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Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
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Responsibility of universities. Future of university social (sustainable) re...Victor Van Rij
Keynote speech for the International Conference for the Management of Educational Quality within the University Social Responsibility. 21st of September 2016, Merida, Mexico
Plea is made to use the principles of coorporate governance to lead the transformation process of Universities towards Social Responsibility that takes into account general ethical values , as well as the duty to work with and for society towards sustainability.
University Social Responsibility (USR): Identifying an Ethical Foundation wit...Ava Chen
Social responsibility is a responsibility not a requirement, of an organization for the impact of its decisions and activities on society and the environment, through transparent and ethical behavior that contributes to sustainable development, health and the welfare of society; which takes into account the expectations of stakeholders, is in compliance with applicable law and consistent with international norms of behavior, and is integrated throughout the organization and practiced in its relationship. This paper explores the concept of university social responsibility (USR) and presents the SCOPE framework for identifying ethical issues in our modern day complex global world.
Who needs a teacher in the 21st century Higher Education?Victor Van Rij
Presentation to the 2014 , UNESCO, IITE conference held from 14-15 October in Moscow, New challenges for Pedagogy and Quality of Education, MOOCs, Clouds and Mobiles
ICT Leadership in Higher Education: Selected ReadingsCEMCA
Compilation of papers delivered at the three events on ICT Leadership in Higher Education held at Hyderabad (2013), Kandy (June 2014), and Dhaka (December 2014), edited by Sanjaya Mishra
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[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
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Novotel Varun Beach
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The data revolution
in education. Information Paper N. 39
March 2017 . UNESCO Institute for Statistics .
The Agenda for Sustainable Development and Education 2030 present an ambitious new policy vision
for the international education community. This vision places new demands on countries, especially
producers and users of education data. For Sustainable Development Goal (SDG) 4, “inclusive and
equitable quality education and lifelong learning opportunities for all,” the main challenge for
countries is to measure and monitor targets that are characterised by their broad scope, the thematic
focus on quality and equity, and the need to enhance national institutional and technical capacities.
The production and dissemination of high quality education statistics is essential for effective
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it is necessary to rely on a combination of data from administrative records, household surveys and
learning assessments.
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Information and Communication Technologies (ICTs) is a broader term for Information Technology (IT), which refers to all communication technologies, including the internet, wireless networks, cell phones, computers, software, middleware, video-conferencing, social networking, and other media applications and services....
Challenges of Education in Covid 19 - Prajwal Bhattarai - NepalPrajwal Bhattarai
[ Prajwal Bhattarai Inputs - As role of Academic Activist and Educator ]
Teacher needs to guide the student inquiry, dialogue, and critical thinking.
Teacher needs to develop the kind of creativity and help teachers looking to integrate elements on their lessons.
Must work to drive Academic Achievement.
Must Improve Decision-Making Skills.
Must Refines Creativity.
Must develop their problem-solving and critical thinking skills.
Must encourage holistic learning all throughout a STUDENTS academic life through ECA.
( Animated video, real life examples, presentations, participation, games, activities, adding arts, PODCASTS, reward system, Group works, Learning with fun, Flashcards, etc. )
Challenge Based Learning: Innovative Pedagogy for Sustainability through e-L...May Portuguez
Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
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December 16 – 18, 2017
Novotel Varun Beach
Visakhapatnam, India
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in education. Information Paper N. 39
March 2017 . UNESCO Institute for Statistics .
The Agenda for Sustainable Development and Education 2030 present an ambitious new policy vision
for the international education community. This vision places new demands on countries, especially
producers and users of education data. For Sustainable Development Goal (SDG) 4, “inclusive and
equitable quality education and lifelong learning opportunities for all,” the main challenge for
countries is to measure and monitor targets that are characterised by their broad scope, the thematic
focus on quality and equity, and the need to enhance national institutional and technical capacities.
The production and dissemination of high quality education statistics is essential for effective
planning, as well as for monitoring progress towards national and global education targets. For SDG 4,
it is necessary to rely on a combination of data from administrative records, household surveys and
learning assessments.
Access and enhancing the quality of higher educationicdeslides
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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1. UNESCO ICT COMPETENCY
FRAMEWORK FOR TEACHERS
SUKARNO/17705264002
NURHIDAYAH/17705264004
LANGUAGE EDUCATION SCIENCE
SCHOOL OF GRADUATE STUDIES
YOGYAKARTA STATE UNIVERSITY
23 FEBRUARY 2018
2. LIFE IS CHANGING.
Life very transformative and extremely dynamic
In the past:
No such applications –WA, line, messenger, imo, IG, etc.
No LCD, no laptop, no mobile phones
Now:
online shops,
online communication,
online transportation, etc.
EDUCATION???
Changing Using ICT
3. Modern societies based on
information and knowledge
Modern societies need to:
build workforces which have ICT skills to handle
information and are reflective, creative and adept at
problem-solving in order to generate knowledge
enable citizens to be knowledgeable and resourceful so
they are able to manage their own lives effectively, and are
able to lead full and satisfying lives
encourage all citizens to participate fully in society and
influence the decisions which affect their lives
foster cross-cultural understanding and the peaceful
resolution of conflict.
4. Education system social
and economic goals
Modern education:
Teachers equipped with ICT competencies
Teachers help the students become collaborative,
problem solving, creative learners through using ICT
Students be effective citizens and members of the
workforce
5. FRAMEWORK
Technology Literacy
enabling students to use ICT in order to learn more efficiently
Knowledge Deepening
enabling students to acquire in-depth knowledge of their school
subjects and apply it to complex, real-world problems
Knowledge Creation
enabling students, citizens and the workforce they become, to create
the new knowledge required for more harmonious, fulfilling and
prosperous societies
7. Benefits of the appropriate use of evolving
information and communication technologies
• from improved teaching and learning processes to better student outcomes,
• from increased student engagement to seamless communication with
parents, and
• from school networking and twinning to more efficient management and
monitoring within the school
Opportunity ICT offers for the development of
knowledge economies and societies are open
also for education
8. Using ICT Effectively
The Use of ICT in Education:
the subject being taught,
the learning objectives, and
the nature of the students
ICT:
engaging and fast-evolving learning environments,
blurs the boundaries between formal and informal education, and
prompts teachers to develop new ways of teaching and enabling students to
learn.
Education:
skills and competencies students become active citizens and members of
the workforce in a knowledge society
9. UNESCO’s Education Policies
and Projects
• Education is a central function of any nation or
community.
• Aims:
inculcating the community’s core values and passing on its cultural
legacy
supporting the personal development of children, young people and
adults
promoting democracy and increasing participation in society, particularly
among women and minorities
encouraging cross-cultural understanding and the peaceful resolution of
conflict, improving health and well-being
supporting economic development, reducing poverty and increasing
widespread prosperity.
10. UNESCO’s Education Policies
and Projects
• The ICT Competency Framework for Teachers project promote
educational reform and sustainable economic development to reduce
poverty and to improve health and the quality of life
• Emphasizing the quality of learning four pillars of learning: ‘learning to
live together’, ‘learning to know’, ‘learning to do’, and ‘learning to be’.
11. The Framework project: linking ICT, education
and the economy
• Emphasizing improvements in the quality of education
• Stresses life-long learning, new learning goals and participation in a learning
society that is based on knowledge building and knowledge sharing
• Building on the relationship between ICT use, education reform, and
economic growth
• The UNESCO report Education in and for the Information Society ICT can
be a driver for growth and empowerment, with profound implications for
improving education.
13. THE THREE APPROACHES OF THE FRAMEWORK
• TECHNOLOGY LITERACY
• KNOWLEDGE DEEPENING
• KNOWLEDGE CREATION
14.
15. Education Reform
The use of new technologies in education
new teacher roles,
new pedagogies, and
new approaches to teacher education
The successful integration of ICT into the classroom will depend on
the ability of teachers to:
structure the learning environment in new ways,
merge new technology with a new pedagogy,
develop socially active classrooms, encouraging co-operative
interaction, collaborative learning and group work
The teaching skills of the future will include the ability to:
develop innovative ways of using technology to enhance the
learning environment, and
encourage technology literacy, knowledge deepening and
knowledge creation
16. Technology Literacy
The policy goal of the technology
literacy approach is to enable
learners, citizens and the workforce
to use ICT to support social
development and improve
economic productivity.
18. Knowledge Deepening
The aim of the knowledge deepening approach
is to increase the ability of students, citizens,
and the workforce to add value to society and
to the economy by applying the knowledge
gained in school subjects to solve complex,
high priority problems encountered in real world
situations of work, society and in life generally.
Teacher competencies related to the
knowledge deepening approach include the
ability to manage information, structure
problem tasks, and integrate open-ended
software tools and subject-specifi c applications
with student-centred teaching methods and
collaborative projects in support of students’ in-
depth understanding of key concepts and their
application to complex, real-world problems
Teachers should also be able to use ICT to
create and monitor individual and group
student project plans, as well as to access
information and experts and collaborate with
other teachers to support their own
professional learning.
20. Knowledge Creation
The aim of the knowledge
creation approach is to
increase productivity by
creating students, citizens,
and a workforce that is
continually engaged in, and
benefits from, knowledge
creation, innovation and life-
long learning.
These are skills such as
problem solving,
communication, collaboration,
experimentation, critical
thinking and creative
expression.
A variety of networked
devices, digital resources,
and electronic environments
are used to create and
support this community in its
production of knowledge and
anytime, anywhere
collaborative learning.
23. QUESTIONS
1. What is you opinion about ICT-CFT?
2. Based on the Unesco ICT-CFT, as teachers/lecturers, have
you got the competencies?
(If not, what will you do? If yes, what have you got?)
3. Can ICT-based learning replace the position of teachers?
3. What are your plans to develop your competencies in ICT
for language learning?