. (2012), “Education: the main priority”.
2
PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems
worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and
science. To date over 70 countries and economies have participated in PISA.
3
PP’s (People’s Party) official website. (2012) , “New measures for education inspired by Germany’s and France’s
example”; “ New measures in order to stop the educational failure”.
4
Partido Popular “The People’s Party in English”: is a conservative political party in Spain. In the elections of
November 2011 the People’s Party won a majority with 186 seats in the Deputies and they control the current
government.
2
3. Maider Pz. De Heredia
Comparative Politics
- Increase teachers' teaching hours: 25 hours in kindergarden and elementary schools
and 20 hours in the remainings.
- Postponement of the implementation of the 2000 modules of training cycles for
Intermediate and Advanced Level.
- Eliminate the creation of new salary bonuses for teachers, but keep the existing ones.
These measures not only prejudice students and teachers, but the entire society will
suffer the consequences. During the decade of the 90s Spain experienced a tremendous
boom in education and research. Unfortunately, the current crisis has left education
heavily injured and is running with all that hard-won.
Copying Brazil
Brazil is the country where we will find more educational innovation potential over the
next ten years5. These forecasts are based positive because Brazil has created an alliance
called "Education for All", which is an important development in Latin America6. It is a
partnership led by entrepreneurs, with a lot of public sector involvement, which was
founded on the idea that education is too important for the future of their country so that
it only deals with the government.
Unlike what happens in the vast majority of Latin American and European countries,
where the most relevant businessmen have each their own educational foundation, in
Brazil the main magnates formed a coalition with a number of common objectives.
This alliance was founded in 2007 by the presidents of various medium and large
companies, the president of the multinational Gerdau Group7 and in collaboration with
major banks. The coalition established five specific and measurable goals 8 to be
achieved by 2022. The alliance also recruited the owners of the major media, academics
and artists to launch a campaign in order to convince the public and the government
about the need for a better education. Given the social pressure, the government of Lula
da Silva took the five priorities of "Education for All".
Thanks to this partnership new schools have been created, there are more and better
facilities for parents, they offer more educational opportunities and more jobs for
teachers who have come from all over the world due the initiative. But mainly, through
this partnership is intended that all the children that go to school continue their studies
until age 16.
5
Inamorato A. (2011), “Open Educational Resources in Brazil: State of the art, challenges and prospect for
development and innovation”.
6
International organizations and Latin-american Universities (2012), “Innovative Strategies for Higher Education in
Latin America and Europe: International Collaboration and Regional Development”.
7
Gerdau is the largest producer of long steel in America with steel mills all over Latin America. Currently, Gerdau
has an installed capacity of 26 million metric tons of steel per year and it offers steel for the civil construction,
industry and agricultural sectors. It is Brazilian biggest multinational.
8
Rodriguez A. and Dahlman C. (2007), “Knowledge and Innovation for Competitiveness in Brazil”; 247 p; ed, The
World Bank.
3
4. Maider Pz. De Heredia
Comparative Politics
Adapting Brazil to Spain
Although it may seem utopian, the initiative taken by Brazil can be perfectly adapted to
the Spanish case. This is why is so interesting and it should definitely be something that
the Spanish institutions ought to study. The problem of the case revolves around the
organization of a similar alliance, the control and structuring it. It is also important to
consider who might be involved in this partnership and what are the objectives to be
achieved in the educational area.
Undoubtedly the public sector and the private sector must work together on this
initiative. On the one hand, the public sector would be responsible for the organization
and the more theoretical and structural part of the alliance, as the public sector has all
the purview in the educational area9. On the other hand, the private sector and the
companies who want to collaborate, would adhere to the most pragmatic part of the
alliance and would be in charge of its control.
Refering to the public sector, in the case of Spain the best way to adapt an idea like this
would be through the collaboration of the nineteen regions. This way the initiative
would stick to the needs of each region. Therefore, all the Spanish regions should
collaborate with the alliance as all of them would get profits out of it.
Regarding to the private sector, Spanish banks would be the linchpin of the entire
alliance as well as multinationals and companies envolved in the Ibex 3510 for instance.
Conclusion
The creation of an educational alliance in Spain could immensely benefit not only
students, teachers, parents, educational institutions and society in general, but those who
collaborate in it would gain as many profits. On the one hand, they will be working for
maintaining Spanish welfare state and Spain would re-experience a boom in education
and research. The long term benefits of this investment would be that Spain will get out
of the crisis having created the most qualified young generation of its history.
Furthermore, such an alliance would ensure that the poor image and lack of confidence
in the business class and government disappears and would display the importance of
citizens to the political class.
Definitely, this alliance would bring back hope to the Spanish society and could help to
step out of the decadence and pessimism of the crisis. It would make people trust in
education again and more importantly it would make people believe in their future.
9
Education Ministry. (2012), “ Educational System Organization”.
10
Ibex 35: Is the benchmark stock market index of the Bolsa de Madrid, Spain's principal stock exchange.
*Picture from the cover: Logo for “Alliance for education Brazil”.
4