Utrecht sa- n.v. varghese
•
0 likes•232 views
This document discusses the role of higher education in supporting education for all (EFA) goals. It outlines areas where higher education can contribute more through research and training, including teacher development, curriculum design, and education policy planning. However, there is currently a lack of resources and recognition for EFA research. Stronger partnerships and communication are needed between higher education researchers and EFA program managers to better integrate research findings into policy and practice.
Report
Share
Report
Share
Download to read offline
Recommended
Dialogue project brochure English
The document discusses the DIALoguE project, which aims to develop a new educational technology tool to make history lessons more engaging for students. Specifically, the tool will involve converting history topics into film scenes that include aspects like settings, costumes, and music. The goals are to generate innovative teaching approaches, enhance effective learning, and develop students' critical thinking skills. By using technology and an interactive approach of shooting student films, the project expects to raise teacher awareness of new methods, improve how students engage with history, and foster common historical understanding across Europe.
Final eval parents q4
This document is a parent questionnaire evaluating the ICT World program. It asks parents about the program's impact on developing student motivation in sciences and technology, general school motivation, ICT skills, language skills, and soft skills. It also asks about effects on teacher-student relationships, interdisciplinary approaches, openness to other schools, the European dimension, new teaching systems, family involvement, local stakeholder involvement, school climate, and attractiveness of the school.
A10.Calero.Luis.ca.int.sist.edu.pol.rdu.pro.e
Trends in 21st century language teaching allow for more adaptability and autonomy through technologies like mobile phones and open online resources. This enables more self-paced and flexible learning outside traditional classrooms. Technologies also show potential for community-based language learning and distributed expertise where instructors take on modified roles. The document discusses that 21st century skills can be summarized by the four Cs of communication, critical thinking, creativity, and collaboration, with an emphasis on thinking outside the box, comparing answers, using technology for analysis and advertising, and increased need for collaboration due to technology and globalization.
Training program for secondary school science, technology and mathematics tea...
Training program for secondary school science, technology and mathematics tea...CESIRE - Dept d'Educació - GENCAT
Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.In-Class Blended Learning in a vocational school in Greece.
In-Class Blended Learning in a vocational school in Greece. Grundtvig Multilateral Project Quality in Blended Learning
The case of the 4th Laboratorial Center of Pireas
Description of a two years experience. The two defined aims covered:
PRIMARY
* support the changing curriculum in a number of specialties
* improve student engagement in order to address rising drop-out rates
SECONDARY
* maintain collaborative orientation
* Confirmation for secondary vocational education of positive results observed in tertiary
Promoting the integration of Inquiry Based Science and English learning in pr...
Promoting the integration of Inquiry Based Science and English learning in pr...CESIRE - Dept d'Educació - GENCAT
A brief description of the collaboration established between university professors from UAB (Universitat Autònoma de Barcelona) and teacher educators from CESIRE (Support Centre for Innovation and Educational Research) in the design of a primary teacher development program called “IBSE and English learning in primary education”. The primary goal of this program is to support primary science teachers and primary foreign language teachers to develop instructional units that promote the integration of Inquiry Based Science and English learning. The secondary goal of this program is to create sustainable triadic partnerships which foster educational innovations and research in the integration of primary science and language teaching and learning in Catalonia.Barbara Zadraveli - speaker at Teachmeet International Bettfest 2021
This document discusses Barbara Zadraveli's experience moving from traditional classroom teaching to online e-class teaching in Greece during the COVID-19 pandemic. It outlines some benefits of traditional teaching but notes that not all disciplines can be taught online. It then describes Greece implementing a general lockdown in March 2020 which required transitioning to online lessons using e-class and e-me platforms. Despite challenges with training, equipment and digital skills, over 300,000 online classes were created nationally by teachers collaborating online and through self-training with digital tools.
Reform of the Danish public school
The document summarizes reforms to the Danish public school system with the goals of:
1. Clarifying and simplifying the curriculum.
2. Improving standards through a longer and more varied school day with enhanced teaching.
3. Developing teachers' professional skills.
The reforms aim to provide a better framework for goal-oriented teaching and learning through a clearer curriculum, improved student planning, and a new educational portal. Municipalities report developing more motivating school days including digital resources and rethinking school structures. Standards are being developed and tested to better share digital learning resources across platforms.
Recommended
Dialogue project brochure English
The document discusses the DIALoguE project, which aims to develop a new educational technology tool to make history lessons more engaging for students. Specifically, the tool will involve converting history topics into film scenes that include aspects like settings, costumes, and music. The goals are to generate innovative teaching approaches, enhance effective learning, and develop students' critical thinking skills. By using technology and an interactive approach of shooting student films, the project expects to raise teacher awareness of new methods, improve how students engage with history, and foster common historical understanding across Europe.
Final eval parents q4
This document is a parent questionnaire evaluating the ICT World program. It asks parents about the program's impact on developing student motivation in sciences and technology, general school motivation, ICT skills, language skills, and soft skills. It also asks about effects on teacher-student relationships, interdisciplinary approaches, openness to other schools, the European dimension, new teaching systems, family involvement, local stakeholder involvement, school climate, and attractiveness of the school.
A10.Calero.Luis.ca.int.sist.edu.pol.rdu.pro.e
Trends in 21st century language teaching allow for more adaptability and autonomy through technologies like mobile phones and open online resources. This enables more self-paced and flexible learning outside traditional classrooms. Technologies also show potential for community-based language learning and distributed expertise where instructors take on modified roles. The document discusses that 21st century skills can be summarized by the four Cs of communication, critical thinking, creativity, and collaboration, with an emphasis on thinking outside the box, comparing answers, using technology for analysis and advertising, and increased need for collaboration due to technology and globalization.
Training program for secondary school science, technology and mathematics tea...
Training program for secondary school science, technology and mathematics tea...CESIRE - Dept d'Educació - GENCAT
Since the 2012-2013 academic year, the Departament d'Ensenyament de la Generalitat de Catalunya started an upgrade program about Science, Technology and Mathematics (CTM) for secondary school STEM teachers with the collaboration of the Instituts de Ciències de l'Educació (ICE) of several Universities (UPC,UdG,UdL, URV), in order to foster science, technology and mathematical teachers' updated knowledge and didactics with the overall objective of facilitating the transfer of this training to their classrooms and to improve both their teaching and the development of students' competences and learning outcomes.In-Class Blended Learning in a vocational school in Greece.
In-Class Blended Learning in a vocational school in Greece. Grundtvig Multilateral Project Quality in Blended Learning
The case of the 4th Laboratorial Center of Pireas
Description of a two years experience. The two defined aims covered:
PRIMARY
* support the changing curriculum in a number of specialties
* improve student engagement in order to address rising drop-out rates
SECONDARY
* maintain collaborative orientation
* Confirmation for secondary vocational education of positive results observed in tertiary
Promoting the integration of Inquiry Based Science and English learning in pr...
Promoting the integration of Inquiry Based Science and English learning in pr...CESIRE - Dept d'Educació - GENCAT
A brief description of the collaboration established between university professors from UAB (Universitat Autònoma de Barcelona) and teacher educators from CESIRE (Support Centre for Innovation and Educational Research) in the design of a primary teacher development program called “IBSE and English learning in primary education”. The primary goal of this program is to support primary science teachers and primary foreign language teachers to develop instructional units that promote the integration of Inquiry Based Science and English learning. The secondary goal of this program is to create sustainable triadic partnerships which foster educational innovations and research in the integration of primary science and language teaching and learning in Catalonia.Barbara Zadraveli - speaker at Teachmeet International Bettfest 2021
This document discusses Barbara Zadraveli's experience moving from traditional classroom teaching to online e-class teaching in Greece during the COVID-19 pandemic. It outlines some benefits of traditional teaching but notes that not all disciplines can be taught online. It then describes Greece implementing a general lockdown in March 2020 which required transitioning to online lessons using e-class and e-me platforms. Despite challenges with training, equipment and digital skills, over 300,000 online classes were created nationally by teachers collaborating online and through self-training with digital tools.
Reform of the Danish public school
The document summarizes reforms to the Danish public school system with the goals of:
1. Clarifying and simplifying the curriculum.
2. Improving standards through a longer and more varied school day with enhanced teaching.
3. Developing teachers' professional skills.
The reforms aim to provide a better framework for goal-oriented teaching and learning through a clearer curriculum, improved student planning, and a new educational portal. Municipalities report developing more motivating school days including digital resources and rethinking school structures. Standards are being developed and tested to better share digital learning resources across platforms.
Final eval teachers q4
This document contains the results of a questionnaire given to teachers evaluating the ICT World program. The teachers identified several benefits of the program, including improving the school climate, developing interdisciplinary approaches, and strengthening the European dimension of education. They also felt it led to better teamwork between teaching departments, introduction of new teaching systems, and increased support from family and local stakeholders. The teachers reported personal benefits such as sharing teaching methods with European colleagues, developing social skills, increasing motivation, and working in cross-curricular ways.
Minister of National Education Lifelong Learning Directorate General
This document outlines a project aimed at increasing lifelong learning opportunities for disadvantaged women in Turkey. The project will work to improve employability and civic skills through activities like roundtable meetings, training public educators, developing distance learning materials, an international conference, study visits, and impact assessments. The project targets women aged 25-64 with fewer opportunities and headmasters of public training centers, and has a budget of €518,660 funded by both the EU and Turkish government.
NICSS Presentation NDRC Nepal
This document outlines the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal led by UNICEF and NDRC Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through developing guidelines, strategies, and materials. Key activities included developing implementation guidelines and communication strategies, training stakeholders at various levels, conducting awareness campaigns using media and community events, and increasing knowledge of school safety measures among students, teachers, and communities. The initiative promotes a collaborative approach between various partners to enhance resilience in Nepal's education system and ensure safer schools.
Recruitment & Retention on the Education Sector, a Matter og Social Dialogue
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
"Roadmap of ESEA" - SofoklisSotiriou
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
Gudrun Geirs Rognvaldur Olafs
The document discusses the history and current state of distance education at the University of Iceland. It outlines initial efforts starting in 1997, supported by the rector and ministry of education. While some courses were offered, there was no coherent strategy. Barriers to further expansion included a lack of consensus on the role and value of distance education, insufficient resources and technical skills, and a culture prioritizing research over teaching. For distance education to grow, it needs to become a university-wide policy through coordination between leadership, departments, technical support and other stakeholders.
Wikiwijs: from top down to bottum up
Presentation by Darco Jansen (EADTU) on the role of quality, teacher-communities and complete courses as part of LangOER Conference "Open education: Promoting diversity for European languages" http://langoer.eun.org/conference-2016
Developing academic practice in Foundation Degrees
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
eTwinning Communications
The document outlines objectives and activities for increasing communications around the eTwinning program, which aims to increase the number of schools involved in collaborative projects. It discusses producing a multi-year communications strategy and annual plans to disseminate the impact of eTwinning through events, publications, and other materials. It also proposes forming five working groups to focus on key communications areas like tools, events, recruiting new teachers, campaigns, and links to other programs.
Tatiana Popa - speaker at Teachmeet International Bettfest 2021
Tatiana Popa discusses teaching students about the United Nations Sustainable Development Goals (SDGs) through international collaborative projects. She recommends resources from World's Largest Lesson that are adapted for both in-person and distance learning across different age groups. As an example, she describes a project where her students in Moldova researched climate change, interviewed experts, had video conferences, planted trees, and participated in Climate Action Day through the #GoalsProject and eTwinning platform. The projects allow students to learn about specific SDGs like climate action through real-world collaboration.
KOPE introduction
This document outlines a cooperation initiative between universities and universities of applied sciences in Finland to improve higher education. The goals are to improve cooperation, quality of learning and teaching, and support student-centered approaches. Key themes like competence-based education, work-based orientation, and digital pedagogy will be discussed through peer learning events from 2017-2019. Actors in Finnish higher education are invited to participate in developing teaching, tutoring, and learning together.
Elmis Conference Powerpoint Presentation
The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
The future of credentials for learning outcomes with OER and MOOCs
The document discusses open educational resources (OER) and massive open online courses (MOOCs) and their potential impact on credentialing learning outcomes. It notes that OER refer to openly available educational resources that can be reused without cost barriers. While OER offer benefits like reduced costs, improved quality, and expanded access, barriers remain including technological limitations, cultural issues, lack of incentive and quality assurance systems, and legal/regulatory challenges. The document recommends actions by governments, institutions, and educators to address barriers and support adoption of OER and new credentialing models like digital badges and microcredentials.
Educational environmental programmes
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. Proposals for 2012-2013 emphasize continuing EEPs' added value through community projects, coordinating formal/informal education, and ensuring sustainability through shared leadership and community planning.
Servei de suport a la comunitat
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. For 2012-2013, EEPs aim to emphasize added value through community projects, continuity between formal and informal education, and greater cooperation across schools and regions.
MOW communication plan for education
The document summarizes a workshop for educators on raising awareness of the Memory of the World (MOW) program. It identifies the target audience as educators in formal and non-formal education. The communication problem is a lack of information about MOW among educators. The objectives are to create awareness of MOW among education officials and teachers and incorporate MOW into the history curriculum. Communication strategies include interpersonal communication, workshops, and institutional communication. Resources, networking, and mainstreaming strategies are also outlined.
Enhancement of LangOER project good practices
This document summarizes presentations from the conference "Open Education: promoting diversity for European Languages" on September 27, 2016. It discusses the winners of the LangOER competition for the most creative and innovative open educational resources (OER), including Marie Carlström from Sweden for a book trailer OER, Agnieszka Foltyn from Poland for a language learning challenges OER on overcoming obstacles, and Eleftheria Karagiorgou from Greece for her contribution to the LangOER webinar series on using OER to enrich teaching practices.
Evidence-based pedagogies for the future, #OEW2020
Presentation of Christothea Herodotou, Open University UK for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Charting Media and Learning in Europe
MEDEAnet is a project with 8 partners in 7 European countries that is promoting media-based learning through local training, online resources, and knowledge sharing. It involves gathering information about media literacy policies, initiatives, and practices in the partner countries and publishing reports online to share knowledge more broadly. The reports examine topics like definitions of media literacy, measuring media literacy levels, curriculum design approaches, and teacher training. They have found diversity in how media literacy is addressed across education systems, but also some common challenges around supporting teachers. The project aims to enhance understanding of best practices in media education through its research and knowledge sharing activities.
EFA 2.0 - How minorities, autonomists and independentists use social media an...
Lecture at the ECMI Workshop "Ethnic Minorities and New Social Media", 4 November 2011 (ECMI Flensburg)
Power Point Unesco
El documento describe los Estándares UNESCO de Competencia en TIC para Docentes, un proyecto que busca mejorar la práctica docente combinando competencias TIC con innovaciones pedagógicas. El proyecto pretende modificar el plan de estudios, la pedagogía, el uso de TIC y la organización escolar. Los docentes deben adquirir competencias TIC para enseñar efectivamente sus asignaturas y ayudar a los estudiantes a usar multimedia y desarrollar razonamiento y solución de problemas.
Financing ECEC - An International Perspective
The document discusses financing for early childhood care and education (ECCE) from an international perspective. It notes that ECCE is the first of the six Education for All goals agreed upon in 2000, expanding access to comprehensive ECCE programs, especially for vulnerable children. While ECCE participation is improving, pre-primary education remains underfunded in many countries, receiving only a small percentage of total education spending on average. More investment in pre-primary is needed to further increase participation. ECCE is funded through various public and private sources internationally, but still suffers from neglect by donors. Innovative financing mechanisms that some countries have implemented include earmarking taxes and establishing national funds to expand ECCE budgets and access.
More Related Content
What's hot
Final eval teachers q4
This document contains the results of a questionnaire given to teachers evaluating the ICT World program. The teachers identified several benefits of the program, including improving the school climate, developing interdisciplinary approaches, and strengthening the European dimension of education. They also felt it led to better teamwork between teaching departments, introduction of new teaching systems, and increased support from family and local stakeholders. The teachers reported personal benefits such as sharing teaching methods with European colleagues, developing social skills, increasing motivation, and working in cross-curricular ways.
Minister of National Education Lifelong Learning Directorate General
This document outlines a project aimed at increasing lifelong learning opportunities for disadvantaged women in Turkey. The project will work to improve employability and civic skills through activities like roundtable meetings, training public educators, developing distance learning materials, an international conference, study visits, and impact assessments. The project targets women aged 25-64 with fewer opportunities and headmasters of public training centers, and has a budget of €518,660 funded by both the EU and Turkish government.
NICSS Presentation NDRC Nepal
This document outlines the objectives and outputs of the National Initiative on Comprehensive School Safety in Nepal led by UNICEF and NDRC Nepal. The initiative aims to disseminate the Comprehensive School Safety Master Plan and implement the CSS Minimum Package through developing guidelines, strategies, and materials. Key activities included developing implementation guidelines and communication strategies, training stakeholders at various levels, conducting awareness campaigns using media and community events, and increasing knowledge of school safety measures among students, teachers, and communities. The initiative promotes a collaborative approach between various partners to enhance resilience in Nepal's education system and ensure safer schools.
Recruitment & Retention on the Education Sector, a Matter og Social Dialogue
The document discusses recruitment and retention challenges in the education sector in Europe. It summarizes a project by ETUCE and EFEE examining these issues through surveys and case studies. Key challenges identified include an aging teaching workforce, shortages in certain subject areas and remote schools, and high attrition rates for new and male teachers. Recommendations call on member states to develop strategies to address job insecurity, enhance the attractiveness of the teaching profession through training and support, and strengthen the image and respect for the profession.
"Roadmap of ESEA" - SofoklisSotiriou
The document proposes the creation of the European Science Education Academy (ESEA) to promote best practices in science education across Europe. The goals of ESEA are to 1) influence science teaching approaches, 2) document innovation in teacher professional development, 3) create an accessible repository of best practices, and 4) provide policy advice. ESEA will develop guidelines, identify resources, support communities of practice, and disseminate information to stakeholders including teachers, policymakers, and educational organizations. Initial funding from PATHWAY and other projects will support developing the conceptual framework, repository, and teacher training programs to improve science education.
Gudrun Geirs Rognvaldur Olafs
The document discusses the history and current state of distance education at the University of Iceland. It outlines initial efforts starting in 1997, supported by the rector and ministry of education. While some courses were offered, there was no coherent strategy. Barriers to further expansion included a lack of consensus on the role and value of distance education, insufficient resources and technical skills, and a culture prioritizing research over teaching. For distance education to grow, it needs to become a university-wide policy through coordination between leadership, departments, technical support and other stakeholders.
Wikiwijs: from top down to bottum up
Presentation by Darco Jansen (EADTU) on the role of quality, teacher-communities and complete courses as part of LangOER Conference "Open education: Promoting diversity for European languages" http://langoer.eun.org/conference-2016
Developing academic practice in Foundation Degrees
Presentation given at HEA/QAA event at Glamorgan Conference Centre, Treforest Campus, University of South Wales on November 27th 2013. Focus of input was to provide examples from the HEA Graduates for our Future initiative which could be used to develop practice in Foundation Degrees across Wales.
eTwinning Communications
The document outlines objectives and activities for increasing communications around the eTwinning program, which aims to increase the number of schools involved in collaborative projects. It discusses producing a multi-year communications strategy and annual plans to disseminate the impact of eTwinning through events, publications, and other materials. It also proposes forming five working groups to focus on key communications areas like tools, events, recruiting new teachers, campaigns, and links to other programs.
Tatiana Popa - speaker at Teachmeet International Bettfest 2021
Tatiana Popa discusses teaching students about the United Nations Sustainable Development Goals (SDGs) through international collaborative projects. She recommends resources from World's Largest Lesson that are adapted for both in-person and distance learning across different age groups. As an example, she describes a project where her students in Moldova researched climate change, interviewed experts, had video conferences, planted trees, and participated in Climate Action Day through the #GoalsProject and eTwinning platform. The projects allow students to learn about specific SDGs like climate action through real-world collaboration.
KOPE introduction
This document outlines a cooperation initiative between universities and universities of applied sciences in Finland to improve higher education. The goals are to improve cooperation, quality of learning and teaching, and support student-centered approaches. Key themes like competence-based education, work-based orientation, and digital pedagogy will be discussed through peer learning events from 2017-2019. Actors in Finnish higher education are invited to participate in developing teaching, tutoring, and learning together.
Elmis Conference Powerpoint Presentation
The TTRB aims to provide free access to an extensive database of resources to improve teaching and learning for children with special educational needs and disabilities. It contains guidance, legislation, research, and materials for trainees and tutors on topics related to SEN/D. Users include students, tutors, teachers, and it receives over 124,000 page views per month from various countries.
The future of credentials for learning outcomes with OER and MOOCs
The document discusses open educational resources (OER) and massive open online courses (MOOCs) and their potential impact on credentialing learning outcomes. It notes that OER refer to openly available educational resources that can be reused without cost barriers. While OER offer benefits like reduced costs, improved quality, and expanded access, barriers remain including technological limitations, cultural issues, lack of incentive and quality assurance systems, and legal/regulatory challenges. The document recommends actions by governments, institutions, and educators to address barriers and support adoption of OER and new credentialing models like digital badges and microcredentials.
Educational environmental programmes
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. Proposals for 2012-2013 emphasize continuing EEPs' added value through community projects, coordinating formal/informal education, and ensuring sustainability through shared leadership and community planning.
Servei de suport a la comunitat
The document summarizes the goals and impact of Educational Environment Programmes (EEPs) in Catalonia. The key points are:
1. EEPs involve 96 programs across Catalonia, reaching 23.47% of schools and 27.88% of students.
2. Evaluation over 6 years found EEPs achieved higher graduation rates, reduced differences between foreign and local students' graduation rates, and increased community involvement, parents' engagement with schools, and students' participation.
3. For 2012-2013, EEPs aim to emphasize added value through community projects, continuity between formal and informal education, and greater cooperation across schools and regions.
MOW communication plan for education
The document summarizes a workshop for educators on raising awareness of the Memory of the World (MOW) program. It identifies the target audience as educators in formal and non-formal education. The communication problem is a lack of information about MOW among educators. The objectives are to create awareness of MOW among education officials and teachers and incorporate MOW into the history curriculum. Communication strategies include interpersonal communication, workshops, and institutional communication. Resources, networking, and mainstreaming strategies are also outlined.
Enhancement of LangOER project good practices
This document summarizes presentations from the conference "Open Education: promoting diversity for European Languages" on September 27, 2016. It discusses the winners of the LangOER competition for the most creative and innovative open educational resources (OER), including Marie Carlström from Sweden for a book trailer OER, Agnieszka Foltyn from Poland for a language learning challenges OER on overcoming obstacles, and Eleftheria Karagiorgou from Greece for her contribution to the LangOER webinar series on using OER to enrich teaching practices.
Evidence-based pedagogies for the future, #OEW2020
Presentation of Christothea Herodotou, Open University UK for the Open Education Week's first day webinar on "OER and Open Pedagogies – Best Practices" - 2 March 2020, 13:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/oer-and-open-pedagogies-best-practices/
Charting Media and Learning in Europe
MEDEAnet is a project with 8 partners in 7 European countries that is promoting media-based learning through local training, online resources, and knowledge sharing. It involves gathering information about media literacy policies, initiatives, and practices in the partner countries and publishing reports online to share knowledge more broadly. The reports examine topics like definitions of media literacy, measuring media literacy levels, curriculum design approaches, and teacher training. They have found diversity in how media literacy is addressed across education systems, but also some common challenges around supporting teachers. The project aims to enhance understanding of best practices in media education through its research and knowledge sharing activities.
What's hot (19)
Minister of National Education Lifelong Learning Directorate General
Minister of National Education Lifelong Learning Directorate General
Recruitment & Retention on the Education Sector, a Matter og Social Dialogue
Recruitment & Retention on the Education Sector, a Matter og Social Dialogue
Developing academic practice in Foundation Degrees
Developing academic practice in Foundation Degrees
Tatiana Popa - speaker at Teachmeet International Bettfest 2021
Tatiana Popa - speaker at Teachmeet International Bettfest 2021
The future of credentials for learning outcomes with OER and MOOCs
The future of credentials for learning outcomes with OER and MOOCs
Evidence-based pedagogies for the future, #OEW2020
Evidence-based pedagogies for the future, #OEW2020
Viewers also liked
EFA 2.0 - How minorities, autonomists and independentists use social media an...
Lecture at the ECMI Workshop "Ethnic Minorities and New Social Media", 4 November 2011 (ECMI Flensburg)
Power Point Unesco
El documento describe los Estándares UNESCO de Competencia en TIC para Docentes, un proyecto que busca mejorar la práctica docente combinando competencias TIC con innovaciones pedagógicas. El proyecto pretende modificar el plan de estudios, la pedagogía, el uso de TIC y la organización escolar. Los docentes deben adquirir competencias TIC para enseñar efectivamente sus asignaturas y ayudar a los estudiantes a usar multimedia y desarrollar razonamiento y solución de problemas.
Financing ECEC - An International Perspective
The document discusses financing for early childhood care and education (ECCE) from an international perspective. It notes that ECCE is the first of the six Education for All goals agreed upon in 2000, expanding access to comprehensive ECCE programs, especially for vulnerable children. While ECCE participation is improving, pre-primary education remains underfunded in many countries, receiving only a small percentage of total education spending on average. More investment in pre-primary is needed to further increase participation. ECCE is funded through various public and private sources internationally, but still suffers from neglect by donors. Innovative financing mechanisms that some countries have implemented include earmarking taxes and establishing national funds to expand ECCE budgets and access.
UNESCO-by Bwsrang Basumatary
UNESCO is a specialized agency of the United Nations that contributes to peace and security through promoting international collaboration in education, science, and culture. It has 195 member states and 9 associate members and works to build human and institutional capacities through projects, publications, and programs. The organization focuses on priorities like education, natural sciences, social sciences, culture, and communication through its General Conference, Executive Board, Secretariat, and field offices.
Efa goals
The document outlines the goals of Education for All (EFA), an international initiative launched in 1990 with the aim of bringing education to every citizen. It details the six specific education goals that a global coalition committed to achieving by 2015: 1) expanding early childhood education, 2) ensuring all children have access to free primary education, 3) meeting the learning needs of youth and adults, 4) improving adult literacy rates, 5) eliminating gender disparities in education, and 6) improving education quality and learning outcomes. The document also lists the overall goals and objectives of the Philippine EFA 2015 plan, which include universal coverage of out-of-school youth and adults, eliminating school dropouts and repetition in early grades, universal completion of
UNESCO - History and origins
UNESCO stands for the United Nations Educational, Scientific and Cultural Organization. It was created in 1946 to contribute to peace by promoting collaboration between nations through education, science, and culture. UNESCO aims to support intellectual solidarity across countries. Some of its work includes promoting education, protecting World Heritage Sites and endangering languages, and supporting freedom of expression.
Unesco
UNESCO is a United Nations organization that promotes international cooperation in education, science, and culture. It outlines four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. The Philippines has adopted UNESCO's Education for All framework to provide universal basic education through early childhood care, quality primary education, eradicating illiteracy, and continuing education programs. The Philippines has also adopted the Millennium Development Goals to reduce poverty and improve health, education, gender equality, and the environment. UNESCO works with the Philippines on monitoring systems and multisectoral consultations to track progress on international commitments.
Unesco
La UNESCO es una organización de las Naciones Unidas cuyo objetivo es contribuir a la paz, la erradicación de la pobreza y el desarrollo sostenible a través de la educación, la ciencia, la cultura y la comunicación. Actualmente tiene 193 estados miembros y fue fundada en 1945. En México, la UNESCO busca fortalecer la educación de calidad a través de proyectos, evaluaciones y alianzas.
Unesco
El documento presenta los Estándares UNESCO de Competencias en TIC para Docentes. Estos estándares buscan preparar a los docentes para que utilicen las TIC en tres enfoques: nociones básicas de TIC, profundización del conocimiento a través de herramientas TIC específicas de asignaturas, y generación de conocimiento permitiendo que los estudiantes establezcan sus propios planes de aprendizaje. El objetivo final es formar estudiantes, ciudadanos y trabajadores capaces de usar las nuevas tecnologías
UNESCO presentation of EFA
An overview of EFA in Kenya from the perspective of UNESCO at the IAU Workshop on higher education for EFA, in Nairobi, Kenya.
Presented by Yayoi Segi-Vltchek, UNESCO
Unesco
La UNESCO es un organismo especializado de las Naciones Unidas fundado en 1945 con el objetivo de contribuir a la paz y seguridad mundial mediante la educación, la ciencia, la cultura y las comunicaciones. Se dedica a orientar a los pueblos en la gestión de su desarrollo a través de los recursos culturales sin perder su identidad cultural.
Education for All Globally & in the Philippines
Education For All (EFA) is a government movement launched in 1990 that aims to provide quality basic education for all people. It has six main goals, including expanding early childhood education, ensuring all children complete primary education, meeting the learning needs of young people and adults, improving adult literacy, achieving gender equality in education, and improving education quality and learning outcomes for all. The Philippine EFA program has similar goals and aims to achieve universal basic education by 2015 through strategies like expanding early childhood programs, eliminating school dropouts, completing basic education, and gaining community support.
Unesco
UNESCO is a specialized agency of the UN that works to build peace through international collaboration in education, science, and culture. It has 195 member states and seeks to advance knowledge sharing to promote justice, human rights, and intercultural understanding. Some of UNESCO's activities include designating important world heritage sites, fostering education initiatives, and advocating for freedom of expression.
EDCOM Report of 1991
The EDCOM report assessed the state of education in the Philippines and found several issues including low investment, disparities in access, low achievement, high dropout rates, and an ineffective organizational structure. It recommended reforms such as prioritizing basic education, using the mother tongue as the language of instruction, expanding technical education, strengthening teacher education, and restructuring the Department of Education. Several laws were subsequently passed to implement the EDCOM recommendations, including the establishment of the Commission on Higher Education to oversee tertiary education and the Technical Education and Skills Development Authority.
UNESCO
The United Nations Educational, Scientific and Cultural Organization is a specialized agency of the United Nations (UN). Its purpose is to contribute to peace and security by promoting international collaboration through education, science, and culture in order to further universal respect for justice, the rule of law, and human rights along with fundamental freedom proclaimed in the United Nations Charter.[1] It is the heir of the League of Nations' International Committee on Intellectual Cooperation.
UNESCO World Heritage Sites in India
The World Heritage List includes 922 properties forming part of the cultural and natural heritage. In India, there are 23 heritage sites and 5 natural sites.
Teacher training
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
K 12 basic education program
The document discusses the Department of Education's K-12 Basic Education Program. It notes that the current 10-year basic education program in the Philippines leads to underachievement and lacks competitiveness compared to other countries' 12-year programs. The K-12 program aims to enhance the quality of basic education through a decongested curriculum, better preparing students for work, entrepreneurship or higher education. It will involve adding 2 years to the current elementary and secondary levels, bringing the total basic education to 12 years.
Curriculum development
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Viewers also liked (20)
EFA 2.0 - How minorities, autonomists and independentists use social media an...
EFA 2.0 - How minorities, autonomists and independentists use social media an...
Similar to Utrecht sa- n.v. varghese
Dr Anita Priyadarshini
Presentation given by Dr Anita Priyadarshini, Director, Distance Education Programme – SSA, Indira Gandhi National Open Universityon July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
CATCH-UP-FRIDAYS-PROGRAM-IMPLEMENTATION-PLAN.pptx
The document outlines the implementation plan for the Catch-Up Fridays program called Project PABASA at Cansamada Elementary School for SY 2023-2024. The objective of the program is to provide support to struggling learners and help them acquire literacy skills through individualized assistance and remediation on Fridays. The plan details pre-implementation activities like learner profiling, teacher orientation, and lesson planning. Implementation activities include conducting reading interventions, assessments, and teacher training. Post-implementation activities involve a post-test, program evaluation through discussions, and submitting an accomplishment report.
Chapter5 presentation
This document summarizes chapters 5 and the conclusion from the book "Educating Culturally Responsive Teachers" by Villegas & Lucas. Chapter 5 discusses the institutional commitments needed from colleges and universities to educate culturally responsive teachers, including increasing diversity among students and faculty, collaborating between education departments and other disciplines, and investing in faculty development. The conclusion asks the reader to draw their own conclusion.
Significance of distance education in teacher education
Distance education has been used in various ways for teacher education, including pre-service teacher preparation, in-service professional development, and continuing education. It aims to improve teachers' general knowledge, teaching skills, understanding of subjects and learning, and help obtain additional certifications. Distance education programs provide educational training and continuing development through various online and offline means to upgrade teaching skills and support new roles and curriculum changes. They prepare distance instructors and provide resources to teach teachers across different locations and career stages.
Strategic Planning for Blended eLearning
The document discusses an evolutionary approach to strategic planning for eLearning at the University of Wollongong. It provides context on the university's multiple campuses and partnerships. It notes that while most Australian universities have general IT and teaching & learning plans, only 11% have separate published plans for IT in teaching and learning. The rest have embedded e-learning strategies in more general documents. The strategic planning process at UOW involved consultation, implementation of a new learning management system, implementing the strategic plan, and evaluation. The plan aimed to increase blended and multi-location subjects and active collaborative learning experiences using e-learning technologies by 2010.
Ethnic minority achievement
The document discusses underachievement among ethnic minority pupils in the UK and strategies for raising their engagement and attainment. It finds that just 30% of Black Caribbean and 40% of Pakistani or Black African pupils achieve good GCSE passes, compared to over half of White, Indian and Chinese pupils. Successful schools that boost minority pupil outcomes have strong leadership, high expectations, effective teaching focused on different cultures, clear behavior policies, and parental involvement. An inclusive curriculum that reflects pupils' experiences and cultures can also increase engagement and attainment.
Policies Guidelines on Inclusive Education, UNESCO 2009
The document outlines UNESCO's 2009 policy guidelines on inclusive education. It defines inclusive education as promoting diversity and supporting all learners, and aims to strengthen countries' strategies to achieve Education for All goals. The guidelines encourage discussion and improving frameworks to support learning for all students. It discusses broadening the definition of inclusion to encompass many marginalized groups. The guidelines also address making education systems more inclusive through early childhood programs, flexible teaching, engaged communities, and teacher training. Overall, the document presents a holistic vision for reforming education systems to be more equitable and supportive of all learners.
Gudrun Geirs Rognvaldur Olafs
The document discusses the history and current state of distance education at the University of Iceland. It outlines initiatives taken from 1997 onward to develop distance education programs. However, several barriers have prevented large-scale implementation, including a lack of institutional consensus on the role and value of distance education, insufficient financial resources, and resistance from some teachers. Moving forward, the document argues that distance education needs to be implemented as a university-wide policy through coordination between different parts of the university system and leadership support.
September 2011
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
Partnerships in Paradise
Presentation from the 2006 National Resource Center for Paraprofessionals Conference
http://www.nrcpara.org/
ddonsky_resume_2016
Dr. Debbie Donsky has over 25 years of experience in education as a teacher, vice-principal, principal, and administrator. She currently serves as the Principal of Learning Design & Development and the Arts for the York Region District School Board, where she helps develop the board's Modern Learning Strategy. Throughout her career, she has advocated for inclusive practices and ensuring all learners' diverse needs are understood and addressed. She holds a Doctorate in Education from the University of Toronto and has published on topics of equity, inclusion, and personalized learning.
Teaching and learning gifted education at the university level: Selected conc...
Presentación del taller presentado por la Dra. Mojca Juriševič en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Juriševič's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017
Photography as a Pedagogical Tool for success stories (2016)
Presentation at Success Stories Go Live" webinar: 30 May at 19.30
Maria Silva
Agrupamento de Escolas de Sátão
https://www.youtube.com/watch?v=WMnhQMeh_cM
Global Curriculum Presentation Group 1 - Martinez, Steele, Martin
Finland has one of the top-ranked education systems in the world. It focuses on equity, quality, and participation for all students. Teaching is a respected profession. Finland reformed its education system in the 1970s-1990s to be more equitable and skills-focused rather than fact-based. It has high student achievement, graduation rates, and low variation between schools. Standardized testing is limited to the matriculation exam. Teachers undergo rigorous training and are trusted to design classroom assessments without high-stakes testing.
MaryBeth Hicks 2016 Resume
This resume is for Mary Beth Hicks, an experienced certified teacher seeking a teaching position. She has over 20 years of experience teaching multiple subjects at the elementary and middle school levels. She is knowledgeable about current teaching trends and uses proven skills development methods. She is recognized for building positive relationships and organizing engaging classrooms. Her resume lists her qualifications and experience teaching a wide range of subjects. It provides details of her past teaching positions and accomplishments integrating technology, differentiated instruction, and more.
Decoding Education: Navigating the Learning Process in Schools
Education is a transformative journey that shapes the minds, perspectives, and futures of students. Within the dynamic landscape of schools, the learning process unfolds through a myriad of strategies, methodologies, and approaches aimed at nurturing students' growth and development.
Lian Hong Reference
Lian Hong worked as an EAL Support teacher at Moss Hall Junior School from January 2015 to July 2016. The role involved assessing EAL students' language development and academic needs, providing in-class support, and collaborating with teachers to develop inclusive lesson plans and an EMAG action plan. Duties also included developing home-school links, providing translator services, and delivering professional development training to help staff meet EAL student needs.
Toom 2012 educational_system_and_te_in_finland
Finnish teacher education focuses on developing teachers' research skills and pedagogical thinking. Student teachers complete practice periods where they teach under supervision and reflect on their lessons individually and in group discussions. The goal is for teachers to be able to both conduct research and apply research findings in their own teaching, making data-driven decisions. Research skills and reflection are emphasized throughout teacher education.
Official Resume 2016
This document provides a summary of Sharon Eicher's qualifications and experience as a special education teacher. She has over 20 years of experience in special education, from elementary through high school levels. She is skilled in adapting curricula to student needs, integrating technology, and collaborating with others. Her certifications are in elementary education, learning disabilities, and she is highly qualified in reading and math. She has a master's degree in special education and has held various special education teaching and leadership roles throughout her career.
Impliccations for teachers
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.
Similar to Utrecht sa- n.v. varghese (20)
Significance of distance education in teacher education
Significance of distance education in teacher education
Policies Guidelines on Inclusive Education, UNESCO 2009
Policies Guidelines on Inclusive Education, UNESCO 2009
Teaching and learning gifted education at the university level: Selected conc...
Teaching and learning gifted education at the university level: Selected conc...
Photography as a Pedagogical Tool for success stories (2016)
Photography as a Pedagogical Tool for success stories (2016)
Global Curriculum Presentation Group 1 - Martinez, Steele, Martin
Global Curriculum Presentation Group 1 - Martinez, Steele, Martin
Decoding Education: Navigating the Learning Process in Schools
Decoding Education: Navigating the Learning Process in Schools
More from IAU_Past_Conferences
Photo album
This document contains a single word - "GMA6PhotoAlbum" - which appears to be the title of an album or collection. In a very concise form, it relates to photos organized into an album potentially related to GMA6.
Conclusion eva egron polak
The Secretary General concludes the meeting by thanking the participants for their rich and productive conversation. She notes they focused on challenges and solutions for higher education to increase social innovation, including recognition in academia and interdisciplinarity. While some viewed universities negatively, discussions highlighted positive examples like supportive research funders in Canada and universities creating innovation labs. The diversity of participants enriched the discussions by providing contextual insights. All agreed new problems require new solutions and a paradigm shift is needed in learning, research and community engagement to better address social issues through social innovation. The Secretary General thanks all involved in organizing the successful meeting.
Tremblay and Hall
This document summarizes the findings of a global study on organizational structures that support community-university research partnerships (CURPs). The study included a global survey of 336 respondents from 53 countries as well as 12 case studies. Key findings include that most higher education institutions have created structures to support CURPs in the last 10 years, but there is still a large variation in how CURPs are conceptualized and practiced globally. National policies that explicitly include community engagement and research in higher education tend to encourage the institutionalization of CURPs. Specific funding programs and knowledge-sharing platforms at the national level also help strengthen CURPs. While many countries have made progress, true co-creation of knowledge and accountability to communities is still lacking in most partnerships.
Welcome plenary eva egron polak
This document contains the opening remarks from the Secretary General of the International Association of Universities (IAU) at the 6th Global Meeting of Associations. The Secretary General welcomed participants and thanked partners for hosting the event in Montreal. Originally planned for Accra, Ghana, the meeting was relocated due to Ebola and the theme was changed to "Social Innovation". Over the two-day event, participants will discuss the role of universities and associations in social innovation through case studies and panels on defining social innovation, measuring impact, and engaging stakeholders. The Secretary General emphasized that while technology is important, social problems require social solutions and universities are well-positioned to contribute through learning, research, and outreach.
Rémi quirion
Rémi Quirion, Chief Scientist of Québec, discusses social innovation and the future of higher education. As Chief Scientist, he advises the government on research strategy and chairs boards that fund intersectoral research on major societal challenges. The three Fonds de recherche du Québec support research, training, and knowledge mobilization. Examples of knowledge mobilization centers focus on social issues. The FRQ also supports innovative social practices through strategic clusters, research teams, and Actions concertées programs that foster co-creation with partners. Looking ahead, Quirion suggests increasing social innovation training and focusing research on challenges like demographic changes, the labor market, sustainability, and measuring social impact. Key will be
Sijbolt noorda
This document discusses measuring the impact of higher education on social innovation. It notes that while impact has become a popular concept, universities have always aimed to serve society. Measuring impact is challenging as it involves both qualitative and quantitative factors. The workshop will discuss how higher education contributes to social innovation and how this is currently being measured and monitored within universities and their effects on society. The impact of universities is complex and involves things like research, teaching, culture, projects and generating trust.
Escalante
The document summarizes a citizens' agenda for science, technology and innovation organized by UDUAL and various Mexican universities and government institutions. It describes a national consultation process held in Mexico from 2012-2013 that allowed citizens to vote on and discuss 10 proposed challenges. The top 3 voted challenges were to modernize education, ensure clean drinking water, and improve environmental protection. Over 70 organizations participated in the initiative. Following the consultation, 10 volumes of analysis and solutions were published. A university contest was also held asking students to propose innovative projects addressing the 10 challenges. The overall goals were to increase citizen participation in science policy and promote social innovation.
Olive m. Mugenda
The document discusses social innovation at Kenyatta University in Kenya. It defines social innovation as novel solutions to socio-economic challenges. The benefits of social innovation include social outcomes like inclusion, education, and health, as well as workplace benefits like productivity and improved services. Universities can promote social innovation through programs, labs, and developing leaders to solve challenges. Kenyatta University engages in several social innovation initiatives including a business incubation center, funeral home, legal aid clinic, supporting orphans, student work programs, and building a teaching hospital. It emphasizes the importance of partnerships, leadership, and institutionalizing creativity to promote social innovation.
Budd l hall
The document discusses social innovation and transformative change in higher education. It argues that social innovation often ignores power imbalances and fails to build community capacity for change. True social change requires higher education to challenge injustice, environmental degradation, and inequality through transformative knowledge that values multiple ways of knowing. It calls for universities to form equal partnerships with communities and social movements to co-create knowledge aimed at sustainable, inclusive development. The document recommends that higher education educate citizens committed to ethical values and social responsibility by linking teaching, research, and engagement to real-world problems through participatory learning.
Patricia gudino
The document discusses the establishment of the Inter-American Network of Co-Laboratories in Social Innovation (REDICIS) by the Inter-American Organization for Higher Education (IOHE). REDICIS aims to encourage knowledge sharing and partnerships between higher education institutions working in social innovation. It currently includes 14 universities and 5 organizations across 9 countries in the Americas. The network seeks to consolidate reference centers for social innovation, develop training in the field, and support decision-making around measuring, evaluating, and funding social innovation initiatives.
Pam fredman
The document discusses social innovation at the University of Gothenburg. It notes that global challenges require new solutions and universities are well-positioned partners. The University of Gothenburg has strong interdisciplinary research and education, a focus on sustainable development, and a history of stakeholder collaboration. It provides support for social innovation projects that address societal problems through knowledge and are sustainable over time. An example success story is the University of Gothenburg Centre for Person-centred Care, which improved patient care while reducing costs through interdisciplinary research. Challenges include understanding societal problems and increasing investment in certain fields of study.
Gatica
This document discusses social innovation and its relationship to social impact. It explores how social innovation can drive systemic change through four elements: being purpose driven, viewed as a new phenomenon, led by communities, and through developing equipped ecosystems. The document also examines challenges and perspectives for social innovation in higher education, including the need for theoretical and practical knowledge, motivation, transdisciplinary work, and strategic development. Finally, it poses questions about how institutions can transition towards new collaborations and whether they are currently part of the problem or solution regarding social innovation.
Mireille mathieu
The document discusses measuring the impact of social innovation. It makes three key points:
1. Measuring the impact of social innovation is challenging due to its complex, long-term nature and dependence on social contexts.
2. Universities should better support the evaluation of social innovation through monitoring inputs/outputs, using relevant indicators, and developing new evaluation models like developmental evaluation.
3. Networks like OLTIS, CLT, and RQIS in Quebec help catalyze social innovation and support its evaluation through knowledge transfer between researchers and communities.
Francesc xavier grau
The document summarizes the 6th Global Meeting of Associations held in Montreal from 6-8 May 2015. It discusses GUNi's membership network and projects focusing on analyzing the dual responsibilities of universities at local and global scales. Key areas of focus include identifying best practices for universities to improve social, cultural, and economic impact locally and globally while addressing conflicts between local/global demands. International expert working groups will be formed among UNESCO chairs and city-university partnerships to test frameworks in Catalonia and make recommendations.
Louis lévesque
The document discusses social innovation, specifically regarding drone technology. It notes that drones have promising economic and social applications, and their use could create significant economic opportunities. However, several challenges around regulation, safety, privacy, and public acceptance must be overcome to realize the benefits of drone technology. Social innovation requires collaboration between government, academia, the private sector, and communities. Government can play various roles in supporting social innovation from regulating to enabling to endorsing.
Dzulkifli
The document discusses social innovation and its place in higher education for sustainability. It defines sustainability as meeting present needs without compromising future generations' ability to meet their own needs. Social innovation moves from an unsustainable model of separate disciplines to a transdisciplinary approach that provides a more comprehensive understanding. Higher education needs to become more future-oriented, challenge existing approaches, and focus on community through practices like social innovation to work toward a more balanced and sustainable model.
Photo album
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
More from IAU_Past_Conferences (20)
Recently uploaded
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneمصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Leveraging Generative AI to Drive Nonprofit Innovation
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.)
Recently uploaded (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Utrecht sa- n.v. varghese
- 2. Indigenization of development Knowledge economy and reliance on knowledge in production Knowledge production Vs knowledge based production - R&D Need for an expanded higher education – to produce or absorb knowledge
- 3. Indigenization of educational development Development of national curriculum Teacher education development Development of language local and national languages Input-out put linkages between higher and lower levels of education
- 4. Expenditure on education as investment Increased investment in basic education Investing in primary education for poverty reduction Prioritizing investment within primary education – teachers and teaching learnign materials From investment in schooling facilities to investing in facilities in the schools
- 5. Research on teaching practices Research on effective classroooms Research on differentiated instruction The research findings helped shape teacher education and training programmes
- 6. School Vs homebackground and learner achievement School effects on learner achievement - children from poor economic background performed better in certain schools Characteristics of successful schools Public versus private schools
- 7. Training of primary school teachers Training of adult education instructors Training through distance education Open universities and their involvement in Teacher training
- 8. Training of educational planners Participation in the planning process Participation in decision making committees
- 9. Research community is familair with EFA University staff are engaged in research on EFA themes The priority areas of research are – teacher devlopment, gender, quality, curriculum etc.
- 10. Lack of resources Poor recognition for EFA research Lack of awarenes of EFA among the researchers Lack of dialogue between researchers and EFA programme managers
- 11. Funding and awareness regarding funding Dialogue and partnesrship with EFA programme managers Dissemination of EFA research Raising awareness on EFA research themes
- 12. HE contributes to EFA more than what is commonly believed There is no institutionalized structure to dialogue between researchers and policy makers Research remains isolated instances rather than an integral part of EFA Contract research and external funding Capacity development for EFA research