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Articles on this Page
- 04/04/17--15:00: _Skills for a Changi...
- 03/05/17--15:00: _UNESCO Week for Pea...
- 09/26/17--15:00: _eLearning Africa 20...
- 09/04/17--15:00: _UKFIET 2017
- 08/21/17--15:00: _DETA Conference 2017
- 11/13/17--15:00: _IV Global Conferenc...
- 06/25/17--15:00: _Werelddoel 4: Ieder...
- 10/23/17--15:00: _Launch of the 2017/...
- 09/18/17--15:00: _The role of innovat...
- 08/22/17--15:00: _FAWE Conference on ...
- 04/04/17--15:00: Skills for a Changing World
- 09/26/17--15:00: eLearning Africa 2017: Learning in context
- 09/04/17--15:00: UKFIET 2017
- 08/21/17--15:00: DETA Conference 2017
- 11/13/17--15:00: IV Global Conference on the Sustained Eradication of Child Labour
- 06/25/17--15:00: Werelddoel 4: Iedereen in 2030 toegang tot goed onderwijs
- 09/18/17--15:00: The role of innovation in reaching the Education Commission’s goals
The Center for Universal Education at Brookings will host its annual Research and Policy Symposium, which will focus on the current global movement toward recognizing the full breadth of skills within national education systems. Through a series of public and private discussions, the symposium will highlight the latest research and practices on how curriculum, assessment, and pedagogical processes are expanding to include skills such as problem solving, creativity, and communication. Policymakers, teachers, researchers, and thought leaders will discuss how to design and implement the breadth of skills approach to ensure all children have high-quality learning opportunities that build the necessary skills to create vibrant, healthy societies in the face of changing social, technological, and economic demands. Additional details will be shared in the new year. Until then, please save the date. For any questions, please contact firstname.lastname@example.org.
‘The UNESCO Week for Peace and Sustainable Development: The Role of Education’ presents a unique platform for discussion on two key programmes of the Education Sector, namely Education for Sustainable Development (ESD) and Global Citizenship Education (GCED), and their practical contribution in achieving Target 4.7 of the Sustainable Development Goal 4 on Education. The Week will focus on the issue of teachers and teacher training, and highlight best practices in the fields of ESD and GCED. Participation is by invitation only. UNESCO and the Canadian Commission for UNESCO are jointly organizing this Week for Peace and Sustainable Development which will present the unique opportunity to bring together two important events organized back-to-back with sessions open to all participants: • Review Forum for the UNESCO Global Action Programme (GAP) on ESD: implementation and innovation • Third UNESCO Forum on Global Citizenship Education (GCED): the Role of Teachers The Week will provide space to share and discuss trends and innovation in pedagogical approaches and practices in ESD and GCED, as well as exchange good practices in advancing GCED and ESD in our global context. The Week has been designed to maximize opportunities for interaction, networking and free debates and discussions among participants.
Het bericht UNESCO Week for Peace and Sustainable Development: The Role of Education verscheen eerst op GCE-NL.
In Africa, context is all-important. No-one can afford to ignore it. It is a vital factor in decisions affecting investment, job-creation and development. Africa is a continent, not a single country – a fact many outsiders forget. It has 54 countries and 5 time zones. Political conditions vary and, although growth rates have been rising across Africa, individual economies differ widely in both their performance and prospects. Whilst urbanisation is taking hold, communities still cling proudly to their rural traditions and most Africans, especially women, are still employed in agriculture. Across the continent, as many as 3,000 different languages are spoken, with 500 in Nigeria alone. So, in education and training, an understanding of context is essential. As new communication technologies extend the reach of opportunity, it is vital for educators, policy makers, partners and investors to take account of the local context and conditions. So what are the main contextual and cultural considerations affecting the development of new opportunities through technology supported learning? How can we localise content to maximise opportunity? How should we apply or adapt technology to meet local conditions and needs? Above all, in an Africa that is changing rapidly, how can we maintain and safeguard our connection to tradition and context?
Learning and Teaching for Sustainable Development: Curriculum, Cognition and Context What is taught and learnt are at the heart of education’s contribution to sustainable development. It is through the construction of curricula that certain knowledges, skills, attitudes and values are prioritised and learning organised across the wide range of educational settings and levels. International education policy debates in this millennium have been dominated by access and, more recently, quality, without sufficient attention to questions of what is and might be learned and taught, and how. Such debates are needed and will be profoundly influenced by new understandings of learning processes and how these vary across learning settings and contexts. Prioritisations of what should be taught and learnt are always political as well as technical. Crucial here too is the rise of attention to what individuals and communities value in terms of a set of capabilities that for them define sustainable development. The global context is significant in setting the agenda. The recent period up to 2015 saw a focus on a “learning crisis” and the realisation that the challenge was not simply to get children into schooling but to ensure that they learn more effectively. The arrival of the SDGs brings a new insistence that the challenge is broader still. SDG4 insists on equity and quality, but of lifelong learning, not just schooling. Both SDG4 and the wider set of 17 SDGs, moreover, bring a new set of questions about what different actors think should be learnt across all levels and modes of lifelong learning about a wide range of aspects of life, from energy and water use to promoting peace and gender equality. A revisiting of the content of education is simultaneously a revisiting of education’s purpose. We assume that educational development should: provide all citizens with basic competencies and the opportunity to learn more; reduce the chasm in levels of achievement between students and between countries; and encourage attitudes and values that promote peaceful social evolution. However, the detail of responses to these imperatives will vary across locations and between different levels of education. For instance, it is important to consider what they mean in adult education contexts as compared to in primary schooling. Moreover, such questions need to be framed in relation to goals for: social development that balances equity with incentive, rights with obligations, re-distributive contributions with safety nets, and reshapes the preferences of the next generation to eschew conflict, provide for universal basic needs and live within planetary boundaries; political economy that values the future over the present, promotes tolerance and co-existence, contests destructive ideology, and offers constructive pathways towards responsible participation and viable economic strategies; economic policy that responsibly manages production and employment, redistributes income and benefits, and creates more investment in wellbeing and for public services free at the point of use; and science and technology that transforms health, agricultural and industrial productivity, clean energy production, and the ability to respond to social wants and needs.
Distance Education and Teacher Education in Africa Theme: Getting practical about Sustainable Development Goal (SDG) 4 in Teacher Education in Africa According to United Nations Development Programme (UNDP) Administrator, Helen Clark, “world leaders have an unprecedented opportunity this year [September 2015] to shift the world onto a path of inclusive, sustainable and resilient development”. Accessing ‘quality education’ (SDG 4) has a major role to play in attaining the 17 goals earmarked as SDGs to transform our world. Quality education is a sine qua non for lifelong quality knowing, being and doing in the 21st century. While commendable efforts have been made through universal education, inclusive and quality education still seems to be a problem in many parts of the world, especially in the developing countries of the South. At the centre of this is teacher education. Achieving the 2030 agenda for the SDGs will remain only an aspiration, especially in Africa, if adequate attention is not paid to the quality of teacher education and support, both pre- and in-service. A focus on quality education requires Teacher Education in Africa to reflect on what it deems to be quality education for the learner in Africa. Quality education is anchored in the need for education to address the existential needs of persons, communities and nations, as well as the global labour market. The world, as a global village, rests on the quality of education to sustain development for local and international contexts. Distance education is seen as an important contributor to address global labour market skills shortages by providing quality education for lifelong learners in more flexible and context-responsive ways. The DETA 2017 Conference will create a platform for African educationists to deliberate on how Africa could get practical about achieving SDG 4 in Teacher Education in Africa. These deliberations will be guided by the theme and the following subthemes of the conference: Promoting inclusive education for access Implementing strategies to address disability issues in education Ensuring quality education for development Enacting competency-based and Africa-centric curricula and classroom practices Modelling ICT and ODeL modes of provision for education and teacher development in Africa Developing professional learning communities
While significant progress has been made globally in the fight against all forms of child labour between 2000 and 2012,1 with ILO constituents having increasingly adopted and implemented integrated strategies and coordinated policies to combat child labour the goal that was set to eliminate it in its worst forms by 2016 was not achieved. Under the Sustainable Development Goals (SDG) of the 2030 Agenda, UN Member States, employers’ and workers’ organizations, as well as civil society organizations, are urged to eliminate child labour by 2025, and forced labour, modern slavery and human trafficking by 2030. In order to contribute to this goal, the ILO launched Alliance 8.7 , a global partnership designed to align the efforts of those working towards the achievement of SDG Target 8.7. In this framework, it was agreed that the IV Global Conference should cover both the sustained eradication of child labour and the elimination of forced labour and, in this context, it will also address the issue of the quality of youth employment.
Het bericht IV Global Conference on the Sustained Eradication of Child Labour verscheen eerst op GCE-NL.
Als vervolg op de Millenniumdoelstellingen zijn voor de periode 2015 tot 2030 17 Werelddoelen (Global Goals) vastgesteld om hiermee richting te geven aan wereldwijde acties voor duurzame ontwikkeling. SISABplus streeft ernaar om in haar volgende bijeenkomsten aandacht te besteden aan deze doelen en met u hierover van gedachten te wisselen tijdens de bijeenkomsten. Op deze avond zal Henk van den Heuvel van de VU Amsterdam onderwijs in ontwikkelingslanden en ervaringen presenteren over zijn betrokkenheid bij het hoger onderwijs in Ethiopië. De discussie over het thema wordt ingeleid met een presentatie over de kwaliteitsverbetering van het onderwijs in Peru dat mede door Stichting HoPe is bereikt. HoPe heeft 160 scholen opgezet Beide sprekers hebben zeer veel ervaring opgedaan met projecten in het veld en zullen dan ook hun visie geven op welke manier Werelddoel 4 gehaald zou kunnen worden. Iedereen die interesse heeft voor internationale samenwerking en in het bijzonder over het bereiken van Goed Onderwijs in alle landen zoals beoogd in Werelddoel 4 zal deze avond zeker boeien, de nodige informatie brengen en u inspireren om een bijdrage aan de werelddoelstellingen te leveren. SIBAplus (Stichting Internationale Samenwerking in Breukelen e.o.) wil alle ervaring en kennis die er in de regio Stichtse Vecht is op het gebied van internationale vraagstukken is met elkaar uitwisselen en dit voor iedereen beschikbaar maken via de website. 19.45 Ontvangst met koffie of thee. 20.00 Opening, welkom en mededelingen Door Voorz. Ad van Dongen 20.10 Inleiding over Goed onderwijs in ontwikkelingslanden met als referentie Hoger Onderwijs in Ethiopië Door Dr. Henk van den Heuvel; directeur van het Centrum voor Internationale Samenwerking van de Vrij Universiteit Amsterdam. 21.55 Pauze. 21.10 Discussie over Werelddoel 4 met informatie over de voortgang van het onderwijs in het binnenland van Peru onder leiding van Maarten Elling Voorzitter van Stichting Hope. Zie voor het onderwijsproject http://www.stichtinghope.org/index.php/projecten 21.40 Afronding met netwerken onder genot van een hapje en drankje. 21.55 Einde Toegang is gratis. Wij verzoeken u zich vooraf aan te melden voor 24 juni door een email te sturen naar email@example.com
Het bericht Werelddoel 4: Iedereen in 2030 toegang tot goed onderwijs verscheen eerst op GCE-NL.
The GEM Report team is pleased to announce that the 2017/8 Report, ‘Accountability in Education: Meeting our Commitments‘ will be released on October 24, 2017. This Report tracks the world’s progress towards Sustainable Development Goal 4 and its targets. It also shows how important and relevant accountability is in education. It shows that education is a shared responsibility and that we all have a role to play in contributing to SDG 4. When accountability works, there are clear lines of responsibility and a roadmap for taking action when problems arise. When accountability is absent or weak, negligence and abuse can take hold. And when accountability is badly designed, there can be negative side effects that can put the achievement of our global goal at risk. You can join the conversation already by tweeting at @GEMReport, or by using the hashtags #WhosAccountable and #CountOnME. You can also stay abreast of launch events around the world by visiting the Events page.
Het bericht Launch of the 2017/8 GEM Report Accountability and Education: Meeting our commitments verscheen eerst op GCE-NL.
The Center for Universal Education at Brookings (CUE) and the International Commission on Financing Global Education Opportunity (Education Commission) will co-host the launch of a report, “Can We Leapfrog? The Potential of Education Innovations to Rapidly Accelerate Progress,” on innovation and the potential to “leapfrog” education systems around the globe to provide breadth of skills for all learners. The report investigates innovation in the education ecosystem through a global scan of education practices and recommends actions furthering the Education Commission’s call for increased innovation to transform global education. The event will feature an overview of the report’s findings by Rebecca Winthrop, senior fellow and director of CUE, and showcase key innovators and implementers in the education sector.
Het bericht The role of innovation in reaching the Education Commission’s goals verscheen eerst op GCE-NL.
The Forum for African Women Educationalists (FAWE) will host the first of its kind Conference on Girls’ Education in Africa and the 10th Triennial General Assembly in Lusaka, Zambia. The inaugural Conference on Girls’ Education in Africa seeks to identify strategies and opportunities for promoting youth leadership and engagement in regional, continental and international education dialogue on gender equality with a specific focus on the African Union’s Continental Education Strategy for Africa (CESA 16-25) and Agenda 2063. This conference comes at a time when FAWE is also celebrating 25 years since its founding in 1992. FAWE’s 10th Triennial General Assembly and the visioning for the next five-year strategic plan 2019-2023 will also be taking place at the conference.
Het bericht FAWE Conference on Girls’ Education in Africa and the 10th Triennial General Assembly verscheen eerst op GCE-NL.