This document summarizes a presentation given by Malcolm Gillies on portfolio management at London Metropolitan University. The presentation focused on balancing efficiency, quality, and utility when managing university course portfolios. It discussed massifying higher education while maintaining affordability and quality. It also outlined lessons learned from portfolio reviews, including the importance of deans, data-informed decisions, and managing communications. The goal of portfolio management is responsible educational management that provides value for money through efficient resource use without compromising quality or student outcomes.
This report highlights the educational achievements of VVOB-supported programmes in ten countries in 2013 that were realised over the past three years. The same period was also marked by critical reflections on VVOB’s vision, strategies, educational objectives and developmental approaches. Through a series of consultations, VVOB and its partners have thoroughly evaluated the scope, nature and impact of the different programmes it has been supporting over the past years. The impact of our joint efforts ‘ripples’ throughout this report in most of the countries info graphics, leveraging the evidence-base for systematic capacity development as a guarantee for sustainable education outcomes. The consultations also resulted in a new education programme showing close parallels with the internationally agreed education priorities.
The summary provides an overview of the Communiversity of South Africa's 2015 annual report.
The Communiversity offers a 5-month pre-professional program to help unemployed or underemployed youth develop skills for employment or further education. In 2015, they had their largest graduating class despite facing challenges. They have partnerships with local colleges that accept most of their graduates, and with companies that hire graduates. The report outlines student enrollment and outcomes, curriculum offerings, and recognition received.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
The document discusses the London Education Partnership Awards Winners 2010. It begins by introducing Professor David Woods, who chaired the judging panel for the awards. It explains that the awards were established to address the issue of high-achieving London students and adults not pursuing higher education.
It then highlights two award winners: IntoUniversity, which provides study support and mentoring to disadvantaged youth, and Eastbrook School, which improved dramatically with support from partnerships.
It concludes by congratulating all of the finalists and their accomplishments in improving access to higher education and making London a top city for learning.
This document summarizes a presentation given by Malcolm Gillies on portfolio management at London Metropolitan University. The presentation focused on balancing efficiency, quality, and utility when managing university course portfolios. It discussed massifying higher education while maintaining affordability and quality. It also outlined lessons learned from portfolio reviews, including the importance of deans, data-informed decisions, and managing communications. The goal of portfolio management is responsible educational management that provides value for money through efficient resource use without compromising quality or student outcomes.
This report highlights the educational achievements of VVOB-supported programmes in ten countries in 2013 that were realised over the past three years. The same period was also marked by critical reflections on VVOB’s vision, strategies, educational objectives and developmental approaches. Through a series of consultations, VVOB and its partners have thoroughly evaluated the scope, nature and impact of the different programmes it has been supporting over the past years. The impact of our joint efforts ‘ripples’ throughout this report in most of the countries info graphics, leveraging the evidence-base for systematic capacity development as a guarantee for sustainable education outcomes. The consultations also resulted in a new education programme showing close parallels with the internationally agreed education priorities.
The summary provides an overview of the Communiversity of South Africa's 2015 annual report.
The Communiversity offers a 5-month pre-professional program to help unemployed or underemployed youth develop skills for employment or further education. In 2015, they had their largest graduating class despite facing challenges. They have partnerships with local colleges that accept most of their graduates, and with companies that hire graduates. The report outlines student enrollment and outcomes, curriculum offerings, and recognition received.
The document discusses career guidance in schools as a creative process. It describes the CENTRES project funded by the EU to train career counselors in schools on creative entrepreneurship and career guidance. It outlines the new role of educational counselors in providing comprehensive career guidance and education to students as a lifelong process. Some of the key challenges discussed are the narrow focus of current career guidance services in schools and the need to develop students' flexibility, creativity, and entrepreneurship through innovative guidance approaches.
The Cooking for Freedom project aims to provide vocational training to inmates to help them successfully reintegrate into society upon release. The project will create culinary training courses delivered jointly by vocational schools and prisons in multiple countries. It seeks to develop inmates' job skills, connect them to potential employers, and promote social inclusion. Partners will establish industry partnerships, share best practices, and produce guidance for training social workers. The project expects to lower recidivism by increasing ex-inmates' employment prospects.
The document discusses the London Education Partnership Awards Winners 2010. It begins by introducing Professor David Woods, who chaired the judging panel for the awards. It explains that the awards were established to address the issue of high-achieving London students and adults not pursuing higher education.
It then highlights two award winners: IntoUniversity, which provides study support and mentoring to disadvantaged youth, and Eastbrook School, which improved dramatically with support from partnerships.
It concludes by congratulating all of the finalists and their accomplishments in improving access to higher education and making London a top city for learning.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
A vision of the future for the University of MauritiusM I Santally
This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
Creative & Cultural Skills is an organization that works to improve opportunities for young people to work in the creative industries in the UK. They lead the National Skills Academy for Creative & Cultural, a network of creative businesses and training providers committed to high-quality creative education. The creative industries contribute significantly to the UK economy, generating over £70,000 per minute, but there are still skills gaps and high youth unemployment. The document argues that greater career guidance, work experience opportunities, vocational training like apprenticeships, and business incubation are needed to help young people develop skills and find jobs in the growing creative sector.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
The document is an EntreCompEdu yearbook highlighting the achievements of participants who completed the EntreCompEdu online teacher training course in 2020 and 2021. It provides profiles of some successful EntreCompEdu Teacher Pioneers and the impacts they believe the course will have on their teaching and students. These include helping students develop entrepreneurial skills, focusing more on competency-based learning, increasing student motivation, and incorporating new activities and assessment approaches. It also recognizes the guest speakers and teacher advisors who guided participants in the course.
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
The Role Of Universities In Supporting Adult Learningrayd77
This document summarizes a research project on the role of universities in supporting adult learning. It was conducted by researchers at UPEI for the Centre for Lifelong Learning. The research examined the role of universities according to professional literature, barriers to adult learning, exemplary programs, and UPEI's current activities. It identifies challenges for universities, such as becoming lifelong learning institutions and taking a more integrated, learner-centered approach. It also proposes a concept called "Campus PEI" to create a province-wide learning community with seamless access to programs.
Presentation delivered by Iverene Bromfield, Dundee & Angus College on the VoCol Triangles Key Action 2 Vocational Education and Training (VET) project. This presentation was first delivered at the Learning Networks event held in Cardiff on December 3.
En introduction to creative learning and entrepreneurshipCentres-EU
The document introduces creative learning and entrepreneurship. It discusses how creativity is an important skill that allows people to solve problems and think innovatively. Creative learning focuses on developing students' imagination and creative skills, unlike art learning which emphasizes artistic expression. The document also outlines a Creative Partnerships program from the UK that aims to increase creativity in schools through collaboration between students, teachers, and creative professionals. The program involves applying creative approaches to teaching and other school activities.
The document outlines Dominican University of California's strategic plan for 2011-2015. The plan aims to transform the university through initiatives focused on capacity building, accountability, agility, and innovation. Key goals include strengthening academic programs, expanding enrollment in targeted areas, improving student outcomes, and ensuring financial sustainability to allow the university to adapt to future challenges. The strategic plan was developed through extensive consultation and identifies specific initiatives, metrics, and responsibilities to guide the university's development over the five-year period.
Creativity and entrepreneurship education e learningCentres-EU
Career guidance in schools aims to develop students' creativity and entrepreneurial skills. It encourages innovative teaching approaches that develop key competencies and foster creative thinking. These skills are important for students' lifelong learning and career management as the labor market demands creative and adaptable employees. Schools should provide environments where students can explore ideas freely and learn differently. Practice firms in schools give students practical work experience in simulated business environments to prepare them for future careers.
LOGIC - European perspective, lifelong learning strategiesLLL Platform
LOGIC is about implementing the lifelong learning concept in Southern Neighbouring Area: Responding to the changing needs of dynamic economies, TEMPUS. Presentation made by Audrey Frith, to give the European perspective on lifelong learning at the kick off meeting, 10 March 2014. More on: http://www.project-logic.eu/
Working together: enhancing students' employability, Partnerships between Ins...JamesDunphy
Publication prepared - with Duncan Cockburn - as part of the Scottish Quality Enhancement Theme on Employability on the role of student bodies in supporting and developing student employability. Copyright rights held by QAA Scotland; further details: www.enhancementthemes.ac.uk
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
The presentation describes the results of an EU project on Harmonising Approaches to Professional Higher Education in Europe (HAPHE - http://haphe.eurashe.eu).
A vision of the future for the University of MauritiusM I Santally
This is a presentation made to the selection panel for the position of Planning & Resources at the University of Mauritius on 18th April 2017. It reports a vision of the future for the UoM using Futures Thinking as the base method to develop the preferred scenario for the UoM.
The document discusses the reforms to the 14-19 curriculum in the UK. It outlines that the previous system of GCSEs was deemed inadequate for preparing students for further education and employment. A new system of diplomas covering major employment sectors was introduced between 2008-2013 to develop students' academic, vocational and soft skills. Key elements of the reform included introducing diplomas, raising the minimum school leaving age, expanding apprenticeships and improving teacher training for the new curriculum.
Entrepreneurship Education: A Guide for EducatorsManual de empreendedorismoMario Verissimo
This manual aims to showcase a selection of examples of inspiring practice featured through the two events to a wider audience. It highlights the enablers and the successfactors of the examples, and provides contact details for more information.
The document discusses practice firms, which are simulated companies run by students in schools. It provides context on the history and origins of practice firms in Europe. Specifically in the Czech Republic, practice firms have been part of the curriculum for 20 years and help prepare students for real-world work. The document outlines recommendations for including practice firms in different school types and curriculums. It also describes the characteristics and benefits of practice firms, as well as how they are set up and operated.
The Prime Minister gave a speech about the need to reform Slovenia's education system to better prepare young people for the future. He argued that mere knowledge is no longer enough and that students must also develop social skills and learn to think creatively and entrepreneurially. The Prime Minister endorsed initiatives that open schools up to the local community and help students build practical skills through interaction with businesses. He expressed his optimism that reforming education in this way could create a new generation focused on finding opportunities and solutions, thereby securing a better future for Slovenia.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
This document summarizes the findings of a study that examined teachers involved in enterprise circles in Slovenia and compared them to a control group of teachers. The study found that teachers leading the enterprise circles were more critical of an overemphasis on administrative work like business plans. They were also more open to students' ideas, made more use of technology, and believed their schools were less tolerant of mistakes compared to the control teacher group. The findings suggest teachers leading innovative programs have a different perspective that could encourage more creativity in schools.
Creative & Cultural Skills is an organization that works to improve opportunities for young people to work in the creative industries in the UK. They lead the National Skills Academy for Creative & Cultural, a network of creative businesses and training providers committed to high-quality creative education. The creative industries contribute significantly to the UK economy, generating over £70,000 per minute, but there are still skills gaps and high youth unemployment. The document argues that greater career guidance, work experience opportunities, vocational training like apprenticeships, and business incubation are needed to help young people develop skills and find jobs in the growing creative sector.
The document discusses creative entrepreneurship training in Finland. It provides information on organizations that support creative industries and entrepreneurship education such as Aalto University, Creative Industries Finland, and guidelines from the Finnish Ministry of Education. Examples of best practices are described, including the Center for School Clubs, Youth Academy, Hope Project, and Creative Blender, which provide resources, funding, and training to promote entrepreneurship among youth and teachers. The goal is to foster innovative and entrepreneurial attitudes across all sectors of Finnish society through education and collaboration between schools and businesses.
This document provides information about the Key Action 2 framework of the Erasmus+ program, which supports strategic partnerships, knowledge alliances, sector skills alliances, and capacity building in education and training. It outlines the intended outcomes of projects supported under this Key Action, including innovative approaches, skills development, and internationalization for participating organizations and individuals. Specific priorities are identified for higher education and vocational education and training. An example project evaluation scores the relevance, quality, team/arrangements, impact, and overall proposal. Rules for transfers between expense categories in the project budget are also noted.
The document is an EntreCompEdu yearbook highlighting the achievements of participants who completed the EntreCompEdu online teacher training course in 2020 and 2021. It provides profiles of some successful EntreCompEdu Teacher Pioneers and the impacts they believe the course will have on their teaching and students. These include helping students develop entrepreneurial skills, focusing more on competency-based learning, increasing student motivation, and incorporating new activities and assessment approaches. It also recognizes the guest speakers and teacher advisors who guided participants in the course.
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
The Role Of Universities In Supporting Adult Learningrayd77
This document summarizes a research project on the role of universities in supporting adult learning. It was conducted by researchers at UPEI for the Centre for Lifelong Learning. The research examined the role of universities according to professional literature, barriers to adult learning, exemplary programs, and UPEI's current activities. It identifies challenges for universities, such as becoming lifelong learning institutions and taking a more integrated, learner-centered approach. It also proposes a concept called "Campus PEI" to create a province-wide learning community with seamless access to programs.
The MGC HIGH in Curricular Engagement will both:
a) expand and deepen service-learning and
related academic initiatives and scholarship
b) establish a national leader in the field. That will cultivate curricular engagement as an area of distinctive focus for MGC HIGH (at both the undergraduate and graduate levels, for both students and faculty, and in communities from local to international). It will help to fulfill the emerging institutional vision of MGC HIGH as “the cutting edge science technology university that engages students in the world now.”
White Paper Creating the 21st Century Campus Innovation in Higher Education T...Terry Vahey
This white paper discusses how higher education institutions can transition to more collaborative models of teaching, learning, research, and administration through the use of new technologies. It identifies common challenges to change in higher education, such as institutional inertia and a lack of technology standardization. The paper then outlines how leading universities are transforming academics through flipped and virtual classrooms, improving research collaboration, using technology to build community for students, and fostering better connections through administrative tools. Case studies of three universities already piloting and deploying these collaborative solutions are also presented. The goal is to help higher education evolve to meet new demands while preserving its strengths through innovative uses of collaboration technologies.
Issotl2010 conference presentation.scoping internationalisation in learning, ...Rajesh Dhimar
This document summarizes a review of internationalization practices at Sheffield Hallam University, specifically regarding learning, teaching, and assessment. It finds that while staff are generally aware of internationalization, it is not necessarily a core part of curriculums. The review also finds a lack of staff development and resources to support international activities. It recommends celebrating good practices, providing staff support, and undertaking further research involving international stakeholders to better integrate international perspectives in teaching and learning.
The document discusses the evolution of universities over four phases from medieval times to present. It then examines various partnership models between universities internationally and regionally to promote capacity building. Specific examples of successful partnerships that helped development are provided, such as between Sri Lankan and Dutch/UK universities. Overall, the document argues that partnerships are vital for capacity development at universities in developing countries as they stand to benefit greatly through collaborative arrangements that facilitate staff training, curriculum development, and student/staff mobility.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
CPRE 2021 Industry/Educator Summit ReportSarah Jackson
The 2021 CPRE Industry/Educator Summit consisted of four virtual sessions that brought together public relations educators and professionals to discuss the impact of the COVID-19 pandemic and issues of racial inequity on public relations education and the industry. Key learnings from the summit highlighted the need to focus on empathy, flexibility, relationship building and diversity in the workplace. Virtual internships were praised for increasing access and diversity, but the social capital gap for first-generation students was also discussed. Keeping strong connections between universities and industry through mentorship programs and networking opportunities was emphasized.
This document summarizes the key points and proposals from the 3rd Universia International Rectors Meeting in Rio de Janeiro in July 2014 regarding Ibero-American universities. The meeting addressed challenges facing universities in the 21st century and formulated a common strategy around 10 strategic key factors, including consolidating the Ibero-American Knowledge Space, improving social and environmental responsibility, enhancing information about universities, addressing student expectations, continuing faculty development and strengthening teaching resources, and improving research, knowledge transfer and innovation.
Internationalization of Higher Education. NetworksAnabela Mesquita
Workshop held on the 6th November 2015 in the International Conference on Knowledge Society - challenges for the XXI century, at the Constantin Brancoveanu University, Pitesti, Romenia.
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Acad...ESD UNU-IAS
Opening Remarks - Prof. Cynthia Rose Banzon-Bautista, Vice President for Academic Affairs, University of the Philippines
11th Global RCE Conference
7-9 December, 2018
Cebu, the Philippines
The document discusses the internalization initiatives of the author's university or college in terms of mobility, curriculum, and partnerships. It identifies some weak points such as lack of research involvement, limited internet connectivity among staff, and need for more training opportunities. An action plan is proposed to address these weaknesses through requiring involvement in research and extension activities, providing training and professional development opportunities both locally and internationally, obtaining internet access for all staff, and encouraging continuous professional growth of faculty members. The plan aims to strengthen the internationalization efforts of the institution.
This year the University has been engaged in an HEA Strategic Enhancement Programme (SEP) project on
embedding employability. The programme has allowed the University to focus on a development alongside
about 30 other institutions and this has enabled us to benchmark our thinking. The project team has been made
up of people in the departments of Media Arts & Computing, English, and Maths, colleagues from the Hallam
Union and developers with an expertise in PPDP, lifewide learning and social media for learning from QESS
and ACES.
Our focus has been a critical re-imagining of Personal & Professional Development Planning (PPDP) in the
context of lifewide learning and social media. The SEP project, then, has created some space for us to consider
examples of good practice in the University and across the sector.
The document summarizes discussions from workshops at an IAU experts' seminar on higher education and education for all in Mozambique. Key issues raised included the unknown and unclear role of higher education in achieving education for all goals, focus on teacher training, obstacles like poor teacher motivation and communications between higher education institutions and ministries. Recommendations focused on sharing information, research collaboration, advocacy, and student involvement to strengthen contributions of higher education and research to meeting education for all targets.
Government in Finland see schools and teachers as key to promoting sustainable development and educating future generations on its importance. Teachers are responsible for developing curricula that integrate these themes and work with agencies on initiatives. Sustainable development is written into standards and teacher training, and schools take a whole-school approach, collaborating with families and businesses. Finland trusts and supports teachers greatly, requiring advanced degrees and giving freedom in curriculum. Both Finland and Scotland emphasize education for sustainable development through interdisciplinary, whole-school means adapted to each local context.
The document summarizes the work of the Service Transformation Work Stream (STWS) which aimed to transform educational services in Croydon, UK prior to capital investment projects. The STWS engaged schools through a Lead Advocate in each school and worked to broaden horizons, critically examine practices, develop educational visions, and build capacity for change. Key activities included immersion days, provocation papers, workshops to develop school strategies, visits to examples of next practices, and community involvement programs. The goal was to ensure new facilities supported improved educational experiences and transformed mindsets around new ways of working.
1) The document summarizes Henrik's opening address at a seminar on a project focused on enhancing social inclusion in vocational education and training (VET) systems.
2) He thanks the hosts and participants and emphasizes the importance of the project for giving young people a fair chance in life and strengthening cooperation between countries and actors.
3) Henrik stresses that the project demonstrated strengthened partnerships to improve VET inclusiveness and that its outcomes helped advance understanding of disadvantage and the need for systemic responses within inclusive VET systems.
The document discusses effective practice with e-learning. It describes the Joint Information Systems Committee (JISC) which supports UK post-16 education through information technology. JISC launched an e-Learning Programme to promote standards for effective e-learning through collaboration. The guide aims to help practitioners understand how to design effective e-learning and build it into their practice by exploring approaches to learning and case studies of e-learning in different contexts.
This document summarizes a guide on effective e-learning practices published by the Joint Information Systems Committee (JISC). It discusses how e-learning can enhance teaching and learning when implemented appropriately. The guide aims to help educators in post-16 education reflect on how e-learning could benefit learners by providing case studies of institutions that have successfully incorporated e-learning. It seeks to establish best practices for embedding e-learning in a pedagogically sound way and link theory to practice across different education sectors.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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 ...
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Sustainable Energy Systems
1. 1
“Less qualified students although graduated with other degrees, do not have a professional
period sufficient to acquire credible knowledge in an interdisciplinary way. I found some
graduates which are qualified still with us and promoted to new spaces with justice, still
also working closely with us remaining to define a better purpose today. So far confirming
our initiative results. Over the more disappointing students that did not meet the EfS
expectations and facing personal problems” – António Gomes Martins
“We have more than a dozen R & D Units of the University of Coimbra, with extensive
teaching and research experience, particularly in the areas of energy and sustainable
development. Gomes Martins, is one of the grandfather of this initiative to which we also
celebrating party of more than 12 years at the Energy for Sustainability EfS 2019
Conference” – Patrícia Pereira da Silva
The Energy for Sustainability EfS Initiative attempts in an holistic approach, with teachers
and students of the most various backgrounds – often interdisciplinary times, such as
Engineering, Economics or Biology Sciences, to let students perform the dissertation with
Portuguese biggest companies, having the possibility to put in practice the lessons learned
in the curricular part of the course, as well as to understand how it is so important and
helpful the integration of academic research in business sector and new models of
sustainability.
However, counterparts of other agencies have found that this approach can be a marketing
misinformation that many students and alumnis since year 2014 with the MIT-Portugal
program leave with an unbalance journey that is also highly negative. In separate of the
national struggle in student funds, the EfS initiative itself had set to perform deepening of
cost through the unnatural funds management, support schemes, and obvious constructive
partnerships with corporations that was intended to only market EfS Initiative as a
transformative mark in sustainability higher education.
Today, the absurd fallout of visiting researchers and students enrolled in the MIT-Portugal
Program; and within the scope of EfS Initiative similarly promoted to the EfS community
program – ranging from Masters to now renewed as DEfS has built a sense of formulated
responsibility at promoting #efsatuc Initiative and the rewards that can be obtained by a set
long term plan that has been formulated with the University of Coimbra. This formulation
stressed by their repetitive postings and intercepts of association profile continued in
dissolving cheating academic schemes, and communicating in large channels with other
sustainability alliances and higher educations, having a permanent intent to disorient other
entities, or what identified as ‘to terminate, to squeeze, or harm’ the targeted entity. The
reason for the quick and intensifying plan, with permanent umbrellas of mission by EfS
Initiative divisions have only been mention to promote and accelerate the embedding of
SDG promoting HE and sustainability education drivers in students and educators.
2. 2
“We had so long desired opportunity to join the other initiatives/projects at the same SDG(s)
arose. Throughout my career path, I realized that Sustainability Education was also thus,
gaining a growing interest of other interdisciplinary units. In the meetings of EfS, I was
feeling that students should engage with outside programs and I had, therefore, as main
motivation to form the sustainable campus. My secretariat have prove to me that the long
and hard transformation work is worthy for the EfS Initiative and University of Coimbra” –
Manuel Gameiro Silva (co-ordinator, co-founder and director EfS)
“Both António and Gameiro with persistent communication of EfS updates us better ways
of dealing with students, and taking notes of facilitating better orientation on new scientific
initiatives. I found them to be interesting people, very motivated in sharing their thoughts,
especially confirming to our unit about hiring or promoting researchers” – Full Professor
“As part of the lectures and workshop talks I have been very fortunate to receive the full
financial support that EfS Initiative gives, and we also get to visit trips in Portugal. That was
nice for students are also given the free opportunity to participate” – Full Professor
“I have a privilege to work closely with Professor Fausto, and he given me the endorsement
to win the award and publish. He makes me a talent with direct recommendation for the
MIT-Portugal program too. Also, I was easily hired as a researcher in swift period. The EfS
board is very nice to appreciate my talent” – Graduated student
“When I received the call from the EfS committee informing me more about the recent and
future education frame by other entities and corporate nature; I supposed that EfS will be
afraid to start from scratch, and is no longer assumed stable enough to keep praising
entities that has been working long enough at the same directions.” – N University.
Testified university associates may find the EfS Initiative overly covert with obvious
mismatch of trending initiatives and talents transfer. Consolidating the larger pie of dubious
questions about the management of activities and initiative itself, within the whole-set of
Initiatives. Again with high risks for entering affiliates to know how invited positions and
invited partners can be truly believing in the full integrity of EfS Initiative.
“There was a great intention of motivation that for many queerish reasons that I have been
told about the EfS students work process and testimonies of Professors of students. My
fear is understanding the far-out dialogues and topics insensitively mention and promoted
that can be very detrimental to other parties that is not around or present to take action” –
Full Professor
3. 3
According to a lab group, the EfS Initiative is active in promoting reduction of stress and
work management activites, hosting games and social dinings. More often, there is no
stress for students to work, in fact at many times of students who are out-performing have
proven the full independent learning and mental leadership to tackle new challenges assign
in the program.
“Is on the basis that Professor emails me to uptake new challenge and dared me to work on
methods on weekends for conference paper that I have shown my ability to deliver my
scientific digestion” – Alumni
The testimonies coming from EfS student own experience in attending the course are
particularly rewarding and encouraging for the institution. Is less convincing however, that
an invaluable contribution from the teachers of EfS Initiative formation as present and future
and with their influential PhD/Post-Docs worldwide researchers is given the same
opportunity to pioneer in the communication of EfS, rising to forge more brilliant alliances
and partnerships globally. Even more recently, with juris and legal institutes for energy law,
to complement the main higher education educator provider in Sustainability for Education
and empowering students to treat research as a professional source of income, and having
complete social satisfaction that the EfS Initiative provides.
Countries such as Brazil, Spain, US, UK, at different areas has been the expanding new co-
operative challenge that the EfS intends to consolidate apart from leading at Europe in all
areas of sustainability topics. This distances EfS from a typical narrative academic, that
Manuel Gameiro da Silva confirms that he has a full belt of active participation globally in
his mechanical engineering foundations, and founded a certified big research unit (ADAI)
also working closely with the same affiliated members under the EfS umbrella.
It is expected that the EfS Initiative at University of Coimbra has a strong team to lead as a
very important higher education academy in sustainability, and is very confident to make
the European Sustainability Research and Education provider a leading example of holding
very prestigious students which have graduated with PhDs and Post-docs at extraordinary
assignments location: Sloan University, Manchester Metropolitan University, Rutgers
University, Ferrara University, Brazil University, MIT, University of Aberta and etc. By EfS
Initiative own committee and scientific pedagogy choice, they organize regular weekly
meetings to make advance plans and new releases of students functions, and promotion
functions of their schemes. In expense of long term researchers, EfS Initiative also
welcomes diversity by opening invites to newer researchers with the primary goal of staying
in charge of the framework and pedagogy council framework which EfS works collectively
and rewards for income.
A local working post-doc student commented that “After spending most of my professional
life in the energy industry, it finally made sense to expand my knowledge with other
universities and to have connection with the expanding affiliation EfS is integrating.”.
Since 2018, the acceleration of change in SDG(s) in higher education is pursued with the
4. 4
EUA, claiming Coimbra to be the first and only established living lab in the centro region for
various higher education markets in Portugal and Europe. This panaroma created a new
paradigm in the higher education market, that EfS Iniitiative of the University of Coimbra
also intensely reform together with its Rectoral-board, attempting to provide the perfect
setup as a true honest and genuine EfS program. The setup of this initiative allows newer
researchers and newer stakeholders to enhance the credibility and defend the validity of
EfS, standing strong as a pioneering education leader in the world. While, given the other
positive aspect that the EfS funds freely to speakers and provide free hosting for several
other events: EfS Conference 20XX, EfS workshops series, EfS lecture series, EfS
Competitions, and etc.
The EfS initiative of the University of Coimbra with MIT Portugal provided the perfect setup
for students and teachers to pursue career growth objectives. The multidisciplinary concept
of this initiative allows people from several different areas like engineering, architecture and
economics to work together. The resulting collaboration enhances individual research &
development through cross-sharing, and Professors will automatically attempt to link
students to companies, university, and ultimately students obtain instant access to jobs
and employment of PhDs or new research domains. There is always the social center
promoted by the communication and secretariat council, that also provides students the
help all they need in many ways of their curriculum assessments, curriculum paths, and
social welfare benefits. Is on the very integrated unit of EfS Initiative that allows EfS to
succeed so far with the University of Coimbra. In fact, within the Higher Education of
Coimbra, the EfS Initiative is praised for being the leader and best program unit in the
University of Coimbra, Portugal. “Our university already have an interdisciplinary unit on its
own to support international speakers and science communicators, at most times we only
want good form researchers who produces results for the EfS Initiative through the Masters
or PhD” – Associate Professor
“Our university already have an interdisciplinary unit on its own to support international
speakers and science communicators, at most times students also want to be good form
researchers who produces results for the EfS Initiative through the Masters or PhD.
Labwork is only available elsewhere, I think the Professors do not mind Masters or PhD to
work intensely at external labs, and to help disseminate research in a more constructive
manner that is not provided at a very large initiative that is also messy and on computers. In
a small advantage, we can focus by our own as Professors are also working on their H2020
and partners. Is a proven living lab or discussion space that works with the dissertation,
which is not applied for common scientist and highly technical fields.” – Hired researcher
The EfS Initative Professors leads to communicate most updated and relevant critical
thinking in renewable and sustainable energy bringing together the research community,
the private sector, policy, and decision makers. Students are not the primary actors to work
on new technologies and not expected to publish original research.
5. 5
Some more positive comments however was found at different counterparts when a full
professor commented that he had heard of the EfS Initiative, and met astounding
researchers during his presentations. In a small visible way, unnoticed that more advanced
researchers work hardly leading the EfS more globally, and to have affirm others about the
engineering lab capabilities.
There are many students ranging from different levels, and some students have proven to
deliver significant review element which can take form of critique, comparison, or analysis,
that have given truly expert insight and can be commissioned as a leaders of high experts
in a focused field of significant interest. EfS Initiative is commissioned by its own selected
long experienced professors, which have long ties as a close knitted unit to bring the state
of the art and future directions in various areas of European sustainable development. In its
12th
year, the EfS conference 2019 has also been established with the Italian facility, and to
recognized as a top cited research unit entity with several special issues affiliated to
Elsevier and MDPI.
The EfS Initiative also endorses their highly successful projects led by their committee
members: EMSURE, which expands on their methodology approaches for regions
transformation, and having higher education to be more informed about EfS Initiative key
achievements of their project being the leading strategy for Sustainable Transformation of
European Regions through economics, local policies, energy planning, technologies, and
other polycentric characters that involves the Coimbra municipalities. The EMSURE, has set
in place to give support to long term Phds and post-docs to participate at Europe research
and publish scientific articles that promotes the adoption of sustainability plans, in the
scope of EfS initiative and giving a general overview to launch a series of energy actions
and energy projects that will provide support and strategic advice to local authorities,
national and transnational bodies, on transformative policies and clean technologies to be
adopted.
EfS Initiative with the ADAI unit for example is one scientific engine of the Initiative: an
accredited mechanical engineering center which simulate future scenarios for energy
supply and its end-use, taking account of environmental constraints and socio-economic
aspects such as the use of Life Cycle Methodology (being led at Center of Industrial
Ecology, Fausto Freire). The increasing amount of data available in real time is an integral
part of the multi-layer approach carried out by the EfS Initiative, as a main hub in Europe
and to also have new creative solutions that impact of social interactions (user or DSM
behaviour) such as INESC-Coimbra.
6. 6
With the IPN (Instituto Pedro Nunes) EfS Initiative is also a pioneer of energy, environment
and sustainability, transportation systems and logistics research at Global Markets. Prior to
joining the MIT-Portugal Program, with the sustainable transportation and sustainable
energy systems program, many research scientist part of the FCT Grant have obtained
trajectory success to post-doc associates and assistant professorships. Some, also being
published in high cited articles varying in operation research, stochastic analysis, multi-
criteria decision analysis, renewable technologies, expanded reviews of EfS Initiative
appreciated articles – with enormous payout projects (eg. emsure, energy box, 3E Energy
Efficient Schools, SusCity, Consulting in the Plan for the Promotion of End-Use Efficiency,
ESGRIDS – CPES, OPTIMA, and etc.) to fund any expansion of research dissemination and
promote fraternal relations, and in rewarding filial members of EfS.
The Interviews and actual review outcomes from the University of Coimbra portal confirms
that EfS Initiative holds a bi-dual perspective of both negative and positive, in the progress
of academics and higher educations abroad. So far, local coalitions at native Portuguese
regions have advocated a choice awareness and ther leadership of renewable energy
systems by EfS Initiative that allows the professors to credit their work to be awarded as a
gold medal recipients by the International Energy Foundation (IEF) for ”Best Scientific
Education Award” within the area “Energy Policies or Policy”. In total, the EfS Initiative
promoted to contribute to more than 500 books and articles, with professors highly paid
and PhDs highly numerated in H2020 projects up to 21 June 2019 records.