The document discusses the role of the private sector in higher education. It describes various modes of public-private partnerships including private sector involvement in teaching, research, and supplying services. It also outlines potential issues with competition and collaboration between public and private institutions. IFC aims to promote partnerships that efficiently increase access to education while improving quality through financing projects and mobilizing private resources.
The EU provides financial support and grants for projects in various areas such as education, health, consumer protection, conservation, and humanitarian aid. Grants are subject to strict rules to ensure funds are spent transparently and accountably. Some key EU funds that provide grants include the European Regional Development Fund, European Social Fund, Cohesion Fund, European Agricultural Fund for Rural Development, and European Fund for Maritime Affairs and Fisheries. Croatia faces challenges like unemployment, skills mismatches, and regional disparities. EU funding supports priorities like developing job skills, improving education, promoting social inclusion, and strengthening civil society. Successful grant applications must demonstrate relevance, quality solutions, partnerships, methodology, risk assessment, sustainability, and a detailed budget.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides information about the AoC Beacon Awards for 2012/13, which recognize exemplary initiatives in UK further education colleges. There are multiple award categories focusing on areas like teaching and learning, leadership, and community partnerships. Colleges can apply by submitting a 3,000 word application addressing criteria like project outcomes, quality assurance, and benefits to students. Winning colleges receive £3,000-£5,000 grants to further develop their initiatives and are expected to disseminate information about their projects.
This document summarizes a synergy report for the MY-WAY project. The report examines the needs of targeted young adults for web entrepreneurship support across Europe. It analyzes the current level of support from student support centers and identifies 11 capability gaps. These gaps include the structure and role of support centers, organization of support services, and availability of specific support like mentoring and funding. The report provides recommendations to address these gaps, such as e-mentoring and enhanced collaboration between support centers. It concludes that connecting support centers can help strengthen Europe's web entrepreneurship ecosystem for young people.
The EU provides financial support and grants for projects in various areas such as education, health, consumer protection, conservation, and humanitarian aid. Grants are subject to strict rules to ensure funds are spent transparently and accountably. Some key EU funds that provide grants include the European Regional Development Fund, European Social Fund, Cohesion Fund, European Agricultural Fund for Rural Development, and European Fund for Maritime Affairs and Fisheries. Croatia faces challenges like unemployment, skills mismatches, and regional disparities. EU funding supports priorities like developing job skills, improving education, promoting social inclusion, and strengthening civil society. Successful grant applications must demonstrate relevance, quality solutions, partnerships, methodology, risk assessment, sustainability, and a detailed budget.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
The document provides a draft plan for an English School Venture in Malaysia. The mission is to provide international standard English medium education with an affordable system and support the expansion of schools across Malaysia. The business model involves establishing affordable English medium schools that meet international standards and incorporate additional languages and creative disciplines. Target customer segments are Malaysian middle class families seeking English education. Key activities will include collaborating with partners, promoting recruitment, establishing school systems and facilities, and ensuring compliance. Revenue streams will come from donations, sponsorships, student fees, and other sources. Several potential locations for schools are identified. The document outlines tasks and responsibilities needed to implement the plan.
The document provides details on the proposed TIPPS (TIPPS Framework) initiative to establish affordable international standard English medium schools in Malaysia. The vision is to establish certified English medium schools collaborating with education entrepreneurs and supporting the ecosystem for expansion. Key aspects of the business model include the customer segments, channels, resources, activities, partnerships, costs and revenue streams. Initial targets areas for school districts are identified. An action plan outlines regulations to comply with, standards, recruitment, plans, teams and standard operating procedures required.
The document provides information about the AoC Beacon Awards for 2012/13, which recognize exemplary initiatives in UK further education colleges. There are multiple award categories focusing on areas like teaching and learning, leadership, and community partnerships. Colleges can apply by submitting a 3,000 word application addressing criteria like project outcomes, quality assurance, and benefits to students. Winning colleges receive £3,000-£5,000 grants to further develop their initiatives and are expected to disseminate information about their projects.
This document summarizes a synergy report for the MY-WAY project. The report examines the needs of targeted young adults for web entrepreneurship support across Europe. It analyzes the current level of support from student support centers and identifies 11 capability gaps. These gaps include the structure and role of support centers, organization of support services, and availability of specific support like mentoring and funding. The report provides recommendations to address these gaps, such as e-mentoring and enhanced collaboration between support centers. It concludes that connecting support centers can help strengthen Europe's web entrepreneurship ecosystem for young people.
Gov Mil NDLW Power Point Elluminate Wednesdayvideoreg
Military / Government: Sharable Learning
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
Training and educating the U.S. military is an enormous enterprise. In excess of $20 billion is spent to train and educate service members each year, involving the delivery of thousands of courses for hundreds of specialized occupational areas. In addition, other governmental organizations are dealing with how to bridge that gap in a technology driven ever increasing globalize economy. The workforce for the 21st century must be prepared for the new landscape of workforce development. Specific areas of interest may focus on learning management systems, human capital solutions, performance initiatives, innovative delivery methods for content in multiple modes, transformation of training, Sharable Content Object Reference Model (SCORM), and interagency and multinational collaboration.
1. Enrollment ratios in higher education are much lower in rural areas (51.1%) compared to urban areas (66%) in India according to government data.
2. The proposed bursary program will provide 50% tuition funding for low-income and female students in India to study at reputable Asian universities, with the remaining balance as an interest-free loan.
3. The program aims to identify passionate and talented students who may lack top academic results through a video submission process, in order to increase access to education and opportunities for underprivileged groups.
Earl Pace and David Wimberly founded BDPA in November 1975 as a local association. Within three years, the founders grew BDPA into a national organization with chapters in Philadelphia, Washington DC and Cleveland. Today, there are 46 chapters throughout the United States. One part of the BDPA legacy is our program for college students and college campuses. This is a program that enriches the opportunities for our students in a variety of post-secondary education institutions with a focus on low-and moderate-income communities.
31% of BDPA’s membership consists of college students. BDPA understands that its educational life cycle moves from the classroom to the boardroom. A major element of the educational life cycle resides with college students. Annual membership dues for college students are only $25 … a significant savings from the annual membership dues that adult professionals invest in BDPA membership.
BDPA established the college student program to teach advanced computer science and community responsibility to students from historically disadvantaged communities. These are major components of our college student program that impact on the educational future of K-12 students:
1. College Scholarships
2. IT Showcase
3. Internships and Entry-Level Jobs in IT Industry
4. Mobile Application Showcase
Most of our 46 local BDPA chapters run programs that provide science, technology, engineering and math (STEM) curriculum and experiences for young people of color in community colleges, 4-year colleges and vocational schools. These training programs include a monthly program meeting hosted by each local chapter that provides remarkable information from industry professionals as well as unique networking opportunities that are not replicated anywhere else in the community.
BDPA seeks to have more students in college studying STEM-related disciplines. BDPA created the BDPA Education and Technology Foundation (BETF) in 1992 for the purpose of giving college scholarships to deserving high school students. Over 200 college scholarships valued at over $467,000 have been handed out by BDPA and BETF. In addition, BDPA created two programs that feature college students - IT Showcase (2003) and Mobile Application Showcase (2014). BDPA began the process to bridge the ‘digital divide’ before the term was widely known. BDPA recognizes that to close the gap of computer and technology literacy, minority youth must participate and compete in today’s digital economy. Otherwise, our youth run the risk of being obsolete in America’s workforce.
The BDPA college student program is intellectually challenging and builds self-esteem through the mastery of applied computer science. We create a foundation for academic and career success.
Earl Pace and David Wimberly founded BDPA in November 1975 as a local association. Within three years, the founders grew BDPA into a national organization with chapters in Philadelphia, Washington DC and Cleveland. Today, there are 46 chapters throughout the United States. One part of the BDPA legacy is our program for college students and college campuses. This is a program that enriches the opportunities for our students in a variety of post-secondary education institutions with a focus on low-and moderate-income communities.
31% of BDPA’s membership consists of college students. BDPA understands that its educational life cycle moves from the classroom to the boardroom. A major element of the educational life cycle resides with college students. Annual membership dues for college students are only $25 … a significant savings from the annual membership dues that adult professionals invest in BDPA membership.
BDPA established the college student program to teach advanced computer science and community responsibility to students from historically disadvantaged communities. These are major components of our college student program that impact on the educational future of K-12 students:
1. College Scholarships
2. IT Showcase
3. Internships and Entry-Level Jobs in IT Industry
4. Mobile Application Showcase
Most of our 46 local BDPA chapters run programs that provide science, technology, engineering and math (STEM) curriculum and experiences for young people of color in community colleges, 4-year colleges and vocational schools. These training programs include a monthly program meeting hosted by each local chapter that provides remarkable information from industry professionals as well as unique networking opportunities that are not replicated anywhere else in the community.
BDPA seeks to have more students in college studying STEM-related disciplines. BDPA created the BDPA Education and Technology Foundation (BETF) in 1992 for the purpose of giving college scholarships to deserving high school students. Over 250 college scholarships valued at over $550,000 have been handed out by BDPA and BETF. In addition, BDPA created two programs that feature college students - IT Showcase (2003) and Mobile Application Showcase (2014). BDPA began the process to bridge the ‘digital divide’ before the term was widely known. BDPA recognizes that to close the gap of computer and technology literacy, minority youth must participate and compete in today’s digital economy. Otherwise, our youth run the risk of being obsolete in America’s workforce.
The BDPA college student program is intellectually challenging and builds self-esteem through the mastery of applied computer science. We create a foundation for academic and career success.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
The TNE landscape is a complex one, with multiple stakeholders, each having different perceptions, expectations and motivations. Differing starting points and expectations have spawned a vibrant and diverse range of engagement models. Some have been more successful than others, but all have contributed to the rich fabric of international higher education and in most cases benefitted their stakeholders either directly or indirectly. For institutions looking to enter into or reassess their existing TNE arrangements, understanding stakeholder attitudes and how their context is reshaping perspectives is critical to ensuring a program’s viability. It is now more important than ever to ensure that TNE programs are aligned, not just to the strategic goals of the foreign degree provider, but also the needs of the stakeholders in the hosting country. This presentation explores stakeholder attitudes to TNE utilising the most recent research and market based insights.
Paul Hopkins of HE Associates discusses the salient points from the JISC-funded Study of Early Adopters of Cloud Computing and Shared Services (FEAST Report)
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document provides information about the AoC Beacon Awards for 2010/2011, including:
1) A list of the award sponsors and the focus of each award, which recognize exemplary initiatives in colleges across the UK in areas like teaching, partnerships, skills, and support for students with disabilities.
2) Details about the awards assessment process, which involves a three-stage process of shortlisting applications, visiting shortlisted colleges, and final selection by the steering group.
3) The calendar for the 2010/2011 awards process, including the application deadline, site visits, and announcement of winners in November 2010.
4) Guidance on how to apply for an award, including addressing the sponsor
Vision 2020 aims to transform India into a developed nation through ambitious measures across various sectors like technology, infrastructure, healthcare, education and the environment. Realizing this vision will require seriously addressing India's large problems. Public-private partnerships (PPP) in education are seen as a way to blend the features of public and private schools to improve access, quality and affordability of education for all. PPP models can increase school choice and quality while ensuring risk is shared between the public and private sectors. However, there are also challenges like over-regulation that need to be overcome for India to achieve its educational goals by 2020.
The document discusses improving access to higher education in India through a proposed bursary program. Key points:
- Enrollment ratios in higher education are much lower in rural vs urban areas of India.
- Existing scholarships and loans are insufficient, especially for low-income female students.
- The proposed bursary program would provide 50% tuition funding to attend reputable Asian universities, targeting low-income high school students, especially females, from rural Indian states with low enrollment ratios.
The document discusses intermediaries and their role in connecting schools and youth organizations with workplaces and community resources to help prepare young people for careers. It provides an overview of intermediaries and their functions, and uses Communities in Schools of Philadelphia as a case study of an intermediary. The document also offers tips for identifying and engaging an intermediary organization.
Impetus invests in ambitious charities and helps them scale up their impact. The document discusses Impetus' operating strategy of combining direct investment, knowledge dissemination, and influence to significantly multiply its impact. It provides examples of portfolio charities that were able to significantly grow and improve outcomes with Impetus' long-term engaged support through funding, pro bono expertise, and capacity building. The success of Impetus' model relies on its rigorous selection and monitoring process of charities, as well as the long-term engaged support it provides to help charities strategically scale and influence their sectors.
This document discusses impact investment for ambitious charities. It provides an overview of Impetus Trust, a nonprofit that provides funding and support to help innovative charities grow. Impetus has a rigorous selection process and provides long-term, engaged support through funding, expertise, and partnerships. Case studies show how Impetus funding helped organizations like IntoUniversity significantly scale their impact and operations.
This document provides information about UKIERI bidding workshops, including the structure and overview of UKIERI Phase Two. It discusses the four strands of UKIERI: Leadership Development, Innovation Partnerships, Skills Development, and Enhancing Mobility. Specific activities are outlined under each strand, along with objectives, partners, and application details. Key points about the School and Higher Education Leadership Programs under Strand 1 are also summarized.
UNFF10 PRESENTATION on Investing in locally controlled forestryThe Forests Dialogue
This presentation was given by TFD Executive Director, Gary Dunning to introduce the topic of Investing in Locally Controlled Forestry (ILCF) at a UNFF Side Event in Turkey in April 2013
Public private partnerships (PPPs) can help provide primary education in rural areas. Under PPP models in India, state governments give powers and responsibilities to local governing bodies (Panchayats) to manage primary schools. This includes tasks like school operations, infrastructure development, and appointing teachers. PPPs allow private sector expertise and resources to supplement government provision of education services. Evidence shows PPPs may help improve educational outcomes by bringing competitive advantages like increased accountability and efficiency compared to solely public models. However, regulatory challenges remain around balancing private and public interests in basic education.
CFY is a national education nonprofit that provides digital learning solutions to help enhance the educational experiences of students from low-income communities. It operates an online K-12 learning platform called PowerMyLearning.com and a direct service initiative called the Digital Learning Program that provides computers and training to schools. Through these programs, CFY has served over 50,000 families nationwide. The organization relies heavily on grants and contributions for funding but recently received a $7 million investment that will support its digital learning platform.
Public-private partnerships (PPPs) are agreements where the private sector designs, builds, finances, and operates infrastructure projects and the public sector pays for these services. Under PPPs, the private sector takes on the upfront capital investment and project risks, and recovers costs over a long-term contract, such as 25-30 years. At the end of the contract, ownership of the asset transfers back to the public sector. PPPs allow governments to access private sector expertise and financing to deliver public services, like schools, while transferring construction and operating risks. For a PPP to succeed, there must be strong political support, clear output specifications, appropriate risk allocation, and value for money.
A business incubator provides resources and services to accelerate the development of entrepreneurial companies. It offers workspace, business support, networking opportunities, and mentoring that are developed and coordinated by the incubator's management. While incubators may provide cheap rent or utilize existing buildings, their primary purpose is supporting entrepreneurial success through customized business assistance programs rather than simply offering affordable real estate. Effective university-based incubators must balance the needs of faculty, students, and client companies by creating opportunities for research, projects, employment, and engaging all stakeholders to ensure the success of the program and its clients.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
Gov Mil NDLW Power Point Elluminate Wednesdayvideoreg
Military / Government: Sharable Learning
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
Training and educating the U.S. military is an enormous enterprise. In excess of $20 billion is spent to train and educate service members each year, involving the delivery of thousands of courses for hundreds of specialized occupational areas. In addition, other governmental organizations are dealing with how to bridge that gap in a technology driven ever increasing globalize economy. The workforce for the 21st century must be prepared for the new landscape of workforce development. Specific areas of interest may focus on learning management systems, human capital solutions, performance initiatives, innovative delivery methods for content in multiple modes, transformation of training, Sharable Content Object Reference Model (SCORM), and interagency and multinational collaboration.
1. Enrollment ratios in higher education are much lower in rural areas (51.1%) compared to urban areas (66%) in India according to government data.
2. The proposed bursary program will provide 50% tuition funding for low-income and female students in India to study at reputable Asian universities, with the remaining balance as an interest-free loan.
3. The program aims to identify passionate and talented students who may lack top academic results through a video submission process, in order to increase access to education and opportunities for underprivileged groups.
Earl Pace and David Wimberly founded BDPA in November 1975 as a local association. Within three years, the founders grew BDPA into a national organization with chapters in Philadelphia, Washington DC and Cleveland. Today, there are 46 chapters throughout the United States. One part of the BDPA legacy is our program for college students and college campuses. This is a program that enriches the opportunities for our students in a variety of post-secondary education institutions with a focus on low-and moderate-income communities.
31% of BDPA’s membership consists of college students. BDPA understands that its educational life cycle moves from the classroom to the boardroom. A major element of the educational life cycle resides with college students. Annual membership dues for college students are only $25 … a significant savings from the annual membership dues that adult professionals invest in BDPA membership.
BDPA established the college student program to teach advanced computer science and community responsibility to students from historically disadvantaged communities. These are major components of our college student program that impact on the educational future of K-12 students:
1. College Scholarships
2. IT Showcase
3. Internships and Entry-Level Jobs in IT Industry
4. Mobile Application Showcase
Most of our 46 local BDPA chapters run programs that provide science, technology, engineering and math (STEM) curriculum and experiences for young people of color in community colleges, 4-year colleges and vocational schools. These training programs include a monthly program meeting hosted by each local chapter that provides remarkable information from industry professionals as well as unique networking opportunities that are not replicated anywhere else in the community.
BDPA seeks to have more students in college studying STEM-related disciplines. BDPA created the BDPA Education and Technology Foundation (BETF) in 1992 for the purpose of giving college scholarships to deserving high school students. Over 200 college scholarships valued at over $467,000 have been handed out by BDPA and BETF. In addition, BDPA created two programs that feature college students - IT Showcase (2003) and Mobile Application Showcase (2014). BDPA began the process to bridge the ‘digital divide’ before the term was widely known. BDPA recognizes that to close the gap of computer and technology literacy, minority youth must participate and compete in today’s digital economy. Otherwise, our youth run the risk of being obsolete in America’s workforce.
The BDPA college student program is intellectually challenging and builds self-esteem through the mastery of applied computer science. We create a foundation for academic and career success.
Earl Pace and David Wimberly founded BDPA in November 1975 as a local association. Within three years, the founders grew BDPA into a national organization with chapters in Philadelphia, Washington DC and Cleveland. Today, there are 46 chapters throughout the United States. One part of the BDPA legacy is our program for college students and college campuses. This is a program that enriches the opportunities for our students in a variety of post-secondary education institutions with a focus on low-and moderate-income communities.
31% of BDPA’s membership consists of college students. BDPA understands that its educational life cycle moves from the classroom to the boardroom. A major element of the educational life cycle resides with college students. Annual membership dues for college students are only $25 … a significant savings from the annual membership dues that adult professionals invest in BDPA membership.
BDPA established the college student program to teach advanced computer science and community responsibility to students from historically disadvantaged communities. These are major components of our college student program that impact on the educational future of K-12 students:
1. College Scholarships
2. IT Showcase
3. Internships and Entry-Level Jobs in IT Industry
4. Mobile Application Showcase
Most of our 46 local BDPA chapters run programs that provide science, technology, engineering and math (STEM) curriculum and experiences for young people of color in community colleges, 4-year colleges and vocational schools. These training programs include a monthly program meeting hosted by each local chapter that provides remarkable information from industry professionals as well as unique networking opportunities that are not replicated anywhere else in the community.
BDPA seeks to have more students in college studying STEM-related disciplines. BDPA created the BDPA Education and Technology Foundation (BETF) in 1992 for the purpose of giving college scholarships to deserving high school students. Over 250 college scholarships valued at over $550,000 have been handed out by BDPA and BETF. In addition, BDPA created two programs that feature college students - IT Showcase (2003) and Mobile Application Showcase (2014). BDPA began the process to bridge the ‘digital divide’ before the term was widely known. BDPA recognizes that to close the gap of computer and technology literacy, minority youth must participate and compete in today’s digital economy. Otherwise, our youth run the risk of being obsolete in America’s workforce.
The BDPA college student program is intellectually challenging and builds self-esteem through the mastery of applied computer science. We create a foundation for academic and career success.
The Learning Innovation Network (LIN) newsletter provides updates on LIN activities. It summarizes that LIN piloted an adapted version of the DIT Postgraduate Certificate in third level learning and teaching using blended delivery, which was positively evaluated. LIN also plans to develop short accredited modules on topics like assessment and technology enhanced learning. The newsletter outlines other LIN initiatives including a sectoral survey that found strong interest in academic professional development and a portal for teaching resources.
The TNE landscape is a complex one, with multiple stakeholders, each having different perceptions, expectations and motivations. Differing starting points and expectations have spawned a vibrant and diverse range of engagement models. Some have been more successful than others, but all have contributed to the rich fabric of international higher education and in most cases benefitted their stakeholders either directly or indirectly. For institutions looking to enter into or reassess their existing TNE arrangements, understanding stakeholder attitudes and how their context is reshaping perspectives is critical to ensuring a program’s viability. It is now more important than ever to ensure that TNE programs are aligned, not just to the strategic goals of the foreign degree provider, but also the needs of the stakeholders in the hosting country. This presentation explores stakeholder attitudes to TNE utilising the most recent research and market based insights.
Paul Hopkins of HE Associates discusses the salient points from the JISC-funded Study of Early Adopters of Cloud Computing and Shared Services (FEAST Report)
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document provides information about the AoC Beacon Awards for 2010/2011, including:
1) A list of the award sponsors and the focus of each award, which recognize exemplary initiatives in colleges across the UK in areas like teaching, partnerships, skills, and support for students with disabilities.
2) Details about the awards assessment process, which involves a three-stage process of shortlisting applications, visiting shortlisted colleges, and final selection by the steering group.
3) The calendar for the 2010/2011 awards process, including the application deadline, site visits, and announcement of winners in November 2010.
4) Guidance on how to apply for an award, including addressing the sponsor
Vision 2020 aims to transform India into a developed nation through ambitious measures across various sectors like technology, infrastructure, healthcare, education and the environment. Realizing this vision will require seriously addressing India's large problems. Public-private partnerships (PPP) in education are seen as a way to blend the features of public and private schools to improve access, quality and affordability of education for all. PPP models can increase school choice and quality while ensuring risk is shared between the public and private sectors. However, there are also challenges like over-regulation that need to be overcome for India to achieve its educational goals by 2020.
The document discusses improving access to higher education in India through a proposed bursary program. Key points:
- Enrollment ratios in higher education are much lower in rural vs urban areas of India.
- Existing scholarships and loans are insufficient, especially for low-income female students.
- The proposed bursary program would provide 50% tuition funding to attend reputable Asian universities, targeting low-income high school students, especially females, from rural Indian states with low enrollment ratios.
The document discusses intermediaries and their role in connecting schools and youth organizations with workplaces and community resources to help prepare young people for careers. It provides an overview of intermediaries and their functions, and uses Communities in Schools of Philadelphia as a case study of an intermediary. The document also offers tips for identifying and engaging an intermediary organization.
Impetus invests in ambitious charities and helps them scale up their impact. The document discusses Impetus' operating strategy of combining direct investment, knowledge dissemination, and influence to significantly multiply its impact. It provides examples of portfolio charities that were able to significantly grow and improve outcomes with Impetus' long-term engaged support through funding, pro bono expertise, and capacity building. The success of Impetus' model relies on its rigorous selection and monitoring process of charities, as well as the long-term engaged support it provides to help charities strategically scale and influence their sectors.
This document discusses impact investment for ambitious charities. It provides an overview of Impetus Trust, a nonprofit that provides funding and support to help innovative charities grow. Impetus has a rigorous selection process and provides long-term, engaged support through funding, expertise, and partnerships. Case studies show how Impetus funding helped organizations like IntoUniversity significantly scale their impact and operations.
This document provides information about UKIERI bidding workshops, including the structure and overview of UKIERI Phase Two. It discusses the four strands of UKIERI: Leadership Development, Innovation Partnerships, Skills Development, and Enhancing Mobility. Specific activities are outlined under each strand, along with objectives, partners, and application details. Key points about the School and Higher Education Leadership Programs under Strand 1 are also summarized.
UNFF10 PRESENTATION on Investing in locally controlled forestryThe Forests Dialogue
This presentation was given by TFD Executive Director, Gary Dunning to introduce the topic of Investing in Locally Controlled Forestry (ILCF) at a UNFF Side Event in Turkey in April 2013
Public private partnerships (PPPs) can help provide primary education in rural areas. Under PPP models in India, state governments give powers and responsibilities to local governing bodies (Panchayats) to manage primary schools. This includes tasks like school operations, infrastructure development, and appointing teachers. PPPs allow private sector expertise and resources to supplement government provision of education services. Evidence shows PPPs may help improve educational outcomes by bringing competitive advantages like increased accountability and efficiency compared to solely public models. However, regulatory challenges remain around balancing private and public interests in basic education.
CFY is a national education nonprofit that provides digital learning solutions to help enhance the educational experiences of students from low-income communities. It operates an online K-12 learning platform called PowerMyLearning.com and a direct service initiative called the Digital Learning Program that provides computers and training to schools. Through these programs, CFY has served over 50,000 families nationwide. The organization relies heavily on grants and contributions for funding but recently received a $7 million investment that will support its digital learning platform.
Public-private partnerships (PPPs) are agreements where the private sector designs, builds, finances, and operates infrastructure projects and the public sector pays for these services. Under PPPs, the private sector takes on the upfront capital investment and project risks, and recovers costs over a long-term contract, such as 25-30 years. At the end of the contract, ownership of the asset transfers back to the public sector. PPPs allow governments to access private sector expertise and financing to deliver public services, like schools, while transferring construction and operating risks. For a PPP to succeed, there must be strong political support, clear output specifications, appropriate risk allocation, and value for money.
A business incubator provides resources and services to accelerate the development of entrepreneurial companies. It offers workspace, business support, networking opportunities, and mentoring that are developed and coordinated by the incubator's management. While incubators may provide cheap rent or utilize existing buildings, their primary purpose is supporting entrepreneurial success through customized business assistance programs rather than simply offering affordable real estate. Effective university-based incubators must balance the needs of faculty, students, and client companies by creating opportunities for research, projects, employment, and engaging all stakeholders to ensure the success of the program and its clients.
This document discusses sources of funding for education in the Philippines. It outlines how educational institutions are initially funded through start-up capital from owners. It also explains how businesses and industries support education to develop a skilled workforce and improve economic outcomes. Sources of loans for education are identified as the Social Security System, World Bank, Asian Development Bank and private banks. Private philanthropy, civic organizations, and alumni support are additionally cited as contributors to financing education.
Project report On Service marketing mix of engineering collage (GNIT, I...Nawnit Kumar
The document provides information on three engineering colleges in India: IEC Group of Institutions, United College of Engineering, and Greater Noida Institute of Technology. It summarizes their marketing strategies using the 7Ps framework and also provides a SWOT analysis for each college. Key information includes their course offerings, fees, location, promotional activities, staffing, processes, and physical infrastructure. Strengths noted are their facilities and qualifications, while weaknesses include management issues and placement rates. Opportunities for growth are also outlined.
The document discusses public-private partnerships (PPPs) in education. It defines PPPs as involving contracts between public and private sectors to provide public services, with the private sector taking on financial and operational risks. PPPs in education involve private operation of publicly funded schools. Evidence suggests PPPs can raise student achievement levels through efficiency gains. The document discusses benefits of PPPs in primary education in India and arguments for and against them. It concludes by reviewing international examples of different forms of PPPs in basic education.
This document outlines recommendations for strengthening Ivy Tech's alumni association. It proposes standardizing core services across campuses while expanding best practices from local alumni groups. Establishing a robust alumni database and separating the alumni brand from development are emphasized. Metrics like alumni engagement, donations, and satisfaction will measure effectiveness. With investment in relationships and services, a sustainable funding model through increased alumni financial support can be achieved.
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Financial aid refers to all funds available to students to cover the costs of postsecondary education, including federal and state grants and loans, institutional grants and scholarships, and private sources. It is generally awarded based on financial need, which is determined by subtracting a student's expected family contribution from the institution's estimated cost of attendance. Some common types of financial aid are portable grants like the Pell Grant that can be used at any institution, and campus-based aid allocated to schools to meet student need, though awards of campus-based funds and institutional grants are usually not impacted by outside resources like IDAs. Private loans should not be considered true financial aid.
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2. TNE poses challenges for quality assurance, accreditation, and recognition of qualifications between national education systems. It also raises issues about equal access to education and the commercialization of education.
3. While TNE can increase access to education, some programs operate for-profit and charge very high tuition fees, threatening principles of affordable and equitable education. Quality assurance is also difficult with some transnational programs that are not part of any
The Foreign Education Providers Bill, once approved by the Union Cabinet, is expected to open up significant investment opportunities by US companies and institutions in the higher education space in India. With the passage of this bill, foreign education providers will be able to set up independent colleges which will be treated as deemed universities, offering independent degrees without having to seek affiliation from an Indian university or tying up with one in partnership. This in turn will raise the standard of higher education available to greater numbers of Indian students.
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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.
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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
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.
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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.
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Kirill Klip GEM Royalty TNR Gold Copper Presentation
Utrecht sa- svava bjarnason
1. Competition, Collaboration or
Co-existence:
What Role for the Private Sector in
Higher Education?
IAU 13th General Conference ~ July, 2008
2. Today’s Presentation
1. Drivers for Private Sector Involvement
2. Modes of Public-Private Partnerships
3. Issues Arising – Competition, Collaboration or Co-
existence?
4. An overview of IFC’s Health and Education
Department portfolio and activities
2
3. Market Trends Driving
Private Sector Involvement
• Growing demand, favorable demographics and willingness to
pay for quality education
• Constrained public sector financing (particularly for post-basic
ed.) and, often weak public provision
• Increasing capital requirements
• Technological developments
• Need for student financing
IFC’s challenge as investor is to find the
next generation of market leaders
3
4. Recognition of Limitations
Acknowledgement by most governments,
multilaterals, donors and the private sector that . . .
Parallel systems (exclusively public or private) do not
make best use of scarce resources in any country
MDGs and economic targets will not be achieved by the
public sector working alone
New project structures for the private provision of public
services, including PPPs, can benefit all parties
These projects can efficiently increase public access to
basic services such as health and education and
improve quality of these services
4
5. PPPs in Higher Education
PPPs are championed by governments to make best use of
scarce resources for a wide range of education services
Delivery of
Delivery of Private Sector
Private Sector Private
Private Education
Education
Education by
Education by Involvement
Involvement Sector
Sector Loans or
Loans or
Private
Private In Teaching &
In Teaching & Supply of
Supply of Vouchers
Vouchers
Providers
Providers Research
Research Services
Services
• Private HEIs • Commissioning • Software vendors • Increasing access
‘sharing’ & funding research (e.g. Blackboard)
through funding to
academic staff • Residence build
• Providing students from
and management
• Public HEIs placements
• Accreditation government,
going abroad
• Additional foundations or banks
• International
• Private tuition curricula (e.g. student
(e.g. language Cisco) recruitment
courses) 5
6. Potential Partners
Government
Funding bodies and financial agencies
International partner institutions
Philanthropic and donor organisations
Education service providers
Professional bodies
Local industry and corporate sector
Civil societies and local communities
6
7. The Case of RMIT
Objective
• To build a new university in Vietnam
The Partners
• RMIT Australia
• The Government of Vietnam
• IFC
• Asia Development Bank
• Atlantic Philanthropies
• Dai – ichi Life (partnership in establishing an ‘education life policy’)
• ANZ Bank (student loan securitization)
Current Status
• In phase 2 expansion and seeking funding for phase 3
• Awarded the ‘Golden Dragon’ award for excellence in education in last 4 years
• Over 3000 students enrolled and continued growth projected 7
8. Partnerships to Expand Access
ASSETS LIABILITIES
Senior Risk
New Portfolio
of Loans to Bank IFC
Students
Interest Rate Subsidy
Reserve
Foundation / or
University 1st Loss Reserve
First loss is taken by the partner university(s) or third party donors.
A contribution from third parties and universities to subsidize the interest rate on
the loan can also be retained in a reserve
IFC shares 50/50 the Risk with the Bank covering 50% of all losses after the First
Loss Reserve has been exhausted
8
9. Role Relationship
Delivery of
Delivery of
Competition Collaboration Co-existence
Education by
Education by
Private
Private University of
Providers University of
Providers Phoenix Phoenix
Laureate
Private Sector
Private Sector Education
Involvement Cisco
Involvement Laureate
In Teaching &
In Teaching &
Research Education Pharmaceutical
Research
Companies
Private
Private
Sector
Sector Blackboard McGraw Hill
Supply of
Supply of
Services
Services
Education
Education
Loans or
Loans or IFC Loans
Vouchers
Vouchers Facility 9
10. Elements for Success
Sound regulatory framework from which to begin
Clear objectives for the relationship
Sound economic and financial structures
Transparent processes
Quality and service standards for measurement
10
11. Concerns ~ Public Sector
Being exploited (“ripped off”) by private sector
Opposition from local stakeholders – eg existing
providers, trade unions, general public.
Being locked in to long term, inflexible contracts.
Negative perceptions of profiting from public
provision.
11
12. Concerns ~ Private Sector
Corruption/lack of transparency in selecting PPP
partner.
Non-payment for services provided.
Strength of legal contract and legal environment
Recourse to arbitration
Legal authority of contracting agency to enter
into PPP contract
Payment terms for part-completion of contract
Change of government/government policy
12
13. Contact Details
Svava Bjarnason
Senior Education Specialist
International Finance Corporation (IFC)
2121 Pennsylvania Avenue, NW; MSN F 9K-907
Washington, DC
USA 20433
(+1) 202-458-1306
sbjarnason@ifc.org
IFC is a member of the World Bank Group
13
14. An Overview of IFC’s
Health and Education Department
And Portfolio
14
15. IFC: Part of the World Bank Group
IFC is owned by its 179 member countries,
which collectively determine policies.
International Finance
International Bank for Corporation, 1956
Reconstruction and
Development, 1945
International Development International Centre for Multilateral Investment
Association, 1960 Settlement of Investment Guarantee Agency, 1988
Disputes, 1966 15
16. A Snapshot of IFC
Vision What we do Ownership & Governance
IFC’s vision, values, and IFC provides loans, equity, IFC's corporate powers are
purpose is to promote structured finance and risk vested in a Board of
sustainable private sector management products, and Governors, to which each
investment in developing advisory services to build the country appoints a governor,
countries, helping to reduce private sector in developing generally the minister of
poverty and improve people's countries. finance or an equivalent.
lives.
History Member countries Locations
The creation of IFC in 1956 IFC has 179 member IFC has over 3,100 staff, of
represented the first step by countries, which collectively whom 51% work in field
the global community to determine its policies and offices in over 70 developing
foster private sector approve investments. countries around the world
investment in developing and 49% at headquarters in
nations. Washington, D.C.
16
17. IFC’s Strategic ‘Road Map’ ~
Approved March 2008
Strengthening the focus on frontier markets
Building long-term partnerships with emerging
players
Addressing climate change and environmental and
social sustainability activities
Addressing constraints to private sector growth in
infrastructure, health and education
Developing local financial markets
17
18. Health and Education:
at a Glance
Health and Education Department (CHE) was established in FY02
Health and Education Sectors are Pillars of IFC’s Strategy
54% annual commitment growth and 45% annual project growth since FY03
53% of CHE’s commitments in FY07 are in IDA countries
CHE has 11 investment officers, 2 healthcare specialists and 1 education specialist on staff
Health Sector: Education Sector:
57 private health projects in 24 countries 49 private education projects in 23 countries
US$ 1,763 mln of total project value US$ 970 mln of total project value
US$ 458 mln of CHE total investments US$ 228 mln of CHE total investments
CHE Portfolio by Product CHE Portfolio by Country
Syndications 1% Mexico 18%
Guarantees 8% Others 39%
India 17%
Equity 23%
Loans 68% Chile 5% China 6% Turkey 15%
18
19. IFC’s Education Portfolio
• US$175 million portfolio as of 2007
• 26 active private education projects in 17 countries
Total IFC Education Portfolio, FY 2002-2007 IFC Education Portfolio by Region, FY2007
(US$ millions) (US$175 million total)
180
160 Southern Africa
Middle East Asia
140 Europe 5.79%
East & 9.92%
120 North 6.57%
100 Africa
80 6.60%
60
40 Latin
20 America
0 71.13%
FY02 FY03 FY04 FY05 FY06 FY07
19
20. Total Investments by Sector
Student
Loans Tertiary
23% 59%
TVET
6%
Primary
12%
20
21. Objectives ~ Education Sector
Business Objectives Developmental Objectives
Invest in financially Demonstrate best practices
viable projects across the sector
Mobilize private Build institutional and systemic
resource flows capacities
Enhance social mobility
Promote efficiency and
innovation Expand educational
opportunities
Relieve government resources
21
22. Range of Financing Capabilities
• Up to 10 years final maturity and 2 to 3 years grace period for principal
• Security package typical: physical assets, pledge of shares, leases, etc.
Senior Loan • Market based pricing
• Available in fixed / floating and, depending on market conditions, local or USD currency
• IFC syndicates portions of loans in order to mobilize additional financing partners
B Loan / • Commercial banks take comfort in IFC due diligence and structuring experience
Syndication • Over 150 commercial banks and other institutions currently participate in IFC’s B loan
program
• Hybrid featuring characteristics of both debt and equity
Mezzanine – Subordinated, convertible, income participation and others
• Typically in the form of common or preferred stock
Equity • Denominated in local currency
• Securitizations: asset-backed securities, including future revenues, receivables, etc.
Structured
• Guarantees: partial credit guarantees enhancing credit worthiness of client’s financing
Products
• Risk-sharing facilities: allowing for alternative risk allocation
• IFC provides technical assistance / advisory services in support of its clients
Technical
Country and sector specific
Assistance •
• Funded by donor governments and other multilateral institutions
22
23. Working in Partnership
Project Type: IFC`s investment for its own account
Greenfield, total cost less
Up to 35% of project cost
than US$50 mn.
Greenfield, total cost more
Up to 25% of project cost
than US$50 mn.
Expansion or rehabilitation Up to 50% of project cost
• IFC`s share of total capitalization of a company must be less than 25%,
and IFC will not be the major shareholder
• Further debt can be mobilized under IFC’s umbrella
23
24. IFC’s Investment Process
Investment Negotiation
Identification & Board
Appraisal Review & Supervision
Review Approval
Meeting Documentation
• Identify project • In-depth business • Obtain approval to • Negotiate final • Final approval • IFC monitors the
• Sources & uses review negotiate final investment terms • Sign legal project closely
of financing • Senior transaction terms • IFC lawyers initiate documents • Consults
• Obtain management draft investment • Disbursement periodically with
management interview and site documents project managers
approval to formally visit • Field missions to
consider investment the enterprise
based on general • Requires periodic
project information progress reports,
annual audited
statements, and
other material
information
2 – 4 weeks 2 – 4 weeks 1 – 2 weeks 3 – 5 weeks 4 weeks As appropriate
24
25. Focus on Strategic Clients
Predominantly large, for-profit providers that:
– Operate in several markets with great potential to increase access in
underserved areas
– Can move down-market to reach lower-income households
– Have the capacity to spread best practices, raise standards in the sector
– Lead in introducing innovative means of delivery and finance
– Create centers of excellence in emerging markets
– Provide employment opportunities for skilled professionals
IFC additionality:
– Facilitate cross-border, including South-South, investments
– Mobilize financing
– Support the development of new products
– Help clients move down-market
– Support PPPs
25
26. Contact Details
Svava Bjarnason
Senior Education Specialist
International Finance Corporation (IFC)
2121 Pennsylvania Avenue, NW; MSN F 9K-907
Washington, DC
USA 20433
(+1) 202-458-1306
sbjarnason@ifc.org
IFC is a member of the World Bank Group
26