This document contains personal details and contact information for an individual named Saiful Hasib. It includes links to his social media profiles, contact details, descriptions of his family and interests, and details about what he is looking for in a partner.
Research Idea Generation and Research Question Formulation.pptAshok Pandey
This document contains slides from several proposal development workshops conducted by Ashok Pandey of the Policy Research Institute in Nepal. The slides provide guidance on developing research ideas and formulating research questions. Some key points include: developing enthusiasm for your research idea; getting feedback from others; assessing feasibility; being open, curious and willing to take risks as attributes of creative researchers; and using criteria like feasibility, interest, novelty, ethics and relevance to evaluate potential research topics. The document also provides examples of different levels of research questions and the PICOT framework for formulating good research questions.
This document outlines the agenda and objectives for a 3-day workshop on Participatory Learning Action (PLA) research methods. The workshop will introduce PLA tools and exercises, help plan a PLA field study in Burundi and South Sudan on engaging men and boys for gender equity, and allow staff to exchange experiences. The field research aims to understand social constructs of masculinity related to violence and design interventions to reduce gender-based violence among youth.
This document discusses Lev Vygotsky's sociocultural theory of cognitive development and its implications for promoting discussion. It outlines three main ideas of Vygotsky's theory: (1) the genetic method of understanding human development as a process, (2) the social origin of human mind and how our intelligence is shaped through social interaction, and (3) cultural mediation whereby our intelligence is based on cultural tools. The document then analyzes difficulties in discussion from the perspective of Vygotsky's theory, noting that practice leads to the development of abilities and knowledge, not the other way around. It proposes involving students in real-world practices like research and internships from an early stage to promote discussion skills.
This document discusses different types of research and provides examples. It describes quantitative research as using quantifiable data and statistical analysis, while qualitative research relies on words and themes from participant views. Various methods of field research are also outlined, including direct observation, participant observation, ethnography, interviews, and case studies. Specific examples of field research topics in beauty care are given, such as studying the effects of cosmetic products on health. The document encourages learning research skills through hands-on practice and collaboration.
The document provides an introduction to a toolkit for researchers and civil society organizations to improve communication. It discusses why communication is important for development work, providing information to empower people and ensure transparency, as well as fostering social change. It also notes communication helps researchers learn how to better meet audience needs and maximize the impact of their work. The document reviews literature on communicating research, emphasizing the need to strengthen communication skills, collaboration between researchers and policymakers, and user engagement. It identifies some gaps in the literature around treating communication as a systemic issue and the conditions under which research is shared.
This document contains personal details and contact information for an individual named Saiful Hasib. It includes links to his social media profiles, contact details, descriptions of his family and interests, and details about what he is looking for in a partner.
Research Idea Generation and Research Question Formulation.pptAshok Pandey
This document contains slides from several proposal development workshops conducted by Ashok Pandey of the Policy Research Institute in Nepal. The slides provide guidance on developing research ideas and formulating research questions. Some key points include: developing enthusiasm for your research idea; getting feedback from others; assessing feasibility; being open, curious and willing to take risks as attributes of creative researchers; and using criteria like feasibility, interest, novelty, ethics and relevance to evaluate potential research topics. The document also provides examples of different levels of research questions and the PICOT framework for formulating good research questions.
This document outlines the agenda and objectives for a 3-day workshop on Participatory Learning Action (PLA) research methods. The workshop will introduce PLA tools and exercises, help plan a PLA field study in Burundi and South Sudan on engaging men and boys for gender equity, and allow staff to exchange experiences. The field research aims to understand social constructs of masculinity related to violence and design interventions to reduce gender-based violence among youth.
This document discusses Lev Vygotsky's sociocultural theory of cognitive development and its implications for promoting discussion. It outlines three main ideas of Vygotsky's theory: (1) the genetic method of understanding human development as a process, (2) the social origin of human mind and how our intelligence is shaped through social interaction, and (3) cultural mediation whereby our intelligence is based on cultural tools. The document then analyzes difficulties in discussion from the perspective of Vygotsky's theory, noting that practice leads to the development of abilities and knowledge, not the other way around. It proposes involving students in real-world practices like research and internships from an early stage to promote discussion skills.
This document discusses different types of research and provides examples. It describes quantitative research as using quantifiable data and statistical analysis, while qualitative research relies on words and themes from participant views. Various methods of field research are also outlined, including direct observation, participant observation, ethnography, interviews, and case studies. Specific examples of field research topics in beauty care are given, such as studying the effects of cosmetic products on health. The document encourages learning research skills through hands-on practice and collaboration.
The document provides an introduction to a toolkit for researchers and civil society organizations to improve communication. It discusses why communication is important for development work, providing information to empower people and ensure transparency, as well as fostering social change. It also notes communication helps researchers learn how to better meet audience needs and maximize the impact of their work. The document reviews literature on communicating research, emphasizing the need to strengthen communication skills, collaboration between researchers and policymakers, and user engagement. It identifies some gaps in the literature around treating communication as a systemic issue and the conditions under which research is shared.
Introduction to Methods in Cultural AnthropologyIn this topic,.docxnormanibarber20063
Introduction to Methods in Cultural Anthropology
In this topic, you will explore how anthropologists conduct research with a special focus on ethics in anthropology. You will also have an opportunity to develop your own research proposal in Activity 1.
Please note that you have 5 Activities due in this class ( If you are taking the class as the 8 week option you have 3 activities and if you are taking the class as a 12 week option you have four activities). Please note that no matter what option you are taking, you do end up doing all the work of the acitivies but in a different format). Due dates for the activities are noted on the When Assignments are Due page. Be sure to allow adequate time to complete. Please review all the assignments now and make plans in your schedule to work on them. These assignments are meant to help you learn the material as well as give you an opportunity to show what you are learning beyond just quizzes and exams.
Horizontal Rule
Objectives
After completing the learning activities for this topic, you will be able to:
List, define, and apply the steps in conducting fieldwork.
Describe and cite examples of data-gathering techniques.
Analyze the nature of ethical dilemmas in anthropological field work.
Click on the image below to view a photo gallery.
How Anthropologists Do Research -- The Importance of Ethics
Written by Dr. Katherine R. Rowell, Professor of Sociology, Sinclair Community College
Your textbook discusses the 5 steps of conducting anthropological research or fieldwork. I typically add another step in the beginning known as preparation. Thus, there are six steps to conducting anthropological fieldwork. In fact, the first step, preparation, is important for anyone visiting another culture or working with people from another culture.
Step 1: Preparation
Preparing to conduct research on a different culture or visit another culture can be time consuming. One of the most important issues is geographical location of the culture you plan to visit or study. There are funding issues, health precautions (shots and medications), governmental permissions (visas and passports), language issues (Do you have an interpreter? or Do you know the language?), Personal affairs (Who is going to pay your bills? Feed your cat?), Packing issues (How much are you allowed to take? What items are a necessity?) and finally, do you have an informant and a site to do research? (Someone within that culture to help you with your research or help you on your visit). These issues take a lot of time to work out and are an important first step.
Step 2: Selecting a Research Problem
In the past the goal of anthropological research was to describe a culture in as much detail as possible (ethnography). Today, the research is typically problem based. For example, when I went to Botswana, Swaziland, and South Africa my goal was to understand the AIDS crisis and compare approaches to reducing HIV/AIDS in these countries. Often times the re.
Gender in STEM education, Chiara Tripepi and Jukka RahkonenBrussels, Belgium
This document summarizes a workshop on gender in STEM education. The workshop addressed gender stereotypes in STEM and discussed tips to motivate both boys and girls to pursue STEM careers. Participants engaged in group work to identify their own gender stereotypes and generate new tips. Some examples of tips included talking to other teachers about gender bias, challenging stereotypes, using gender-neutral language, and maintaining equal expectations for both genders. The overall goal was to attract more young women to research careers and increase the number of researchers in Europe.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
This document outlines the key points of a unit on child and young person development:
- It covers theoretical perspectives on development from birth to age 19, including physical, communication, intellectual, and social/emotional development.
- Several theories of development are explained, including those of Piaget, Vygotsky, Bandura, and Skinner.
- Development is influenced by personal factors like health and learning needs, as well as external factors such as family background and environment.
- Methods for monitoring development are discussed, as are potential interventions when development is not following the typical pattern, including for those with disabilities or delays in speech/language.
1. The document discusses collective learning approaches for achieving Universal Health Coverage (UHC).
2. It emphasizes the importance of taking a broad view of knowledge that goes beyond just evidence-based research, and recognizes that knowledge comes in many forms and contexts.
3. Moving forward, it suggests co-producing knowledge across different stakeholder groups, developing learning communities of practice, and establishing a research agenda on "learning for UHC" to better understand how health systems can optimize learning processes to achieve policy goals.
Com apropar la recerca a l’educació mitjançant la Recerca i la Innovació Resp...cienciaicontroversia
This document discusses how to bring research closer to education through responsible research and innovation. It provides examples of programs that promote public engagement and participation in all phases of the research process. These include establishing community advisory boards, participatory research projects involving students, and science communication platforms to facilitate dialogue between researchers and citizens. The goal is to transform the research system to be more inclusive, responsive and aligned with societal needs and values.
The ‚Gender Unlocked’ manual towards freedom of expression, liberation and emancipation is an educational tool. The activities are addressed to youth and social workers dealing with the LGBTQI+ community or with people who are searching their own sexuality. It is also designed to support human rights related to gender.
All the activities described in this manual are coming from the non-formal education
field, in which learning comes by doing and by experiencing. This means that participants get involved in the activities in order to explore themselves and their possibilities on the given subject, to practice with real situations and to gain diverse experience.
The activities are available to be used by other organizations, educators and everyone
who works with people who struggle with the acceptance of their own sexuality or gender.
This manual was created as a result out of the "Gender Unlocked" youth exchange, which took place in Ommen, The Netherlands in February 2015. The youth exchange was organised and hosted by the Synergy Olde Vechte Foundation, which is a non-profit organisation, which works with personal development trainings and non-formal education. The project was funded by Erasmus+.
NCE Symposium The Alberta Family Wellness Initiative - Where Science Meets Re...KBHN KT
NCE Symposium - The conditions for impact June 27, 2016. Michelle Gagnon introduced the Alberta Family Wellness Initiative (AFWI), and a summary and considerations for moving knowledge to impact.
An evidence gap map: bringing the research to you
In this session we will be presenting our recently produced evidence gap map of research on intergenerational interventions. The map contains all the published and unpublished studies evaluating the effectiveness of intergenerational interventions using a randomised controlled trial design. The map contains 500 studies.
The Reading and Literacy Summit hosted by Lions Clubs International on May 1, 2013 brought together literacy experts, researchers, educators, vision health providers, entrepreneurs, and civil society partners from around the world to explore challenges and opportunities in global literacy. Over the course of panels and discussions, participants shared strategies for improving global literacy, with a focus on ensuring inclusive education through equitable access and quality. Experts discussed the roles of civil society in education reform and the importance of strengthening education systems, quality teacher training, and community involvement to meet the needs of marginalized children and promote early reading. The summit aimed to find practical solutions and opportunities for cross-sector collaboration to advance literacy worldwide.
YouthSpeak is a global movement powered by AIESEC. YouthSpeak Insights report is a set of insights from over 160 000 young people's opinion about education, engagement, leadership, their vision on the future and sustainable development. By spring 2016 it is the biggest youth movement, aiming on finding an answer to the question: "How can we engage Millennials to take action?".
AIESEC in Finland has customized the data, comparing Finnish reality to the global data and regional analytics. The YouthSpeak Insights report is not an ultimate answer to all of the questions about youth. Based on these insights we are open to conversation about how can we engage young people in Finland to take action towards the development of Finnish society and themselves?
The document summarizes the Interplay Wellbeing Framework project which examines relationships between education, employment, health and wellbeing for Aboriginal and Torres Strait Islander people in remote communities. It involved literature reviews, community engagement, developing a framework and conducting quantitative surveys and qualitative focus groups in four communities. Key findings were that empowerment, culture and long term vision are important for effective programs. The framework provides a tool to inform policy and practice to improve outcomes in these areas. Future work includes further data collection, publications, and applying the tools developed by the project.
Successful communication a toolkid for researchers and cs osDr Lendy Spires
This document provides an introduction to a toolkit for researchers and civil society organizations on successful communication. It discusses why communication is important for development work, providing information to empower communities and ensuring transparency. It also notes communication is important for learning and building understanding between different groups. The document reviews literature on improving research communication to policymakers, other researchers, and end users. It identifies some gaps such as treating communication as a systemic issue, improving the conditions for communication, and facilitating greater Southern engagement in communication processes. The toolkit that follows provides tools for planning, packaging, targeting and monitoring communications.
This manual is based on the experience of working with the Living Library method of A.R.T. Fusion organization. It includes general information about the Living Library method , the concrete steps for implementing a Living Library, examples of Living Libraries implemented by us and information about the impact it has on the people involved in this process.
This document provides a summary of research conducted online and from other sources about healthy sexuality and sexuality education. It includes definitions of key terms, rationales for sexuality education, guidelines and frameworks from organizations in the US, Canada, and UK. The document is a draft that compiles this information under different themes to support the researcher's work in developing sexuality education materials.
Overview on the United Nations Alliance of Civilication Summit and Youth Summit in Vienna Feb 2013 given at the UPF Youth Event in Vienna "A New Religious Pluralism?" on November 20th 2012
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Open Access Week celebrations in EIFL partner countriesIryna Kuchma
Open Access Week celebrations were held in over 60 developing countries through EIFL partnerships. Over the past year, there has been significant growth in open access repositories and journals in these countries. Advocacy efforts have led to new open access policies at 33 institutions. Events and workshops educated over 11,000 people, and new collaborations have been formed. Challenges remain in planning advocacy projects, but results show increased open access outputs and momentum toward national policy discussions.
Jauniešu politiskā līdzdalība Latvijā. Fakti un interpretācijas. A.Laķe.
Aptauju īsteno Latvijas Jaunatnes padome.
Jauniešu [15-25] aptauja tika īstenota 2014.gada rudenī, kopumā sasniedzot 1500 respondentu izlasi. Anketa sastāvēja no aptuveni 30 jautājumiem, no kuriem daļa tiek izmantoti šajā prezentācijā.
Pētījums tiek turpināts, plānojot diskusijas un intervijas ar politikas veidotājiem, politikas ekspertiem, politologiem un jauniešiem.
2015.gada rudenī tiks veikta vēl viena jauniešu aptauja, vērtējot izmaiņas, kādas būs notikušas jauniešu attieksmēs šī gada laikā, kā arī padziļināti analizējot līdzdalības specifiskus aspektus (piemēram, kā līdzdalību ietekmē jaunie mediji, sociālie tīkli).
Pētījuma gala ziņojums tiek gatavots un būs pieejams 2015.gada rudenī.
Introduction to Methods in Cultural AnthropologyIn this topic,.docxnormanibarber20063
Introduction to Methods in Cultural Anthropology
In this topic, you will explore how anthropologists conduct research with a special focus on ethics in anthropology. You will also have an opportunity to develop your own research proposal in Activity 1.
Please note that you have 5 Activities due in this class ( If you are taking the class as the 8 week option you have 3 activities and if you are taking the class as a 12 week option you have four activities). Please note that no matter what option you are taking, you do end up doing all the work of the acitivies but in a different format). Due dates for the activities are noted on the When Assignments are Due page. Be sure to allow adequate time to complete. Please review all the assignments now and make plans in your schedule to work on them. These assignments are meant to help you learn the material as well as give you an opportunity to show what you are learning beyond just quizzes and exams.
Horizontal Rule
Objectives
After completing the learning activities for this topic, you will be able to:
List, define, and apply the steps in conducting fieldwork.
Describe and cite examples of data-gathering techniques.
Analyze the nature of ethical dilemmas in anthropological field work.
Click on the image below to view a photo gallery.
How Anthropologists Do Research -- The Importance of Ethics
Written by Dr. Katherine R. Rowell, Professor of Sociology, Sinclair Community College
Your textbook discusses the 5 steps of conducting anthropological research or fieldwork. I typically add another step in the beginning known as preparation. Thus, there are six steps to conducting anthropological fieldwork. In fact, the first step, preparation, is important for anyone visiting another culture or working with people from another culture.
Step 1: Preparation
Preparing to conduct research on a different culture or visit another culture can be time consuming. One of the most important issues is geographical location of the culture you plan to visit or study. There are funding issues, health precautions (shots and medications), governmental permissions (visas and passports), language issues (Do you have an interpreter? or Do you know the language?), Personal affairs (Who is going to pay your bills? Feed your cat?), Packing issues (How much are you allowed to take? What items are a necessity?) and finally, do you have an informant and a site to do research? (Someone within that culture to help you with your research or help you on your visit). These issues take a lot of time to work out and are an important first step.
Step 2: Selecting a Research Problem
In the past the goal of anthropological research was to describe a culture in as much detail as possible (ethnography). Today, the research is typically problem based. For example, when I went to Botswana, Swaziland, and South Africa my goal was to understand the AIDS crisis and compare approaches to reducing HIV/AIDS in these countries. Often times the re.
Gender in STEM education, Chiara Tripepi and Jukka RahkonenBrussels, Belgium
This document summarizes a workshop on gender in STEM education. The workshop addressed gender stereotypes in STEM and discussed tips to motivate both boys and girls to pursue STEM careers. Participants engaged in group work to identify their own gender stereotypes and generate new tips. Some examples of tips included talking to other teachers about gender bias, challenging stereotypes, using gender-neutral language, and maintaining equal expectations for both genders. The overall goal was to attract more young women to research careers and increase the number of researchers in Europe.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
This document outlines the key points of a unit on child and young person development:
- It covers theoretical perspectives on development from birth to age 19, including physical, communication, intellectual, and social/emotional development.
- Several theories of development are explained, including those of Piaget, Vygotsky, Bandura, and Skinner.
- Development is influenced by personal factors like health and learning needs, as well as external factors such as family background and environment.
- Methods for monitoring development are discussed, as are potential interventions when development is not following the typical pattern, including for those with disabilities or delays in speech/language.
1. The document discusses collective learning approaches for achieving Universal Health Coverage (UHC).
2. It emphasizes the importance of taking a broad view of knowledge that goes beyond just evidence-based research, and recognizes that knowledge comes in many forms and contexts.
3. Moving forward, it suggests co-producing knowledge across different stakeholder groups, developing learning communities of practice, and establishing a research agenda on "learning for UHC" to better understand how health systems can optimize learning processes to achieve policy goals.
Com apropar la recerca a l’educació mitjançant la Recerca i la Innovació Resp...cienciaicontroversia
This document discusses how to bring research closer to education through responsible research and innovation. It provides examples of programs that promote public engagement and participation in all phases of the research process. These include establishing community advisory boards, participatory research projects involving students, and science communication platforms to facilitate dialogue between researchers and citizens. The goal is to transform the research system to be more inclusive, responsive and aligned with societal needs and values.
The ‚Gender Unlocked’ manual towards freedom of expression, liberation and emancipation is an educational tool. The activities are addressed to youth and social workers dealing with the LGBTQI+ community or with people who are searching their own sexuality. It is also designed to support human rights related to gender.
All the activities described in this manual are coming from the non-formal education
field, in which learning comes by doing and by experiencing. This means that participants get involved in the activities in order to explore themselves and their possibilities on the given subject, to practice with real situations and to gain diverse experience.
The activities are available to be used by other organizations, educators and everyone
who works with people who struggle with the acceptance of their own sexuality or gender.
This manual was created as a result out of the "Gender Unlocked" youth exchange, which took place in Ommen, The Netherlands in February 2015. The youth exchange was organised and hosted by the Synergy Olde Vechte Foundation, which is a non-profit organisation, which works with personal development trainings and non-formal education. The project was funded by Erasmus+.
NCE Symposium The Alberta Family Wellness Initiative - Where Science Meets Re...KBHN KT
NCE Symposium - The conditions for impact June 27, 2016. Michelle Gagnon introduced the Alberta Family Wellness Initiative (AFWI), and a summary and considerations for moving knowledge to impact.
An evidence gap map: bringing the research to you
In this session we will be presenting our recently produced evidence gap map of research on intergenerational interventions. The map contains all the published and unpublished studies evaluating the effectiveness of intergenerational interventions using a randomised controlled trial design. The map contains 500 studies.
The Reading and Literacy Summit hosted by Lions Clubs International on May 1, 2013 brought together literacy experts, researchers, educators, vision health providers, entrepreneurs, and civil society partners from around the world to explore challenges and opportunities in global literacy. Over the course of panels and discussions, participants shared strategies for improving global literacy, with a focus on ensuring inclusive education through equitable access and quality. Experts discussed the roles of civil society in education reform and the importance of strengthening education systems, quality teacher training, and community involvement to meet the needs of marginalized children and promote early reading. The summit aimed to find practical solutions and opportunities for cross-sector collaboration to advance literacy worldwide.
YouthSpeak is a global movement powered by AIESEC. YouthSpeak Insights report is a set of insights from over 160 000 young people's opinion about education, engagement, leadership, their vision on the future and sustainable development. By spring 2016 it is the biggest youth movement, aiming on finding an answer to the question: "How can we engage Millennials to take action?".
AIESEC in Finland has customized the data, comparing Finnish reality to the global data and regional analytics. The YouthSpeak Insights report is not an ultimate answer to all of the questions about youth. Based on these insights we are open to conversation about how can we engage young people in Finland to take action towards the development of Finnish society and themselves?
The document summarizes the Interplay Wellbeing Framework project which examines relationships between education, employment, health and wellbeing for Aboriginal and Torres Strait Islander people in remote communities. It involved literature reviews, community engagement, developing a framework and conducting quantitative surveys and qualitative focus groups in four communities. Key findings were that empowerment, culture and long term vision are important for effective programs. The framework provides a tool to inform policy and practice to improve outcomes in these areas. Future work includes further data collection, publications, and applying the tools developed by the project.
Successful communication a toolkid for researchers and cs osDr Lendy Spires
This document provides an introduction to a toolkit for researchers and civil society organizations on successful communication. It discusses why communication is important for development work, providing information to empower communities and ensuring transparency. It also notes communication is important for learning and building understanding between different groups. The document reviews literature on improving research communication to policymakers, other researchers, and end users. It identifies some gaps such as treating communication as a systemic issue, improving the conditions for communication, and facilitating greater Southern engagement in communication processes. The toolkit that follows provides tools for planning, packaging, targeting and monitoring communications.
This manual is based on the experience of working with the Living Library method of A.R.T. Fusion organization. It includes general information about the Living Library method , the concrete steps for implementing a Living Library, examples of Living Libraries implemented by us and information about the impact it has on the people involved in this process.
This document provides a summary of research conducted online and from other sources about healthy sexuality and sexuality education. It includes definitions of key terms, rationales for sexuality education, guidelines and frameworks from organizations in the US, Canada, and UK. The document is a draft that compiles this information under different themes to support the researcher's work in developing sexuality education materials.
Overview on the United Nations Alliance of Civilication Summit and Youth Summit in Vienna Feb 2013 given at the UPF Youth Event in Vienna "A New Religious Pluralism?" on November 20th 2012
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
Open Access Week celebrations in EIFL partner countriesIryna Kuchma
Open Access Week celebrations were held in over 60 developing countries through EIFL partnerships. Over the past year, there has been significant growth in open access repositories and journals in these countries. Advocacy efforts have led to new open access policies at 33 institutions. Events and workshops educated over 11,000 people, and new collaborations have been formed. Challenges remain in planning advocacy projects, but results show increased open access outputs and momentum toward national policy discussions.
Jauniešu politiskā līdzdalība Latvijā. Fakti un interpretācijas. A.Laķe.
Aptauju īsteno Latvijas Jaunatnes padome.
Jauniešu [15-25] aptauja tika īstenota 2014.gada rudenī, kopumā sasniedzot 1500 respondentu izlasi. Anketa sastāvēja no aptuveni 30 jautājumiem, no kuriem daļa tiek izmantoti šajā prezentācijā.
Pētījums tiek turpināts, plānojot diskusijas un intervijas ar politikas veidotājiem, politikas ekspertiem, politologiem un jauniešiem.
2015.gada rudenī tiks veikta vēl viena jauniešu aptauja, vērtējot izmaiņas, kādas būs notikušas jauniešu attieksmēs šī gada laikā, kā arī padziļināti analizējot līdzdalības specifiskus aspektus (piemēram, kā līdzdalību ietekmē jaunie mediji, sociālie tīkli).
Pētījuma gala ziņojums tiek gatavots un būs pieejams 2015.gada rudenī.
Prezentācija par Strukturēto dialogu. Starptautiska konference
“Atbalsts jaunatnes darbam Latvijas un Eiropas mērogā”. /Vilis Brūveris, Latvijas Jaunatnes padomes Starptautisko sadarbības programmu direktors, prezidentūras trio Strukturētā dialoga nacionālais fasilitators/
Presentation for the international conference “Support for youth work development in Latvia and Europe”. /Maria Liiv,
Project Manager at Saue Youth Centre, Association of Estonian Open Youth Centres/
Switzerland has a decentralized youth policy system with responsibilities divided between the federal government, 26 cantons, and municipalities. The goal is to support and involve youth at the local level. Key aspects of Swiss youth policy include promoting youth participation through organizations like 60 Youth Parliaments and the Swiss National Youth Council, protecting youth through the Child and Youth Promotion Act, and funding youth programs and projects at all levels of government. International programs such as Erasmus+ and Youth in Action also provide opportunities for Swiss youth.
Presentation for the international conference “Support for youth work development in Latvia and Europe”. /Nicole Cornu, Former Co-president (2008-12), National Youth Council of Switzerland SAJV / CSAJ /
Prezentācija par Apes jauniešu kluba "Sliedes" darbību, sasniegumiem un piedāvātajām iespējām jauniešiem. Starptautiska konference
“Atbalsts jaunatnes darbam Latvijas un Eiropas mērogā”. /Mārtiņš Janušs, Apes jauniešu klubs "Sliedes"/
Prezentācija par jauniešu centru iespējām piesaistīt finansējumu. Starptautiska konference
“Atbalsts jaunatnes darbam Latvijas un Eiropas mērogā”. /Rudīte Muraševa, Saldus jauniešu atpūtas un iniciatīvas centra “Šķūnis” jaunatnes lietu speciāliste/
Prezentācija par Jaunatnes starptautisko programmu aģentūras darbības jomām un piedāvātajām iespējām. Starptautiska konference
“Atbalsts jaunatnes darbam Latvijas un Eiropas mērogā”. / Vladislava Šķēle, JSPA, Eiropas Savienības programmu daļas projektu koordinatore/
Presentation for the international conference “Support for youth work development in Latvia and Europe” /Stefania Veraghtert, the European Youth Forum, Belgium/
Presentation for the international conference “Support for youth work development in Latvia and Europe” /Lucille Rieux, the European Youth Forum, Belgium/
Presentation for the international conference “Support for youth work development in Latvia and Europe” /Marius Ulozas, Institute for Policy research and Analysis, Lithuania/
Strukturētais dialogs ir Eiropas Savienības partnerības instruments, kas jauniešiem, jauniešu politikas veidotājiem un īstenotājiem sniedz iespēju aktualizēt jaunatnes politikas problēmjautājumus vietējā, nacionālā un Eiropas līmenī.
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1. 1
Youth Policy for NEETs
“Support to youth work development at Latvian and
European level”
November 5th 2014
Working Session
Bronwen Dietrich
Youth Policy Labs
http://www.youthpolicy.org
team@youthpolicy.org
@youthpolicy
3. 3
1st Global Forum on Youth Policy
(Baku, Azerbaijan, Oct. 28th-30th)
1. Rights-based
2. Inclusive
3. Participatory
4. Gender-responsive
5. Comprehensive
6. Knowledge-based and Evidence informed
7. Fully-resourced
8. Accountable
4. 4
GLOBAL INDICES: YOUTH WELLBEING INDEX
• 40 indicators assessing six domains
• Covers 70% of the world’s youth
• Only 30 countries included in first study –
countries chosen for geographical
diversity and to include the most of the
world’s youth.
• NEETs are specifically included in research.
• Rigorous, scientific basis.
5. 5
So how can Youth Policies impact NEETs ?
What do we know?
Challenges & Opportunities
What do YOU think?
6. 6
Activity:
Here’s the idea: World Café – big brown paper, multiple conversations,
sharing of ideas.
Table 1:
In your context (living or working), what are the most relevant guiding
principles?
Table 2:
Table 3:
Table 4:
Why?
In your context, what do NEETs need the most?
In your context, in implementation, what are the biggest challenges for impacting
NEETs positively? What are the biggest the biggest opportunities?
What are YOU going to do to address this situation after this
conference?
7. 7
THANK YOU
Bronwen Dietrich
Think Tank Youth Policy Labs
http://www.youthpolicy.org
team@youthpolicy.org
Latvia has a plan – there is a youth policy, there are frameworks under which that policy can be implemented – the Youth Employment guarantee and European guidelines, and there is an implementation plan to respond to the issue of NEETs.
This session wants to explore things that are true not only at policy level but also at implementation level - and discuss what is important to youth in your context of work or living - and what YOU can do to increase the positive effects of this policy umbrella on NEETs.
(Images from wikicommons.)
Commitment paper outlines guiding principles that should be at basis of all youth policy (and implementation of that policy!)
Notes:
Inclusive – equal opportunities for all young people
Knowledge-based and evidence informed – regularly updated on quantitative and qualitative info - “Situational Analysis/Needs Assessment”
Fully resourced – Budget – Important: Not just how much, but where it goes and how it gets there.
Where does the money come from? Shared ownership, maximizing resources – ex: health has a family planning programme for adolescents, this can be pulled into the larger framework and money shared.
Accountable – Nationally and locally owned, monitored and evaluated against specific targets and indicators.
When it comes to seeing if a policy is working and having an impact - there is no shortage of tools - one of which is the Global Youth Wellbeing Index which takes into account 6 main domains and provides indicators for measuring national responses. This only covers an initial 30 countries, but can be used as a model. It also takes into account NEETs
Citizen Participation,
Economic Opportunity,
Education,
Health,
Information and Communication Technology
Safety and Security.
This index takes into account NEETs
These are similar to the areas at the base of the Latvian Youth Policy (see Policy Review doc. by Council of Europe, 2008)
In order to respond to these domains, and integrate the guiding principles – key policy areas, both in youth employment and other public policies are all of concern.
These domains have an effect on issues concerning NEETs (Domains in the context of targeting NEETs) - they are important to remember, both at policy and implementation levels - and in your context, because - as we said above - actions to improve the NEET situation must be inclusive AND comprehensive - example of health, ICT, Safety - give country best practices from around the world here.
We mentioned in plenary that some of the challenges and opportunities are:
Challenges
NEETs are an incredibly heterogeneous group – their definition varies from country to country, and their individual realities vary from one person to the next.
NEETs are often lost in data – there is no enrolment data, fiscal data, employment status – so how do we respond to needs through policy if we are unable to assess the situation?
Challenges - without naming countries, pull from research on things like
poor administrative capacity
underdeveloped partnership
lack of comprehensive analysis of existing schemes (if this is addressed it increases inclusion initiatives, cost-sharing, needs targeting and accountability - for example)
lack of apprenticeships and on the job training structures
lack of quality and widely recognized accreditation systems, etc.
2. Opportunities:
What we do know, however, is that:
We need cross-sectoral strategies which involve dialogue between many stakeholders - the ministries of education, health, justice, culture and welfare must all be involved in responding to youth needs. As well as institutions like schools, or organisations like youth groups. This is why you are all here!
Youth engagement will allow for a better response to needs and increase ownership and responsibility towards achieving shared goals.
These opportunities should not only be horizontal – at the decision making level, they should also be vertical – going from capital city to local settings, spanning across the country.
Solutions - without naming countries, of maybe here yes as they are good practices, give examples of solutions - ALMPs, career guidance, social dialogue, etc.
Activity: 4 groups for 4 questions. 1 person stays at table and discusses with other participants throughout session, others go and contribute and collect information from other questions. Make sure they write answers on A0 paper. 45 minutes of free talk - "make sure you address all questions" - return to group, have a 15 mn conversation about what you've learned and discussed from other participants - person at table reports back conversation from that table. 30 minutes to create a small blurb about what they learned about that questions - principles, needs, challenges/opportunities, action plans. On another sheet of A0 - 4 sections - each group fills in their section, this is the feedback poster to plenary.
Establish 1 person ready to report back to plenary if necessary.