MDG’L 2: Achieve Universal Primary Education

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http://worldviewmission.nl/?page_id=5750

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http://worldviewmission.nl/?page_id=125

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http://worldviewmission.nl/?page_id=5733

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The World In 2030

Environmental Education Toward a Well-Prepared World

An interview with Pam Puntenney

The World in 2013 JPEG

The World in 2013 Road JPEG

http://www.sgiquarterly.org/assets/files/pdf/1510_82.pdf

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http://www.sgiquarterly.org/feature2015oct-1.html

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New UNU-IAS Policy Brief on Education for Climate Change

With best wishes,

Dr. Noman Fazal Qadir
PhD(UK), MSc(UK), BSc, DIC(UK), DQMC(UK), MAS(UK)
email :- (personal ) nfqadir@yahoo.com ; nfqadir@gmail.com
cellular UAE+ 971 50 6534979 ; https://ae.linkedin.com/in/nfqadir
“Never doubt that a small group of thoughtful committed citizens can change
the world: Indeed it’s the only thing that ever has.”
- Margaret Mead
Benjamin Franklin said, “If you fail to plan, you are planning to fail,”

Please Think B4U Print
1 ream of paper = 6% of a tree and 5.4 kg CO2 in the atmosphere
3 sheets of A4 paper pollutes 1 litre of water

‘SAVE WATER J  ~  SAVE ENERGY~ ~ SAVE EARTH

From: bounce-1571263-413681@lists.iisd.ca
[mailto:bounce-1571263-413681@lists.iisd.ca] On Behalf Of Lucia Kovacova
Sent: Thursday, February 11, 2016

To: Climate Change Info Mailing List
Subject: New UNU-IAS Policy Brief on Education for Climate Change

Dear Climate-L subscribers,

On behalf of United Nations University Institute of Advanced Study of
Sustainability (UNU-IAS), I would like to share with you a new addition to
our Policy Brief series, titled “Climate Change Education From Critical
Thinking to Critical Action” by Philip Vaughter, which proposes
recommendations on how to close the gap between education and action on
climate change.

Effective policy related to climate change education requires not only a
commitment to teach and learn but a commitment to act. Research has shown
that knowledge alone is insufficient for societies to change behaviour;
therefore, policymakers must move beyond education systems that simply
transmit knowledge to ones that promote graduates who are engaged in
systemic change.

Recommendations:

* Emphasise action competence, not just knowledge, in developing
curriculums and learning outcomes related to climate change literacy.
* Create learning environments in which students are able to practise
action competence in responding to climate changes, by minimising
operational policy and practices that contradict competencies being taught
in relation to climate change.
* Target adult and senior learners for climate literacy and building
action competence with regard to climate change.

For downloads, please visit UNU-IAS website
https://collections.unu.edu/eserv/UNU:3372/UNUIAS_PB_4.pdf

Best regards,
Lucia Kovacova
—————
United Nations University
Institute for the Advanced Study of Sustainability
5-53-70 Jingumae,
Shibuya-ku, Tokyo 150-8925
Japan
Tel: +81 3 5467 1212
Fax: +81 3 3499 2828

If you would like to join the climate-l
Mailing List, please click here to
SUBSCRIBE:

join-climate-l@lists.iisd.ca

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HEd. Leading: Place-based Sustainability & Learning Communities
Dear Community of Educators,

UNSD Education Caucus member, Jean MacGregor her team have developed a successful program, Curriculum For the Bioregion. Described as:   Fostering an Ethic of Place.

Higher education must lead the way in preparing learners for citizenship in a world where the complex issues of sustainability—environmental quality, true community health and wellbeing, and social equity and justice—are paramount.

Curriculum for the Bioregion engages faculty communities in exploring these issues and in building sustainability concepts and place-based learning into a broad array of courses and disciplines. An initiative of the Washington Center for Improving the Quality of Undergraduate Education, we bring together faculty and staff as well as community leaders and experts throughout Washington State to strengthen sustainability education.

—-
The program started out in the first phase surveying the students, with the assessment growing into the framework of “Learning Communities”.  Further Information is appended below.
All the best,
Pam Puntenney and Bremley Lyngdoh
UNSD Education Caucus Co-Chairs
Co-Coordinators Climate Change
__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  1-734-352-7429
Land line: +1 (734) 994-3612

======

Begin forwarded message:
From: Washington Center <washcenter@evergreen.edu>
Date: January 29, 2016
To: “Lynch, Abigail (Staff)” <lyncha@evergreen.edu>
Subject: Winter/Spring 2016 Online LC Student Survey Now Available
Dear Colleagues,The Winter/Spring Online Learning Community Student Survey is now available for the 2015-16 academic year. This survey asks students about their experiences of learning in learning communities. It focuses on dimensions associated with learning communities, such as intentional integration of concepts and skills from different classes or disciplines, opportunities to work with peers, and a comparison of their LC experience with other classes.

Fees for participating are:
  • A flat fee of $200 per term to use the survey and receive an aggregated data report for your institution
  • $50 for each additional analysis for individual learning communities
  • $50 to customize the survey by adding 5 institution-specific questions
  • $50 for each analysis of institution-specific questions
The survey comes with a companion tool, the Peer-to-Peer Reflection Protocol. This tool builds on students’ responses to the online questions and adds a collective dimension to assessing learning.
To receive additional information about participating in this year’s survey, please send an e-mail request toMaureen Pettitt, who will manage all aspects of this academic year’s survey for the Washington Center.
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World Education Forum and Sustainable Development – Ministries of Education
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Dear Friends and Colleagues,
PARIS – This year marks a turning point for the world, with the international community adopting a new global development strategy in September and negotiating a universal deal to combat climate change in December. To succeed, policymakers must recognize that today’s global imperatives – to eradicate poverty and improve wellbeing, while restoring the Earth’s balance – form a single agenda, and that the most effective means of achieving it is education.
The good news is that the proposed set of Sustainable Development Goals, which will underpin global efforts for the next 15 years, reflect this recognition. Likewise, Article 6 of the United Nations Framework Convention on Climate Change (UNFCCC) stipulates that education, training, and public awareness on climate change must be pursued.
But, with negotiations on these global agreements far from complete, it is vital that policymakers’ emphasis on education continues to be reinforced. To this end, the world’s education ministers must take the opportunity offered by this month’s World Education Forum in Incheon, South Korea, to highlight the role that education can and should play in advancing sustainable development.
A strong education system broadens access to opportunities, improves health, and bolsters the resilience of communities – all while fueling economic growth in a way that can reinforce and accelerate these processes. Moreover, education provides the skills people need to thrive in the new sustainable economy, working in areas such as renewable energy, smart agriculture, forest rehabilitation, the design of resource-efficient cities, and sound management of healthy ecosystems.
Perhaps most important, education can bring about a fundamental shift in how we think, act, and discharge our responsibilities toward one another and the planet. After all, while financial incentives, targeted policies, and technological innovation are needed to catalyze new ways of producing and consuming, they cannot reshape people’s value systems so that they willingly uphold and advance the principles of sustainable development. Schools, however, can nurture a new generation of environmentally savvy citizens to support the transition to a prosperous and sustainable future.
Some schools are already becoming learning labs for sustainable development, where young students are being prepared to adapt to and help mitigate the consequences of climate change. Guided by the UNFCCC – as well as related initiatives like the UN Alliance on Climate Change Education, Training, and Public Awareness – governments are increasingly integrating education strategies, tools, and targets into national development policies. The UNESCO-led UN Decade of Education for Sustainable Development, which began in 2005, was explicitly intended to instill in every human being “the knowledge, skills, attitudes, and values necessary to shape a sustainable future.”
Together, UNESCO and the UNFCCC are not only promoting climate-change education in schools; they are also giving teachers the tools and knowledge they need to provide that education through online courses. Already, more than 14 million students and 1.2 million teachers in 58 countries have been engaged in such learning, and 550 business schools have signed on to the Principles for Responsible Management Education, developed by the UN Global Compact.
This progress, though important, is just the beginning. What is needed now is a global movement, with every student in every country learning about sustainable development from well-trained teachers, equipped with the appropriate curricula and resources. An ambitious sustainable development agenda, together with a legally binding global climate deal, could go a long way toward catalyzing such a movement.
Of course, we cannot secure a sustainable future in a matter of months. But, with a well-designed set of commitments and targets, we can move onto the right path. And, with effective educational programs that instill in future generations the importance of restoring Earth’s balance and delivering a prosperous future for the many, rather than the few, we can stay on that path.
That is the message that education ministers must emphasize at their upcoming forum, and that policymakers should heed as they negotiate this year’s two critical global agreements.
Gayatri Raghwa
Outreach Programme Senior Specialist – Education
Environmental Information, Science & Outreach Management
T:+971 (2) 693 4630
F:+971 (2) 446 3339
E: graghwa@ead.ae
T: +971 (2) 4454777
PO Box:45553
Al Mamoura Building
Murour Road
Abu Dhabi, United Arab Emirates
www.ead.ae
جاياترى راغوا
أخصائي أول برنامج التوعية – التعليم
قطاع إدارة المعلومات والعلوم والتوعية البيئية
Env Agency Dubai
EnvironmentAbuDhabi
  إنتـاج ورقة واحـدة مقـاس A4 يسـتهلك حـوالي 10 لترات من المياه. نرجو وضع ذلك في الاعتبار قبل طباعـة محتـوى هـذا البريــد الإلكترونــي.
It takes approximately 10 litres of water to manufacture a single sheet of A4 paper. Please consider this before printing this email .
This email (including any attachments) sent by or on behalf of the Environment Agency – Abu Dhabi or one of its affiliated entities (together “EAD”), is confidential and may be privileged or otherwise protected. If you receive this email in error, you may not disclose,copy or use it. Please inform us and then delete it from your system without copying it or disclosing its contents to anyone. Messages sent to and from EAD may be monitored to ensure compliance with internal policies and to protect EAD’s interest. Emails are not secure and cannot be guaranteed to be error free. Anyone who communicates with EAD by email is taken to accept these risks and EAD accepts no responsibility for damage that may be caused.
هذا البريد الإلكتروني ومرفقاته (إن وجدت)  تم إرساله من قبل أو نيابة عن هيئة البيئة – أبوظبي أو من أحدى الجهات التابعة لها، ويعتبر وثيقة سرية قد تحتوي على معلومات تتمتع بالحماية والحصانة. وفي حالة استلامكم هذه الرسالة بطريق الخطأ، لا يجوز الكشف عن محتواها أو نسخها أو استخدامها. ونرجو إخطارنا على الفور، ثم القيام بحذفها من الحاسب الآلي الخاص بكم. وقد تكون الرسائل المرسلة من وإلى هيئة البيئة – أبوظبي مراقبة لضمان الالتزام بالسياسات الداخلية ولحماية مصلحة هيئة البيئة – أبو ظبي. ولا تعتبر رسائل البريد الإلكتروني آمنة ولا يمكن ضمان خلوها من الأخطاء. وعلى كل من يتواصل مع هيئة البيئة – أبوظبي عبر البريد الإلكتروني أن يتقبل مثل هذه المخاطر ولا تتحمل الهيئة أية مسؤولية عن الأضرار التي قد تنجم عن ذلك.
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flyer environment edu

 

Hello everybody!

The web-site of the European Days on Environmental Education is now on-line and active!

www.europe.environmental-education.org/index.html

You will find on the web-site the initial program as well as the registration form, documents related to the event and information regarding accommodation.

The international organizing committee of the European Days has been defining different subject suggestions for the workshops, based on three major matters:

Göteborg’s themes: the subjects that will be proposed in the 8th edition of the World Environmental Education Congress WEEC 2015 (http://weec2015.org ) have been integrated with the international commitee’s proposals.

Building a Network: The need to build not only a European network but also a worldwide network led us to propose this workshop in order to discuss a Political Document on EESD in Europe and to continue creating a European area for consultation on environmental education.

European programs: introduce and discuss different European and worldwide programs with the participation of experts such as European functionaries in order to give the participants the opportunity to deepen their knowledge of a specific program and begin to identify partners and themes for European projects.

But this is not all: we also want your point of view. Therefore, in the registration form you will be able to give us your opinion and suggest us new themes for the workshops, as well as propositions for the development of the program and ideas for the event.

We thank you for your collaboration!

Kind regards

Bonjour à tous/toutes,

Le site des Journées Européennes pour l’Education à l’Enviornnement est maintenant en ligne et active!

www.europe.environmental-education.org/index.html

Sur le site vous trouverez le programme initial ainsi que le formulaire d’inscription, les documents sur l’evenment et informations sur l’accomodation.

Le comité d’organisation internationale de ces Journées Européennes a identifiés diffèrent propositions de sujets pour les ateliers, en se basant sur trois questions principales:

Les thèmes de Göteborg: les thèmes qui seront proposés pendant la 8ème édition du Congrès mondial d’éducation environnementale WEEC 2015 (http://weec2015.org ) ont été intégrés aux propositions du Comité international.

 Construction du réseau: la nécessité de construire non seulement un réseau européen, mais également un réseau mondial nous a conduit à proposer cet atelier afin de discuter sur un Document Politique sur l’EE en Europe et de continuer à créer un espace européen de concertation sur l’éducation environnementale.

Programmes européens: présenter et discuter différents programmes Européens (et mondiales) avec la participation d’experts comme fonctionnaires européens, afin de donner aux participants l’occasion d’approfondir leur connaissance sur un programme spécifique et de commencer à identifier des partenaires et des thèmes pour de projets européens qui seront présentées.

Mais nous voulons aussi votre point de vue. A cet égard, vous pourriez, à travers le formulaire d’inscription, nous donner  vos suggestions sur les thèmes pour les ateliers, vos propositions pour le développement du programme et des idées pour l’événement.

 Nous vous remercions pour votre collaboration et votre patience.

 Bien Cordialement

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Hola a todos/todas!

La página web de las Jornadas Europeas para la Educación Ambiental esta ahora en línea y activa!

www.europe.environmental-education.org/index.html

Encontrarán en el sitio web el programa inicial, como también el formulario de inscripción, los documentos relacionados con el evento y la información sobre el alojamiento.

El comité organizador internacional de las Jornadas Europeas ha estado delineando diferentes sugerencias para las temáticas de los talleres, basándose sobre tres cuestiones principales:

Temas de Gotemburgo: los temas que se propondrán en la octava edición del Congreso Mundial de Educación Ambiental WEEC 2015 (http://weec2015.org ) se han integrado con las propuestas del comité.

La constitución de una red: La necesidad de construir no sólo una red europea, sino también una red mundial nos llevó a sugerir este taller con el fin de discutir sobre un documento de política sobre el ambiente y desarrollo sustentable en Europa y continuar con la creación de un espacio europeo de concertación sobre la educación ambiental.

Programas europeos: introducir y discutir diferentes programas europeos (y mundiales) con la participación de expertos tales como funcionarios europeos, con el fin de dar a los participantes la oportunidad de profundizar  el conocimiento de un programa específico y comenzar a identificar socios y temas para proyectos europeos o mundiales.

Pero queremos también vuestro punto de vista. Por lo tanto, en el formulario de inscripción podrán darnos vuestra opinión sugerencias sobre nuevos temas para los talleres, como también propuestas para el desarrollo del programa y ideas para el evento.

Agradecemos vuestra colaboración y vuestra paciencia

Saludos cordiales

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Thema: Announcing – UL and NAAEE Announce UL Innovative Education Award Program to Advance Environmen​tal and STEM Education

Dear Community of Educators,

In recognition of our world’s changing needs, UL (Underwriters Laboratories Inc.), the global safety science leader, and the North American Association for Environmental Education (NAAEE), a leader in environmental education, today announced the UL Innovative Education Award, a first-of-its-kind initiative designed to invest US$250,000 in environmental and STEM education, sustainable communities and youth empowerment.  To learn more,

http://www.prnewswire.com/news-releases/ul-and-naaee-announce-ul-innovative-education-award-program-to-advance-environmental-and-stem-education-278643831.html

All the best,

Pam Puntenney and Bremley Lyngdoh

UN SD Education Caucus Co-Chairs

Co-Coordinators Climate Change

 

UN SD Education Caucus

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WEEC 2015: Call for paper are now open

Dear members,

We would like to announce that the call for papers for the 8th WEEC in 2015 (Goteborg, Sweden) is now open. 

Please check the attached document for all information. 

Best regards,

Chers membres, 

on annonce que l’appel d’articles pour le WEEC en 2015 (Göteborg, Suède) est maintenant ouvert. 

S’il vous plaît vérifier le document ci-joint pour toutes les informations. 

Cordialement,

Estimados miembros, 

nos gustaría anunciar que la convocatoria de ponencias para la WEEC en 2015 (Gotemburgo, Suecia) ya está abierto. 

Por favor, consulte el documento adjunto para toda la información. 

Saludos cordiales,

Manuela Tenaglia 
WEEC Network Assistant 

secretariat@environmental-education.org

WEEC Permanent Secretariat
Strada del Nobile 86, 10131 Torino (Italy) – Ph./Fax +390114366522

http://www.environmental-education.org/

 

  Letter endorsement – UNCTAD Investment Oct 9

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 WM LOGO GLC NEWSnaamloos

 

GCE-NL Nieuws 13 oktober 2014

zie logo:   WM LOGO GLC NEWSnaamloos

Bekijk dit bericht in uw browser

GCE-NL Nieuws 13 oktober 2014

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Education That Pays for Itself 2014 Conference Invitation

Subject: Re: Education That Pays for Itself 2014 Conference Invitation

Dear E-Forum Members,

It has been brought to our attention that there are some questions about
payment for the conference registration. Please see more details below:

= We have confirmed that both our bank accounts are operational and able to
receive payments.
= Our conference fees can be paid for by Credit Card or Bank/WireTransfer.
= All people wishing to attended should register at
http://www.educationthatpaysforitself.org/  as soon as possible
= We are delighted to announce that this year’s conference will be opened
by Jessica Alupo, Ugandan Minister for Education and Sport.
= Please check out our past conferences for a taste of what to look forward
to : http://www.educationthatpaysforitself.org/previous.php

Paying by bank transfer:

Payment by bank transfer is possible in BPS (British Pounds Sterling)
through international bank transfer.
UK Account

Account Beneficiary:  Teach A Man To Fish
Bank Name:               The Co-operative Bank Plc
Account Number:       65181812
S.W.I.F.T. Code:          CPBKGB22
IBAN:                         GB39 CPBK 0892 9965 1818 12
Reference:                 Education That Pays 2014

Local Bank Transfer (within Uganda)*
Payment by direct bank transfer from a local bank account in Ugandan UGX
(Ugandan Shillings) is possible using the account details provided below

Account Beneficiary:  Mackay MC Nateete
Bank Name:               Bank of Africa, Uganda
Bank Address:           Bank of Africa, Uganda
Equatoria Branch
84/86 Ben Kiwanukast
PO Box 2750
Kampala
Uganda
Account Number:      0150349936901

Please contact me if you have any other questions or concerns. 

Subject: Education That Pays for Itself 2014 Conference Invitation

Dear Members of the UNEVOC Community,

I would like to extend an invitation for you all to participate in the
Education that Pays for Itself 2014 Conference in Uganda. From the 30th
October – 1st November 2014, Education That Pays For Itself 2014 will bring
together some of the world’s leading practitioners in financially
sustainable education in a unique forum for learning, networking,
inspiration and action.

We will welcome more than 200 delegates for 3 days of lively workshops,
debates and presentations. Our participants include educators,
policymakers, business people, philanthropists, social entrepreneurs and
NGOs from around the world, all sharing their ideas and knowledge on
transforming young people from job seekers to job creators through
educational and profitable school businesses.

Realizing a Shared Vision…
Imagine… a school for children from the poorest of families – but where
all graduates leave with the skills and experience needed to generate
wealth for themselves and their communities
Imagine… a school in a developing country which is able to support itself
without relying on subsidies – and yet is able to afford the best
facilities and the best teachers.
These schools exist, the change is happening, this is your chance to be
part of it!

Find out more at http://www.educationthatpaysforitself.org/

Warm Regards,
Luis Fernando Cateura
Fundación Paraguaya

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2706

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UN CC:Learn News: New Tool on Good Learning Practices Launched

Dear Climate L readers,

Please find below the latest news from UN CC:Learn.

New UN CC:Learn Tool of Good Learning Practices Related to Climate Change

18 July 2014, Geneva, Switzerland. The UN CC:Learn programme has launched a new and dynamic platform to showcase good learning practices in the area of climate change. The platform aim to inspire climate change education and training activities around the world, and to identify concrete recommendations for effective learning action. Read more…

About UN CC:Learn

UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States in designing and implementing results-oriented and sustainable learning to address climate change. The Secretariat for UN CC:Learn is provided by UNITAR. An important aspect of UN CC:Learn is to support countries develop a National Climate Change Learning Strategy through a multi-sectoral and multi-stakeholder process. During the course of 2012-2013, Benin, the Dominican Republic, Indonesia, Malawi, and Uganda are participating as UN CC:Learn pilot countries. Funding for UN CC:Learn is provided by the Swiss Government.

Best regards,

Vincens COTE (Mr.)

Climate Change Specialist

Climate Change Programme (CCP)

United Nations Institute for Training and Research (UNITAR)

Palais des Nations, CH-1211 Geneva 10, Switzerland

Tel: +41 22 917 8730 / Fax: +41 22 917 8047

Email: vincens.cote@unitar.org / Website : www.unitar.org

 

UNITAR-logo for email3    pc30 video30 facebook30 twitter-green30

UNITAR is making concrete contributions to developing

the capacities of tens of thousands of people, and institutions

around the world.  Check out UNITAR’s online catalogue.

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GCE-NL Nieuws 5 juli 2014  Bekijk dit bericht in uw browser
Overheden uit Afrika en Azië verhogen hun bijdragen aan onderwijs
Op de Replenishment Meeting van het Global Partnership for Education in Brussel vorige week hebben de leden 28,5 miljard US dollar toegezegd voor de periode 2015-2018. Het overgrote deel daarvan is afkomstig van 27 overheden in Afrika en Azië. Zij beloofden hun nationale budget voor onderwijs te verhogen met 26 miljard US dollar voor de komende vier jaar. Meer lezen:

www.globalcampaignforeducation.nl
GCE@Edukans.nl

Global Campaign for Education Nederland

p/a Edukans, Postbus 1492, 3800 BL Nederland

www.globalcampaignforeducation.nl

Amersfoort, 3800 BL

Netherlands

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UNESCO-UNEVOC e-Forum
Subject: Re: Starting a Business/Entrepreneurship

For those of you seeking sources of funding for your TVET programs, here is what my country Canada is doing for developing countries. http://www.acdi-cida.gc.ca/acdi-cida/acdi-cida.nsf/eng/nat-824104736-kct

Best regards, James
James D. Roumeliotis http://about.me/jdroumeliotis
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Atti 7°

Dear members,


the proceedings of the 7th World Congress on Environmental Education
(WEEC, Marrakech, 9-14 June 2013) are published and available in pdf
on
www.environmental-education.org web-site.


Please, if you wish to be deleted by this mailing list answer to this email.
Thank you for the collaboration
Regards,
The WEEC Permanent Secretariat

                        Cari membri,

i lavori del 7 ° Congresso Mondiale di Educazione Ambientale (WEEC, Marrakech, Giugno 09-14 2013) sono pubblicati e disponibili in pdf sul www.environmental-education.org web-site.
Per favore, se desideri essere cancellato da questa mailing list risponda a questa email.
Grazie per la collaborazione
Saluti,
Il Segretariato Permanente WEEC
Chers membres,
les travaux du 7ème Congrès Mondial sur l’éducation environnementale
(WEEC, Marrakech, Maroc, 9-14 Juin 2013) sont publiés et disponibles en pdf
sur le site Web www.environmental-
education.org.
S’il vous plaît, si vous souhaitez être supprimé par cette liste de
diffusion réponse à cet e-mail.
Merci pour la collaboration
Cordialement,
The WEEC Permanent Secretariat
Estimados miembros,
las actas del 7 º Congreso Mundial de Educación Ambiental
(WEEC, Marrakech, 9-14 de junio de 2013) se publican y están disponibles en pdf
en
www.environmental-education.org web-site.
Por favor, si desea ser removido por esta lista de correo responde a
este correo electrónico.
Gracias por la colaboración
Saludos,
The WEEC Permanent Secretariat
 

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“Call for hosting” the 9th WEEC in 2017–Appel à candidatur​es pour l’organisa​tion du congrès mondial WEEC en 2017–Convo​catoria de candidatur​as para la organizaci​ón del 9° Congreso Mundial WEEC en el 2017

http://a6c6b.s28.it/f/rnl.aspx/?fie=sxn/xxy:&x=pv&fj=vxcf:=pwwz0&x=pv&1&x=pv&&x=pv&=f&akaj&x=pp&rwk.&x=pv&48579gNCLM

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Earth Charter executive programmes 2015

The Earth Charter Center for Education for Sustainable Development is pleased to announce four intensive courses for the first half of 2015. These courses will all take place at the Earth Charter Center in Costa Rica in our new, LEED certified facility within the El Rodeo protected zone. Please, forward to interested parties.
1.  Education for sustainability and transformative Learning,   February 2-6.   Mark Hathaway, co-author of the book “Tao of Liberation” with Leonardo Boff,  is going to facilitate this programme that will be offered in Spanish. 
www.earthcharter.org/educaciontransformadora
2. Leadership in a changing world, March 23-27.  The well-known systems thinker author Frijof Capra will co-facilitate with ECI Director Mirian Vilela this intensive programme for executives, managers, and municipal authorities. This programme will be offered in English and possibly with a simultaneous translation in Spanish. 
www.earthcharter.org/systemsview
3. Communicating Powerfully and Effectively on Sustainability, April 13-17. Speaker, coach, actor, writer, and director Jesai Jaymes and Earth Charter Communications coordinator Douglas F. Williamson will co-facilitate this programme for emerging leaders, community organizers, communicators, and CSR professionals in English only. 
www.earthcharter.org/sustainabilitycommunication
4. Education and Values for Sustainable Development: Teaching what really matters,  June 22-26. Sam Crowell will return to co-facilitate with Mirian Vilela this programme, that is offered in English only. 
www.earthcharter.org/educationandvalues
For further information, scholarships and other details please contact 
apply@earthcharter.org
Best regards,
Douglas F. Williamson
Earth Charter International

Zone contenant les pièces jointes

Prévisualiser la pièce jointe Call PhD WinterSchool 2015 Basel.pdf

Call PhD WinterSchool 2015 Basel.pdf 

 

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UN Secretary-​General, Global Leaders Urge Action on Education – Sustainabl​e Developmen​t Policy & Practice

UN Secretary-General, Global Leaders Urge Action on Education

un-worldbank
10 April 2014: UN Secretary-General Ban Ki-moon and other global leaders launched the Emergency Coalition for Global Education Access, which aims to get 57 million children in school, and calls for “four zeros”: zero exclusion from education; zero discrimination against girls; zero child labor; and zero child marriage. The Coalition was established in response to reports that the world is off track in achieving the Millennium Development Goal (MDG) of getting all children into education by 2015.
At the current pace, it will be 2086 before all children are in school, according to the UN. Describing current progress as “unacceptable from a moral, economic and global security perspective,” UN Special Envoy for Global Education Gordon Brown said education must be put “on the international agenda in a way that cannot be ignored.” Ban added that too many children are kept out of school because of conflict, displacement, sexual and gender-based violence, and child marriage and labor.
The launch took place on the sidelines of the World Bank and International Monetary Fund (IMF) Spring Meetings in Washington, DC, US, along with several other education-focused events.
The World Bank’s ‘Learning for All Symposium’ highlighted the role of children’s education in ending extreme poverty and building shared prosperity. Ban said “there is no greater return than investing in education,” and called on political leaders, national governments and donors to reverse trends of declining spending on education.
He recommended integrating “quality, inclusive and equitable education and lifelong learning in the post-2015 sustainable development agenda.”
The 2015 Countdown Summit was organized in collaboration with ‘A World at School’ campaign, which announced a network of 500 youth ambassadors from 80 countries who will join the UN Youth Advocacy Group for the UN Global Education First Initiative to promote learning for all. The youth ambassadors are expected to highlight the need for urgent education action at a June takeover of the African Union (AU) on the Day of the African Child.

read more:   http://uncsd.iisd.org/news/un-secretary-general-global-leaders-urge-action-on-education/

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Subject: RE: UNESCO Entrepreneurship Education Network is Live
Good Day, Every One!
Quite coincidentally, I just yesterday completed a paper which is very closely related to this topic.
I found the following comments especially striking:
Learning to learn is a transversal competence that is not usually explicitly assessed. Consequently, there are no computer-based assessment tools being developed or used to measure this competence. … As with “Learning to Learn” evidence on how to foster and assess a sense of initiative and entrepreneurship is scarce.
Being a transversal skill, there is a lack of evidence and insight on how this key competence is, can and should be integrated in curricula and taught in schools.
The situation is not much better in cases where “enterprise education” has been introduced in schools as a dedicated subject as there is a concern that the “delivery” of enterprise education takes place in ways which are not “enterprising” forms of learning, and that changes to definitions, frameworks and pedagogy are needed to clarify its future educational role (Draycott & Rae, 2011) (European Commission, 2013).
For those interested in this topic, I recommend especially the following resources:
Elias, T. (2011). Universal instructional design principles for mobile learning. The International Review Of Research In Open And Distance Learning, 12(2), 143-156. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/965/1675
European Commission, Joint Research Centre, Institute for Prospective Technological Studies. (2013). The Use of ICT for  the Assessment of Key Competences. Retrieved from http://ftp.jrc.es/EURdoc/JRC76971.pdf
Rheingold, H. (2014).
The Peeragogy Handbook. Retrieved from http://metameso.org/peeragogy-2.01-ebook.pdf
Solomon, J. (2005). Theories of learning and the range of autodidactism. In J. Solomon (Ed.), The Passion to Learn: An Inquiry into Autodidactism. (pp. 12 – 13). London:  RoutledgeFalmer.
(2012, June 2)  In praise of misfits.  The Economist.  Retrieved from http://www.economist.com
The Autodidact Project, by Ralph Dumain In terms of my personal interests, this is the single most interesting resource on this subject (Autodidactism)  that I have found.  I could get lost in there, and quite happily so. http://www.autodidactproject.org/
If you have links to other resources relating to this topic, please do share them with me.
My present conclusion is: In response to evident shifts in the self-propelled activities of Learners, it now seems reasonable as a matter of public policy to devote more funding to universal internet access on a 24/7 basis, and less funding to educational institutions with limited hours of service operation and limited geographical service areas.  In short, a policy of “Learning Tools Before Schools” is here recommended as the 21st Century unfolds.
Thanks very much to those behind the eenet for their efforts with this.
Yours,
Damian
T. Damian Boyle Workplace Educator Mine Training & Research Institute Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada www.northlandscollege.sk.ca
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Governance of TVET

Subject: Governance of TVET

How do we have best possible system of Governance for TVET in which there are different competing parties ie Ministry of Education, Ministry of Labour, private sectors, colleges that implement their own strategies and objectives. Work in fragmented way without one body that implement one strategy, formulate policies, finance, direct, supervise all aspects of TVET towards achieving the national goals view thread online: http://www.unevoc.unesco.org/go.php?q=e-forum+-+Discussions+en+cours&skin=efor&lang=fr&action=threadlist&thread=2643

 

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Keith Keys [mailto:keith@remotenet.net]

 Subject: RE: Governance of TVET

 Dear Hasan,

 You raise an extremely important question as each of the stated stakeholder
hold their own views on where skills shortages are and the importance and
gravity of addressing such shortages.

I believe that the best (and only realistic) method of managing a holistic
governance solution is the implementation of a centralised TVET management
information software solution that is accessible to the major stakeholders.
If this solution is properly maintained and kept up to date, the reporting
functionality of the software would be capable of interrogating the data
and providing accurate and unbiased statistics for the relevant
stakeholders.  This reporting function should thus guide these major
role-players on what course of action to follow and therefore empower them
to issue directives to the remaining stakeholders in the context of what
training should be offered to address the shortages.

The software solution must be capable of assisting the decision-makers to,
not only identify the skills shortages, but also assess whether there is
sufficient capacity within the country to perform the necessary training
and, if not, enable them to plan for the future (i.e. train-the-trainer
programs).

Not only does our software solution address these issues, but it also
enables the major stakeholders to analyse any potential, future skills
shortages that could occur whether these may be due to the lack of
succession planning or age-related retirements from the affected skills.

Regards,

Keith Keys
DIRECTOR, Remotenet

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2643

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From: youssef naouar [mailto:youssefnaouar@yahoo.fr]

 Subject: Re: Governance of TVE

FRENCH ORIGINAL

Je suis tout à fait d’accord avec vous cher Salah. En fait la question de
développement des ressources humaines occupe une place stratégique au
niveau de l’état et traverse même la portée nationale. D ‘après un
ensemble de lectures et d’études, il semble que la gouvernance du TVET est
la résultante des conflits des sous-systèmes de l’éducation , de
l’enseignement supérieur et de la formation professionnelle. Ces conflits
sont notamment d’origine épistémologique et traduit aussi l’organisation
sociale de chaque pays en la matière.
Cordialement

ENGLISH TRANSLATION

I totally agree with you, dear Salah. The Development of Human Resources
issue holds a key position at the State level and goes through the national
dimension.  According to a set of studies and lectures, it seems TVET
Governance is the outcome of the clash between the sub-systems of
education, vocational training and higher education. These conflicts have
epistemological roots and reveal the social organization of each country in
this domain.

Truly yours

view thread online:
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From: Clara STRAIMER [mailto:clara.straimer@acted.org]

 

Subject: RE: Governance of TVET

Dear all,

You may want to have a look at the current TVET reform support programme
implemented by GIZ in Pakistan as well as the role of NAVTTC in this
process – a national body. The set up is not perfect but would make an
interesting case study for your reflections – UNEVOC website has a good
overview of the structure in Pakistan and the role of different bodies. I
believe in Thailand there are currently similar nationalization processes.

www.tvetreform.org.pk/
www.navttc.org/

With strong provincial level structures the federal nature of these
processes does deserve specific attention, specifically in the area of
curriculum and learning material development. So NAVTTC and TEVTA
structures in Pakistan may be an interesting case study to look at both
centralized and federal dynamics

Best,

 

Clara

Education Programme Coordinator (TVET)
ACTED Pakistan

 

 

UNESCO-UNEVOC TVET country profile Pakistan:
http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=PAK

 

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From: YP Chawla [ypchawla@gmail.com]

 

Subject: RE: Governance of TVET

Dear All, 

All those countries who are joining in now on VET have the same problem. In
India each Ministry (21 in all) was handling VET. The last outgoing
government did bring these under one umbrella.

The same has been reinforced by the New Government recently form after
Elections with a huge mandate.

A brief Clip of recent announcement is as under:

NEW DELHI: Little-known Sarbananda Sonowal, a 51-year-old minister from
Assam, could soon preside over a Rs 25,000 crore-plus kitty and oversee a
task dear to Prime Minister Narendra Modi’s heart — skilling India’s
teeming workforce.

This is because the Modi government’s first Budget is expected to transfer
most, if not all the skill development and training initiatives under at
least 21 different ministries, to the newly created ministry for skill
development and entrepreneurship headed by Sonowal.
PM Gives Top Priority to Skills

During the meetings with various ministries, Seth discussed the shifting of
their training divisions and attached offices dealing with skills to the
new ministry, along with their budget allocations. “Though all these
ministries have resisted the move and justified their own performance, it
makes no sense having so many multiple agencies working incoherently in
silos and delivering little, especially after the government has created a
skill development ministry to give the issue the harmonised and effective
thrust it needs,” said a senior government official aware of the
development.

For Full details Please see
http://articles.economictimes.indiatimes.com/2014-07-05/news/51092099_1_prime-minister-narendra-modi-ministry-workforce

Hope the same will provide some consolation to those who are facing similar
slowness. 

Thanks

YP Chawla
Advisor in Electricity Regulatory Commission in India
&
A research scholar on “Skill Gaps in Power Sector”
+91 98107 08707
Skype name : ypchawla

view thread online:
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Subject: Re: Tell us what you think: take the UNESCO-UNEVOC survey!Dear e-Forum members,Please use the opportunity to tell us what you like or dislike about our
services, what you miss or what you think can be improved.Quite a few of you have already submitted feedback to us on our online
services through the survey which is available at the following link:
https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewform?usp=send_formThank you very much to those who have already contributed, your feedback is
very helpful! However, in order for the survey to become more
representative, we still need a lot more participants. The form should not
take more than 5-10 minutes to complete. It is anonymous, there is no need
to log in or provide an email address or any other contact information. The
survey covers services such as the e-Forum, World TVET database, our
publications, the Bulletin, and our recently launched TVETipedia glossary.Please feel free to share this message and invite colleagues and friends to
participate in the survey as well.If you have any questions, please don’t hesitate to ask them here or send
them to us at unevoc@unesco.org.Best regards
the UNESCO-UNEVOC online team
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Subject: RE: Course content for alt. energy vehicles: links requested
Hi Stephan,
I thought I had replied to this earlier but if not, here is my recommendation.  While there are a lot of analyses and instructional materials available on standard automobiles and trucks, analyses on alternative energy vehicles may not exist.  I highly recommend you consider convene a conceptual DACUM panel.  We have used the conceptual type DACUM analyses very successfully over 50 times.
There are two major differences between the conceptual DACUM and the usual job or occupational analyses DACUMs. You still need a well trained and certified facilitator but the panel is made up of persons who have the most knowledge or experience with the new position.  You may not have any real expert workers but you  should select engineers, early adopters, or others (mangers, planners) who have been concerned about and thinking about the new position.
Secondly, instead of asking what you “do”, the facilitator should ask what “should” be done or what “needs” to be done to accomplish the work successfully.  Two days should be allotted and you should consider revisiting the analysis within in a year or two after some workers have been actually performing the job. This type of DACUM works really well given a good facilitator and well-selected panel.
Dr. Robert E. Norton DACUM/SCID/PBTT Program Director Director, DACUM International Training Center Center on Education and Training for Employment 1900 Kenny Road, Columbus, OH 43210 614-292-8481 – Office, 614-292-1260 – Fax norton.1@osu.edu www.dacumohiostate.com

view thread online: http://www.unevoc.unesco.org/go.php?q=e-forum+-+debates+en+curso&skin=efor&lang=sp&action=threadlist&thread=2638

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Course content for alt. energy vehicles: links requested

Subject: Re: Course content for alt. energy vehicles: links requestedHi Stephen,With regards to the auto technology curriculum-development team that you
are advising, I do believe that you may find contacting Dr. Bob Norton
proving to be an asset in your regard. His contact information is as
follows:Dr. Robert E. Norton
DACUM/SCID/PBTT Program Director
Director, DACUM International Training Center
Center on Education and Training for Employment
1900 Kenny Road, Columbus, OH 43210
614-292-8481 – Office, 614-292-1260 – Fax
norton.1@osu.edu
www.dacumohiostate.comBob is an expert in DACUM as well as with his vast amount of knowledge he
would be able to readily give you links to several places to find more
information. Also, if you need expert guidance I am sure he would be able
to assist. Additionally to that, I am also certain that you will receive
other responses soon, if not already, regarding more information.I have also attached documents and links for your perusal.In this thread
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2624
Dr. Robert E. Norton posted: a DACUM job analysis on Automotive Technology
that may be helpful to you. It identifies the duties and tasks that an
automotive technician needs to learn about and be able to perform in a
competency-based training program. It lists the equipment generally
required for such a program. This type of DACUM job analyses is available
for over 200 vocational and technical jobs.See the website www.dacumohiostate.com for a listingAttachments:
Automotive Technology DACUM Chart
http://www.unevoc.unesco.org/e-forum/AutomotiveTechnology.pdf[end of Dr. Robert Norton's message]More information that may be helpful:NATEF Program Accreditation Standards -
http://www.natef.org/NATEF/media/NATEFMedia/Accreditation/Accreditation%20Docs/2013%20Accreditation%20Docs/2013%20Auto%20Docs/2013-Auto-Program-Standards-Print-Version.pdfAutomotive Technology Curriculum Standards -
http://www.tn.gov/sbe/2013_documents/February2013_Board_Meeting/IV_H_Automotive_Technology_Curriculum_Standards.pdfLinks:NATEF Automotive Task List -
http://www.cordonline.net/michigan/natef_task.htm
NATEF Program Standards -
http://www.natef.org/Achieving-Accreditation/Program-Standards.aspx“National Automotive Technicians Education Foundation (NATEF) seeks to
improve the quality of automotive technician training programs nationwide
at secondary and post-secondary, public and proprietary schools. To
accomplish this mission NATEF examines the structure, resources and quality
of training programs and evaluates them against standards established by
the industry. These standards reflect the skills that students must master
to be successful in the industry. NATEF also works with students to
increase career awareness opportunities in the automotive repair
industry.”From those links you will be fed to more links. I do hope that the
information above is useful to you. All the best with your venture.Warm regards,
DNMJ
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Curriculum Developmen​t – Electrical Engineerin​g

Hi Myrla,Attached are a couple of DACUM charts related to your area of concern (see
below). I would suggest that you conduct or have conducted a DACUM job
analysis using expert electrical engineers as your expert workers to find
out what they have to do to be successful.We provide DACUM facilitator training should you be interested.BobDr. Robert E. Norton
DACUM/SCID/PBTT Program Director
Director, DACUM International Training Center
Center on Education and Training for Employment
1900 Kenny Road, Columbus, OH 43210
614-292-8481 – Office, 614-292-1260 – Fax
norton.1@osu.edu
www.dacumohiostate.comabove message sent in reply to Message #14 By Myrla Morta in thread
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2633“I need help for the curriculum development for this type of program. I
understand this will be stated in articulation but how to develop its
curriculum? I need the prototype curriculum for Electrical Engineering or
technology with this kind of progressive curriculum. Please help me. In
the
Philippines, I knew many who studied for almost 5 years but had stopped
because
of financial constraints. Imagine studying for almost 5 or 4 years in
Information Management and since the course is not finished, the learners
became
undergraduate without any skills and can’t be called skilled worker
without
certificate or diploma or an associate award.”Attachments:DACUM Research Chart for Electrical/Instrumentation Technician
http://www.unevoc.unesco.org/e-forum/Electrical-Instrumentation-Glatfelter.docDACUM Research Chart for Electromechanical Technology Program
http://www.unevoc.unesco.org/e-forum/Electromechanical-Technology-Program.pdfDACUM Flyer
http://www.unevoc.unesco.org/e-forum/DACUM-FLYER.docview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2637
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Subject: Development of Curriculum and Practical Training ProgrammesDevelopment of Curriculum (Off-the-Job Training) & Practical Training
Programmes (On-the-Job Training OJT)Dear Myrla,
Your specialized enquiry under the thread which I initiated for TVET
Quality Key Performance Indicators KPIs (see
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2633
) needs a lengthy reply, and in brief I would advise that an Electrical
Basics Training Programme should include, but not limited, to the following
essential Modules:Module E-1: Electrical Fundamentals
Module E-2: Electrical Power Systems
Module E-3: AC Generators
Module E-4: Electrical Motors
Module E-5: Power Transformers
Module E-6: Electrical Switch Gears
Module E-7: Electrical Cables
Module E-8: Electrical Measurements
Module E-9: Electrical Control Devices
Module E-10: Electrical Protection
Module E-11: Batteries and Chargers
Module E-12: Equipment in Hazardous Areas
Module E-13: Electrical SafetyFor full details and how to design and include the above Modules or other
Modules in a Modularized Competency Development Framework CDF for any
occupation / job / profession within Electrical Engineering Discipline and
how to develop from the CDP the required Curriculum for Off-the-Job
Training and Practical Training Programmes for On-the-Job Training OJT, you
should seek support of a specialized consultant and you can contact me in
this regard. It is worth mentioning that this approach can be identically
applied to any other Engineering Discipline (Mechanical, Control /
Instrumentation, Civil, Process, etc.)Best regards.
Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.comview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2636
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UEF-UNEP Course on MEAs, 20-30 October 2014

University of Eastern Finland (UEF) – United Nations Environment Programme (UNEP)
Course on Multilateral Environmental Agreements Eleventh Annual Course,
from 20 to 30 October 2014 
University of Eastern Finland, Joensuu Campus, Joensuu, Finland  http://www.uef.fi/unep 
 
  • High profile two week Course on MEAs, international environmental law-making and diplomacy. Thematic focus for 2014 is “Environmental Security”.
  • Intended for experienced government officials engaged in international environmental negotiations. Other stakeholders, such as representatives of NGOs and the private sector, researchers and academics in the field of international environmental law are also eligible. By far, over 200 participants from all over the world have been trained through the series of the Course.​
  • Approximately 30 participants, with an equal distribution from the North and South and taking into account gender balance will be admitted to the Course.
  • Participants are expected to pay their travel and other expenses and a tuition fee of EUR 1000.
  • Candidates from developing countries and from countries with economies in transition can apply for a full or partial fellowship.
  The application deadline is 15 July 2014 – please send your application form and short CV in time to mea-course@uef.fi.  
Application form & instructions, first announcement, draft agenda & further information on the Course from the UEF-UNEP Course’s website: http://www.uef.fi/unep.   Email: mea-course@uef.fi or delc@unep.org
 
​University of Eastern Finland
Joensuu Campus
Law School
P.O. Box 111,
FIN-80101 JOENSUU
FINLAND
 Feel free to pass this information!
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SEEd:  Oceans and Water Webinar – Teach your students on the beach   View it in your browser.

 http://us4.campaign-archive1.com/?u=108e9fe88ad0fbeacdb75c9f8&id=ae01a60572&e=b41ab63755

Oceans & Water Webinar Teach your students on the beach

Online Webinar (please pass onto any teachers you know)

18th June 2014 | Start: 5pm BST | Finish: 6pm | Online | £..  Sign up here (Can’t make the date? Sign up and we’ll send you the recording)

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UNESCO-UNEVOC e-Forum

Profielfoto van UNESCO-UNEVOC e-Forum
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[GeoTeam] Important Online consultati​on on the revision of UNESCO Recommenda​tion on the Developmen​t Adult Education (1976)

Subject: [GeoTeam] Important Online consultation on the revision of UNESCO Recommendation on the Development Adult Education (1976) To: geoteam@listsrv.chasque.net

 

     French version available here, Spanish version here

Online consultation concerning the revision of the UNESCO Recommendation on the Development of Adult Education (1976)

Background

UNESCO will revise the 1976 Recommendation on the Development of Adult Education, as recommended by the Belém Framework for Action. UNESCO’s General Conference agreed in 2013 to prepare this revision “in consultation with the Member States and other stakeholders through various cost-effective measures”.

Adopted in 1976 by the General Conference of UNESCO, the 1976 Recommendationrepresents the only international normative framework that provides guiding principles for adult education policy and practice in UNESCO Member States. An update has been proposed at the last two International Conferences on Adult Education (CONFINTEA V, 1997 and CONFINTEA VI, 2009). UNESCO Recommendations are not binding and do not stipulate specific rights or duties. Rather, they define principles and norms for the international regulation of specific issues and invite Member States to take appropriate legislative steps “in conformity with … constitutional practice”. Consequently, the impact of a Recommendation depends entirely on the extent of its implementation by Member States.

Context

The revision of this Recommendation is part of the ongoing debate on the international development agenda beyond 2015. UNESCO’s position paper for education beyond 2015 recommends a lifelong learning approach to empower people to realize their rights to education, fulfil their personal expectations for life and work, and contribute to the achievement of their societies’ objectives. The draft Muscat Agreement that emerged from the Global Education For All Meeting in Oman in May 2014, consequently refers to specific targets on youth and adult literacy, on skills for work and life, and for citizenship and sustainable development.

A preliminary draft of the revised Recommendation has been prepared with the help of experts from governmental, intergovernmental, non-governmental, academic and private organizations. The draft revised Recommendation on Technical and Vocational Education is not yet available.

Objective

Through this e-mail-based exchange process, the preliminary draft will be further enriched by incorporating insights and comments from a broad international audience. The UNESCO Institute for Lifelong Learning (UIL) is looking forward to receiving contributions from policy-makers, researchers, practitioners, teachers and learners. UIL also strongly encourages the sharing of this message with all networks interested in contributing to this process.

For more details and subscription please visit the UIL website or go directly to the registration form.

UIL Nexus

Feldbrunnenstr. 58

20148 Hamburg

Germany

Tel. ++49 (0)40 44 80 41 0

Fax ++49 (0) 40 410 77 23

www.unesco.org/uil

uil-nexus@unesco.org

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Subject: Re: Demand-driven TVET SystemDear all,Colleges and Institutes Canada, formerly the Association of Canadian
Community Colleges (ACCC), has developed a successful program that aims to
tackle precisely this issue.  Education for Employment (EFE) builds on the
strengths of the Canadian college approach, working with partner countries
to transform their education systems to be more responsive, applied, and
demand-driven, in order to equip learners with the skills required for
today’s employment reality.In Canada, colleges, institutes and polytechnics are the employment
market’s trainers of choice, integrally aligned with the needs of employers
and operating on the leading edge of skills identification, economic trends
and market shifts. Colleges/institutes/polytechnics solicit business and
industry input into curriculum development through program advisory
committees and thus excel at providing accessible, cost-effective
post-secondary education and lifelong learning opportunities for people of
all ages.ACCC leverages this model and uses a collaborative approach to design and
implement EFE programs with partner countries. Key stakeholders from
ministries and authorities responsible for technical and vocational
education, training providers, funding agencies, the private sector and
employer associations are involved in designing EFE initiatives that
strengthen the delivery of skills development programs to better meet
employment market needs.EFE is an integrated approach to sustainable development cooperation at all
levels:
• ministerial level by supporting policy reforms to better align training
with employment realities;
• institutional level by building the capacity of institutions to design
and deliver demand-driven competency-based training programs, and by
supporting the development of entrepreneurial services and management
within training institutions;
• regional or international level by creating networks for more effective
sharing of knowledge, experience, best practices and innovations.Please see the History of the EFE program for lessons learned and examples
of how ACCC, with its network of 130 Canadian colleges and institutes, has
created programs matching skills training to local demand:
http://www.collegesinstitutes.ca/what-we-do/international-partnerships/If you have any questions, please be in touch!Leah JurkovicManager, Applied Research and Knowledge Dissemination | Gestionnaire,
Recherche appliquée et diffusion des connaissances
International Partnerships | Partenariats internationaux
Colleges and Institutes Canada | Collèges et instituts Canada
613 746 2222 x 3119www.collegesinstitutes.ca | www.collegesinstituts.ca
——————————————————————————
Subject: Re: TVET Quality Key Performance Indicators KPIsDear Members,Quality is relative and context specific and evolve over time. I think many
quality experts agree on that.Measuring TVET quality can both qualitative and quantitative. One can
design a rubric for measurement through indicator that will derive and
describe the achievement level according to a particular set of criteria
suitable for a given TVET context. It can go through the process of
validation, pilot testing,changes according to learning and then
generalized adoption. Our Colleague Moustafa Wahba has given a good detail
of similar indicators for measuring quality in TVET. However, there are
packages to which TVET Institutions can subscribe for measuring  quality of
their institutions:- ISO-QMS and versions that are particularly dealing with education
- Quality Award criteria for Educational Excellence(MBNQA, SQA, PQA etc)
- Fitting TVET programs to specific Qualifications Framework
- TVET Accreditation system( Program focused, Institution focused)Now gradually many TVET systems of  different countries have developed
their own accreditation system for quality assurance  and Institutions
ranking is done accordingly. I just would like to introduce all members
with  Asia Pacific Accreditation and Certification Commission( APACC),
based in Manila Philippines. It  has now been  subscribed by TVET system in
Philippines, Pakistan, Bangladesh, Malaysia and Mongolia since its launch
in 2008. There are interests shown by  TVET institutions of other countries
as well. According to the range of earned points Institutions are awarded
Gold,  Silver and Bronze accreditation with varying validity period.Just to share with everybody that the  system for accreditation has been
developed in consensus with TVET professional from across the 17 member
countries of CPSC.  for further information please access APACC through:
http://www.apacc4hrd.org/Any interested TVET institution that fulfill the criteria can be candidate
for APACC accreditation.Hazrat Hussain PhD.Faculty Consultant
Colombo Plan Staff College(CPSC) for Technician Education for Human
Resources Development in Asia and the Pacific Region (Planning Prosperity
Together), Manila Philippinesemail:khwarpk@yahoo.com
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Subject: Consultancy on Mid-Term Evaluation of CapEFA Programme in AfghanistanDear all,The Capacity Development for Education for All (CapEFA) programme in
Afghanistan will have a short (around one month) consultancy to conduct
mid-term evaluation of CapEFA  Programme starting from mid-July. The
vacancy is announced in Relief Web:
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Definition of Quality of Vocational Education and Training

Subject: Definition of Quality of Vocational Education and TrainingThis is what our EU sister organisation Cedefop worked out for Europethe Cedefop 2011 Glossary on Quality in Education and Traininghttp://www.cedefop.europa.eu/EN/Files/4106_en.pdfand the EQAVET online glossaryhttp://www.eqavet.eu/qa/gns/glossary/q/quality-assurance-vet.aspxDr. Manfred Wallenborn
Senior Specialist in  VET Policies and Systems
ETF operationsview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2628
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Tell us what you think: take the UNESCO-UNE​VOC survey!

Subject: Tell us what you think: take the UNESCO-UNEVOC survey!Dear members of the TVET community,UNESCO-UNEVOC’s online services are key to the Centre’s role as a
clearinghouse for technical and vocational education and training. We aim
for our online services to enable TVET stakeholders from around the globe
to access valuable information and communicate with each other.Over the past years, we have introduced a number of new tools, such as the
World TVET Database and a database of promising practices. At the same
time, we are constantly trying to improve existing services, such as
TVETipedia, the e-Forum and the range of our publications, by giving them a
new look or adding new features.To make sure that what we are offering meets your needs and that of the
wider TVET community, we would like to invite you to complete a short
survey. The survey should take about 5-10 minutes to complete.https://docs.google.com/forms/d/1KSq0oQSsRAQh9X1vIoLsmDGoI7FasOzJnmdeALqShow/viewformPlease take this opportunity to tell us what you think and where you feel
we need to improve our services!Many thanks in advance for your support.Best regards,
UNESCO-UNEVOCview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2634
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TVET Quality Key Performanc​e Indicators KPIs

Subject: TVET Quality Key Performance Indicators KPIsOur colleague Dr. Syed Iqbal Ahmad,Ph.D requested group members to comment
on the TVET quality indicator unpacked listed in
http://www.unevoc.unesco.org/e-forum/EU-TVETmonitoring-Indicator-Quality-unpacked.pdfBy reviewing the above document, I noticed that the document has defined
the Training Quality as the precision of training accrues from accuracy,
brevity and clarity of information and which can be measured, calculated
and monitored.I am defining the TVET Quality Key Performance Indicators KPIs as the signs
that are evidence of the presence or absence of particular qualities. They
provide information to policy-makers to assist in policy formulation, and
they demonstrate accountability. While they may be qualitative or
quantitative in form, it is the latter which are more generally applied in
the reporting of system outcomes and outputs.Quality indicators are defined as the Key Performance Indicators KPIs that
refer to a quality characteristic or objective and which would indirectly
refer to the broad context of performance evaluation in which they operate.
A quality indicator is a figure, which is helpful for the assessment of a
quality characteristic or the achievement of quality objectives.Quality Indicators provide information about the state of particular
systems. They are usually recorded numerically (that is, they are
quantitative, not qualitative) and this is a point of dispute for those who
claim that the complexities of such things as quality are not easily or
meaningfully reduced to that which may be counted. It must be remembered
that indicators are just that—they are indicative of a certain state, not
descriptive of the entirety. Indicators are typically used as yardsticks in
such comparisons as a series of values over time; for example, ‘Course
completion rates in this TVET Centre increased from 83% in 2007 to 95% in
2008’.The development of quality indicators for TVET Systems at the international
level remains limited owing to the difficulty of arriving at consensus
about aspects of quality and the expense and amount of resources required
to collect and process the necessary data.TVET Institutions are commonly required to demonstrate that they have set
up quality management systems, quality assurance systems and continuous
improvement mechanisms.Most of the countries employ a diverse range of quality indicators to
monitor quality within their TVET Systems. The most important reference set
of quality indicators, in my moderate point of view are the following 7
indicators measuring the quality of the TVET delivered:
Indicator No.1: Fitness to Purpose of TVET System
Indicator No.2: Cost effectiveness of TVET
Indicator No.3: TVET Courses (Curriculum) and Programmes
Indicator No.4: Infrastructure and Training Equipment
Indicator No.5: Training Plans
Indicator No.6: Relevance and credibility of TVET Assessment Processes
Indicator No.7: Quality and Competence of TVET Institution’s Instructors
/ Trainers / TeachersI will explain each of the above indicators in other forthcoming threads.Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.comview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2633
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Automotive Technology and Engineerin​g

From: Joe.Wilson@sqa.org.uk   /  Sent: 2014-06-11 17:14
Subject: Re: Automotive Technology and EngineeringYou can download course outline, unit descriptors and assessment strategies
here to help your thinking http://www.sqa.org.uk/sqa/35438.htmlJoe.Wilson@sqa.org.uk
@joecar  twitter
Mobile 07834843011view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2624

Smart Phones + Open Educationa​l Resources + Self-Deter​mined Learners

From: Joe.Wilson@sqa.org.uk [mailto:Joe.Wilson@sqa.org.uk] Sent: 2014-06-12 18:21 Subject: RE: Smart Phones + Open Educational Resources + Self-Determined Learners
Erwin,
I am in complete agreement – and happy to continue this discussion in an appropriate forum.
There is currently a major push happening to improve connectivity across Scotland and this include schools Which will be of broad interest to members of this group http://www.scotland.gov.uk/Topics/Economy/digital

I’ll see if I can find you on GLOW https://secure.glowscotland.org.uk/login/login.htm the Scottish Schools Intranet and happy to continue this thread there or in another forum.
Kind Regards
Joe

Need of innovation in vocational training equipments

From: Dhanraj Jayachandren [dhanrajj_cad@yahoo.com]
Sent: 2014-06-12 10:58:51
Subject: Need of innovation in vocational training equipmentsHiNeed of innovation in vocational training equipmentsAdvanced Tooling and Product Development centre is involved in developing
innovative tools and accessories for the teaching of Plastics mold making.
We welcome innovative ideas of   all the stake holders to improve our
education system.I request you to kindly go through my attachment and kindly asses our new
product.Dhanraj J
Senior Technical Officer(D/TR)
Advanced Tooling and Plastics Product Development Centre, madurai, Ind[Moderator comment: Besides feedback about this specific tool, we are
interested in reading contributions about the wider question whether and
under which circumstances modern high-tech training tools and equipment can
improve TVET. How cost effective are they? May be some forum members would
like to share experiences?]Attachment:Standard Educational Mould System
http://www.unevoc.unesco.org/e-forum/New-Mould.jpgview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2626
UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: forum@unevoc.unesco.org
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New book – Understand​ing Employer Engagement in Education

From: Anthony Mann [anthony.mann@educationandemployers.org]
Sent: 2014-05-30 12:49:43
Subject: New book – Understanding Employer Engagement in EducationUnderstanding employer engagement in education: theories and evidence
edited by Anthony Mann (Education and Employers Taskforce), Julian Stanley
(University of Warwick) and Louise Archer (King’s College) (Routledge 2014)
has now been published.http://www.educationandemployers.org/research/taskforce-publications/routledge-collection/http://www.routledge.com/books/details/9780415823463/The collection features 17 essays on themes surrounding employer engagement
in education structured around: Conceptualising employer engagement in
education; Social and economic contexts; Equity and Access in the
experience of employer engagement; Economic Impacts and Employment
Outcomes.For an OECD Education Today blog on the book:
http://oecdeducationtoday.blogspot.fr/2014/05/understanding-employer-engagement-in.htmlContributors include: Nancy Hoffman (Jobs for the Future); Robert Schwartz
(Harvard University); James Stone III (University of Louisville); Kathrin
Hoeckel (OECD); Yaojun Li, Fiona Devine (University of Manchester); Craig
Holmes, Ken Mayhew (University of Oxford); Ralf St. Clair (McGill
University), Keith Kintrea (University of Glasgow), Muir Houston
(University of Glasgow); Emma Norris (RSA), Becky Francis (King’s College,
London); Elnaz T. Kashefpakdel (University of Bath and Education and
Employers Taskforce); Prue Huddleston (University of Warwick), James
Dawkins (Education and Employers Taskforce); Steven Jones (University of
Manchester); Tricia le Gallais, Richard Hatcher (Birmingham City
University); Christian Percy (Education and Employers Taskforce); Alison
Taylor, Milosh Raykov, Zane Hamm (University of Alberta); David Massey
(UKCES)The collection features many papers originally given at conferences and
seminars run by the London-based charity, the Education and Employers
Taskforce: http://www.educationandemployers.org/research.aspxview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2621
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Mobile cards for learning and training / support our crowdfundi​ng campaign

From: Elena Mondino [e.mondino@itcilo.org]Subject: Mobile cards for learning and training / support our crowdfunding campaignAre you a trainer? Do you facilitate meetings?
Help us to develop a mobile card set of 60 participatory knowledge sharing
methods and technologies that you can use in any of your upcoming workshops
or meetings. The cards will help you to make informed decisions about
developing learning activities and choosing the appropriate methods, tools
and resources to conduct them.Watch the video:
https://www.youtube.com/watch?v=2B7tS43Mvi0Go to the crowdfunding campaign:
http://igg.me/at/crowdfundingcompasscards/x/6451945view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2511

Compass method cards – campaign – by Wideo.co
 
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Definition of: Quality of Vocational Education and Training

From: menghongwei [mailto:hongwei_meng@hotmail.com]
Sent: 2014-06-13 05:08:00
Subject: Definition of: Quality of Vocational Education and TrainingDear All,I would like to know who had a good definition on “the Quality of
Vocational Education and Training”.Thanks!Hong wei, Meng (China)[Moderator comment: Hong wei, please have a look at related definitions
that can be found in various international TVET Glossaries on the UNEVOC
Subject: Re: Definition of: Quality of Vocational Education and TrainingDear Hong wei,please have a look at one of our recent publicationshttp://www.etf.europa.eu/web.nsf/pages/Quality_assurance_in_VET

Dr. Manfred Wallenborn
Senior Specialist in VET Policies and Systems
ETF operations
www.etf.europa.eu

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Establishi​ng a national research center

From: Damian Boyle [mailto:Damian_Boyle@cameco.com]
Sent: 2014-05-28 16:39
Subject: RE: Establishing a national research centerGood Day, Morgan Lewis, and All!Below is an example to an approach to stimulating efforts in a given
direction that I believe is worth supporting as a matter of Policy:A Longitude Prize for the Twenty-First Century
- It is 300 years since the British government pioneered a new approach to
problem-solving. The Longitude Act of 1714 offered a prize of £20,000
(worth more than £1 million today) to anyone who could devise an accurate
method to determine a ship’s position at sea.
- John Harrison, a working-class joiner and clockmaker with little formal
education, came closest to receiving the reward money through his
extraordinary mechanical talent and determination….
- Britain is reconvening the historic Longitude Committee, this time with a
promised reward of £10 million (US$17 million).
-…the public will be able to vote on the theme of the prize from a
shortlist of six broad topics, each important to human welfare and each
offering scope for creativity: dementia; access to safe, clean water;
treating paralysis; antibiotic resistance; food and nutrition; and flight.
http://www.nature.com/news/a-longitude-prize-for-the-twenty-first-century-1.15259Resources to support such efforts are posted at:Adapt, Create, & Invent
http://edunorth.wordpress.com/innovation/Thinking:  Strategies, Habits, & Skills
http://edunorth.wordpress.com/thinking/Yours,DamianT. Damian Boyle
Workplace Educator
Mine Training & Research Institute
Northlands College
McArthur River Mine Site
c/o Cameco
2121 Eleventh Street West
Saskatoon, Saskatchewan    S7M 1J3
CanadaTelephone:  (306) 633 – 2001 (x8881)www.northlandscollege.sk.ca
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UN CC: Learn Programme Leverages USD 1 Million in National Funds for Climate Change Teacher Training

Dear Climate Readers,
We would like to share with you some good news from the Dominican Republic. The National Council on Climate Change and Clean Development Mechanism (CNCCMD) has announced that the country will invest a further 1 million USD from the national budget in climate change training for teachers in 2014-2016.
The training programme is based on a UN CC:Learn supported pilot phase during which 400 teachers were trained in 2013. An initial UN CC:Learn grant of 30,000 USD, provided by SDC, succeeded in leveraging 90,000 USD in national budgetary funds for teacher training.
The additional 1 million USD that has been announced for the expanded programme brings the total resources leveraged to 1,090,000 USD – a 36:1 ratio.
Watch a video about the teachers training: https://www.youtube.com/watch?v=m80JQNHeEI8
 
About UN CC:Learn
UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States in designing and implementing results-oriented and sustainable learning to address climate change.
The Secretariat for UN CC:Learn is provided by UNITAR. An important aspect of UN CC:Learn is to support countries develop a National Climate Change Learning Strategy through a multi-sectoral and multi-stakeholder process.
During the course of 2012-2013, Benin, the Dominican Republic, Indonesia, Malawi, and Uganda are participating as UN CC:Learn pilot countries. Funding for UN CC:Learn is provided by the Swiss Government.

Teacher’s Training on Climate Change in Dominican Republic – UN CC:Learn
 
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Community Learning Modules on REDD+

Community Learning Modules on REDD+

Natural Justice – lawyers for communities and the environment – has just released two complementary learning e-modules on reducing emissions from deforestation and forest degradation (REDD+). These modules can be used as a basis for community discussions, workshops, action planning and advocacy about REDD+ and community rights.

The recently updated REDD+ Introduction module summarises the key issues and current programmes in REDD+. The accompanying REDD+ Safeguards module considers the main internationally recognised safeguards and standards, explores the implications of a range of rights and responsibilities, and what these could mean for communities. Both REDD+ modules are available in English and Spanish here.

These REDD+ e-modules are part of a series on international frameworks which can be downloaded here. These learning modules support communities developing community protocols and aim to increase the understanding of key international legal frameworks, concepts and programmes.

Cath Traynor (cath@naturaljustice.org)

Natural Justice

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Competency Developmen​t Framework CDF Automotive Engineerin​g and Technology

From: Moustafa Wahba [mailto:mmm.wahba@gmail.com]
Sent: 2014-06-11 23:02
Subject: Competency Development Framework CDF Automotive Engineering and TechnologyHi MichaelThere are different courses in Automotive Engineering and Technology which
I am addressing as a qualified Mechanical Engineer and TVET Consultant. The
following are the Modules / Units used in two of these courses as examples
supporting your research:Course No. 1
Module 1: Automotive Service Shop Procedures
Module 2: Brake systems
Module 3: Diagnostics and Air Care Techniques
Module 4: Electrical and Electronic Systems
Module 5: Emissions Tuning
Module 6: Exhaust Systems
Module 7: Gas Engine & Fuel Systems
Module 8: Mechanical Diagnostic Techniques
Module 9: Power Systems
Module 10: Safety and Environmental Procedures / Occupational Health and
Safety OHS
Module 11: Steering, Suspension and Tires
Module 12: Transmission Systems
Module 13: Vehicle Service and Repair
Module 14: Competency in Inspecting, Diagnosing, & Repairing AutomobilesCourse No. 2Unit 1: Automotive systems
Unit 2: Automotive Servicing
Unit 3: Automotive Tuning
Unit 4: Automotive Components
Unit 5: Automotive Vehicles
Unit 6: Engines
Unit 7: Automotive Innovations and the Future
Unit 8: Automotive ConstructionIf you are applying the two essential systems: Competency Based Education
and Training CBET for Education and Training associated with a robust
Competency Assurance Management System CAMS for Assessment & Verification,
then you need to include the above Modules or Units in a Competency
Development Framework CDF designed for each job or occupation within the
Automotive Engineering and Technology Industry.The Modules or Units are further broken down into Elements or Tasks, each
of which is standardized and can be separately learned, assessed, verified
and certificated. Assessment is based on Evidences provided by the trainee
/ student / worker. This modularized CDF is used as the basis for designing
Competency Based Curriculum as Off-the-Job Training and Practical Training
Programmes as On-the-Job Training OJT.Best regards.
Eng. Moustafa Wahba
Competency Assurance & TVET Consultant
Scottish Qualification Authority SQA Qualified Internal Verifier IV
E-mail address: mmm.wahba@gmail.comview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2624
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From: Rafael Barrio Lapuente [newdidactics@gmail.com]

Subject:  Vocational Schools with Automobile Specialty
Hi Michael
I attached a diagram of the skills and training modules associated mechanical professional profile.
Best Regards
Rafa
Technical of public administration Recognition of research proficiency Post graduate Business Administration Bachelor’s degree in Philosophy and Education newdidactics@gmail.com
Attachment:
mechanical professional profile http://www.unevoc.unesco.org/e-forum/Scheme-Professional-Profile-Vehicle-maintenance-in-Spain.pdf
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From: Detzel, Ralf [mailto:Detzel@Christiani.de]
 Subject: Re: Vocational Schools with Automobile Specialty

Hello,
may be this website can help you. It’s a really good automotive college in Malaysia
www.toc.edu.my

Best regards Ralf Detzel
Dr.-Ing. Paul Christiani GmbH & Co.KG Technisches Institut für Aus- und Weiterbildung Ralf Detzel Geschäftsführung Hermann-Hesse-Weg 2 78464 Konstanz Fon +49 7531 5801-15 detzel@christiani.de www.christiani.de
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Social Protection Outlook – June 2014

 

WM ILO Protection outlook noname

Hele bericht weergeven / open message

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Automotive Technology DACUM Chart

From: Norton, Robert [mailto:norton.1@osu.edu]
Sent: 2014-06-11 16:08
Subject: Re: Automotive Technology DACUM ChartHi Michael,Here is a DACUM job analysis on Automotive Technology that may be helpful
to you.  It identifies the duties and tasks that an automotive technician
needs to learn about and be able to perform in a competency-based training
program.  It lists the equipment generally required for such a program.This type of DACUM job analyses is available for over 200 vocational and
technical jobs. See the website www.dacumohiostate.com for a listingLet me know if you have questions.Bob–
Dr. Robert E. Norton
DACUM/SCID/PBTT Program Director
Director, DACUM International Training Center
Center on Education and Training for Employment
norton.1@osu.edu
www.dacumohiostate.comAttachment:Automotive Technology DACUM Chart
http://www.unevoc.unesco.org/e-forum/AutomotiveTechnology.pdf
——————————————————————–
UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: forum@unevoc.unesco.org
Dear Michael Xia, Shanghai
In India there is lot of vocational training institute with the automobile speciality. Now a days in India in Governmnet industrail training institute they start the Centre of Excellence in Automobile Sector it is work bank assisted project and the workshop of such institute are of very much helepful to you.
You can visit at www.dvet.gov.in or www.dget.gov.in
yours
Sandip Borkar (Instructor) Govt. Industrail Training Institute, Yavatmal Maharashtra, India

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[wssd-educ​ationcaucu​s] Great News!  IUCN – CEC

Dear Friends and Colleagues,

If you are not familiar with the work of the IUCN – CEC, here is a copy of their most recent newsletter with interesting highlights and links.  Juliane Zeidler, CEC Chair, reports on a meeting near IUCN headquarters in Gland, Switzerland, where the new Steering Committee created an action plan.  
Discussions were held on strategic activities which will make the CEC Programme 2013-2016 come to fruition in harmonisation with the IUCN One Programme. Here we also discussed ideas about the new CEC structure – and how we as the IUCN CEC community, can pool our resources in a way that makes the CEC Programme successful over the next few years. Changes are foreseen – and will hopefully be implemented over the coming year.
All the best,
Pam Puntenney and Bremley Lyngdoh
UNCSD Education Caucus Co-Chirs
Co-Coordinators Climate Change
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FYI.UN CC:Learn News: e-Course Attracts 3,800 Participan​ts in Three Months, Registrati​ons Continue

 

May 2013 — Issue 53                           Problem viewing this email? Click here.

Please find below the latest news from UN CC:Learn.

UN CC:Learn e-Course Attracts 3,800 Participants in Three Months, Registrations Continue

 

13 May 2014, Geneva, Switzerland. 3,800 people from more than 150 countries (including 34 Least Developed Countries – LDCs) have registered for the UN CC:Learn Introductory e-Course on Climate Change (http://unccelearn.org/) since its launch in February. There is a balance of participants from Asia (30%), Europe (26%) and Africa (22%). Read more…
About UN CC:Learn
UN CC:Learn is a partnership of 33 multilateral organizations which supports Member States in designing and implementing results-oriented and sustainable learning to address climate change. The Secretariat for UN CC:Learn is provided by UNITAR. An important aspect of UN CC:Learn is to support countries develop a National Climate Change Learning Strategy through a multi-sectoral and multi-stakeholder process. During the course of 2012-2013, Benin, the Dominican Republic, Indonesia, Malawi, and Uganda are participating as UN CC:Learn pilot countries. Funding for UN CC:Learn is provided by the Swiss Government.
Best regards,
Vincens COTE (Mr.)
Climate Change Specialist
UN CC:Learn Secretariat
 
United Nations Institute for Training and Research (UNITAR)
Palais des Nations, CH-1211 Geneva 10, Switzerland
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MEA negotiatio​ns: issue briefs template

 

Dear Community of Educators,

The Global Climate Change Treaty is expected to be implemented in 2020 with the “Climate Agreement” to be put into place in 2015, FIELD has suggested some interesting questions to think about that might serve as a useful template for Multi-lateral Environmental Agreements (MEA).  Through consultations with experienced negotiators within the sustainable development and climate change venues, from a civil society perspective we have learned a 1-pager, lots of “white” space, using the language of policy-makers, brief text – that can be read within a minute or so and the reader understands, takes it to their delegation to discuss in terms of timing in the negotiations process and the current language being used  -  we have enjoyed many successful interventions.
This legal template may also be useful to you in your work.
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus Co-Chairs
Co-Coordinators Climate Change
__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612

————–

 MEA negotiations: issue briefs template
Writing an issue brief, for example for a senior government official, before an MEA meeting can be challenging. FIELD
has prepared suggestions and an example template, available at:
FIELD – Foundation for International Environmental Law and Development
Twitter: @FIELDLegal         /     Facebook

Third Floor

Cityside House
40 Adler Street
London E1 1EE

Tel: + 44 (0)20 7096 0277

Registered charity no. 802 934

Company Limited by Guarantee and Incorporated in England and Wales Reg. No. 2463462

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Consumptio​n Leading By Example – PAD YATRA:  A Green Odyssey (film) – an example of spiritual ecology in practice in the Himalayas

Dear Community of Educators,

FYI…  Through documentary film making an example of spiritual ecology, people are taking action around the world inspiring others to act.  Note the multli-dimensionality of the issues, the inter-relationships, and going beyond a knowledge platform to one of action.
All the best,
Pam Puntenney and Bremmley Lyngdoh
UN SD Education Caucus Co-Chairs
Co-Coordinators Climate Change
__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612

===========

Subject: Pad Yatra: A Green Odyssey – an example of spiritual ecology in practice in the Himalayas

Dear Colleagues,

Documentary Film:

PAD YATRA: A GREEN ODYSSEY (110 minutes)

http://padyatrafilm.com/ 

SYNOPSIS

“PAD YATRA: A Green Odyssey is the adventure of 700 people trekking across the Himalayas with a call to save the planet’s “3rd Pole,” a glacial region now devastated by the climate chaos associated with global warming.

Battling the most treacherous terrain on the planet, the trekkers spread their message of ecological compassion through human’s most basic means – by walking on foot, village to village, and showing by example.

Surviving harrowing injuries, illness, and starvation, they emerge with nearly half a ton of plastic litter strapped to their backs, triggering an historic green revolution across the rooftop of the world.”

Source: http://padyatrafilm.com/#synopsis

Les

Leslie Sponsel  sponsel@HAWAII.EDU

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SEEd: Tackle tomorrow’s challenges and implement sustainabi​lity approaches in schools

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                      Friday 23rd May 2014 – Kings Cross, London

£75 (£67.50 members; £25 students;
£135 for 2 delegates - same school)
REGISTER HERE

Michael Gove and Greg Barker recently visited a solar PV installation at Barnes Primary School.

” The Department of Education and Climate Change will continue to work to encourage energy savings in schools through solar PV deployment” 
Power to the Pupils – Solar PV for Schools leaflet

In light of this, we will be focusing this year’s conference on how head teachers, governors, senior management teams and bursars can effectively tackle the challenges of tomorrow by implementing energy saving ideas and other sustainability approaches in their schools.

This is an interactive day of workshops and making connections. You will hear case studies from Mulgrave School in Greenwich and Ashley School in Surrey. Hear how they have successfully implemented sustainability across their whole schools.
You will:

  • Receive updated guidance on how to save energy in your school
  • Receive ideas to embed sustainability into you school curriculum
  • Meet the experts and renewal energy providers
  • Learn how to measure the impact of your sustainability work
  • Take part in workshops throughout the day

Hear from: Engynious, 10:10, RHS, Sustrans, Bluewave.SWIFT, Eco Schools, Evogreen, RES, Conrad Benefield, NPS, Pannage, Talik & Co, Mulgrave School and more

 

To secure your place REGISTER HERE. (Places will be limited to just 100 people, so don’t delay)

WHEN – Friday 23rd May 2014  (9.00am – 5.00pm)
WHERE – NCVO, Society Building, 8 All Saints Street, Kings Cross, N1 9RL - directions
AGENDA – download an outline agenda here
COST – £75, (£67.50 for SEEd members; £25 students; £135 for 2 delegates at the same school)
REGISTRATION – registration form is at the top of this page
CONTACT -  SEEd

NOTE:
Special discounted rates will be offered to any one who signs up for SEEd membership – £55 for any size organisation and £10 for individuals. Don’t miss out!
Sign up to membership here

 

Contacting SEEd

Sustainability and Environmental Education (SEEd) is a registered charity that identifies, promotes, enables and supports environmental education and education for sustainable development in the UK. For more information on the work we do, please visit out website (www.se-ed.org.uk) or contact using the details below.

SEEd
Upper Unit 5
Bay 4, The Co-op Centre
11 Mowll Street
London, SW9 6BG

Telephone: 020 7820 7569

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Curriculum for Vocational Training on Biogas Technology

From: J M Deurwaarder [jdeurwaarder2004@yahoo.com]

Subject: Re: Curriculum for Vocational Training on Biogas Technology
Once you have an outline of the curriculum / content you find details by googling each (sub)topic
contact Francis Macharia who produced the clip and taught a course on the topic (http://flexibleskillsdevelopment.ning.com/profile/francisnjorogemacharia?xg_source=profiles_memberList)

UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum Login for read-only access: User “Bulletin”,
password “read” Contributions and feedback: forum@unevoc.unesco.org

BIO GAS PRODUCTION FOR DOMESTIC USE

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New vocational teacher profession​alism and quality developmen​t

From: ravindra shah [mailto:shahravindra2006@yahoo.co.in] Sent: 2014-04-30 18:37:00

Subject: Re: New vocational teacher professionalism and quality development
Myrla, you may be right but now a days MES (Modular Employable Skill) course in India under Skill Development Initiative the course has been divided they are of 100,180 or more hours as per specialization. i am sending the attachment of Electrical sector.
Ravindra H Shah President Trilok Youth Club And Charitable Trust Vadodara – Gujarat- India Mob- +91 9427603734
Attachment:
Modular Employable Skill course – India – Electrical
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Internatio​nal Forum of Researcher​s in Education www.ifore.​in

RE: Job-focuse​d Skills

 Subject: Re: International Forum of Researchers in Education www.ifore.inFrom: YP Chawla [ypchawla@gmail.com]Subject: RE: Job-focused SkillsDear AllI am working on Job Based Skills.I am researcher in Vocational education. Started my research on Skill Gaps in Power Sector in India. That is after 40 years in Power Sector (now my age is 66 Years). I am now initiating to write my work and yet to complete my survey. That
would get improved if International Interaction is available on similar subject. A have added a list of my papers at the end of this Email.If you are interested please interact with meThanksYP ChawlaDear AllOf course this  forum is provide support to Junior Researchers in Vocational Education. I do not know where do I fit in. I am researcher in Vocational education. Started my research on Skill Gaps in Power Sector in India. That is after 40 years in Power Sector (now my age is 66 Years).How would any one like to interact with me on this subject.I am now initiating to write my work and yet to complete my survey. That would get improved if International Interaction is available on similar  Subject. A have added a list of my papers at the end of this Email.ThanksYP ChawlaPapers Presented by YP Chawla & many are Available on Web1.      Pedagogy to Andragogy to Heutagogy – a compulsive journey
https://independent.academia.edu/YPChawla/Papers#add2.      Skilling India for Inclusive Growth– A Wake up Call
http://www.euacademic.org/UploadArticle/134.pdf3.      Enhancing Skills and Faster Generation of Employment – the role of Engineers & Technocrats
http://www.scribd.com/doc/105687427/Enhancing-Skills-and-Faster-Generation-of-Employment-%E2%80%93-the-role-of-Engineers-Technocrats4.      Empowering Indian Power Sector – with Skilled Manpower ( to be read a PowerGen 2014 during 5-7th May 2014)5.      Empowering South Africa & India- the Skilling Track ( under development for a Seminar at South Africa)6.      Right Combination : Need good problem-solving skills, Project Management Skills , an analytical mind and a strong grasp on theories of Sciences to become an engineer – For Amity College – a presentation during August 2013.7.      (Re) Evolution in HR strategies in Power Sector.
The Paper is selected for publication in International journal IOSR
Journal of Business and Management (IOSR-JBM), ISSN: 2278-487X. Volume X,
Issue X (Sep-Oct. 2012), PP 00-00
www.iosrjournals.org
http://iosrjournals.org/iosr-jbm/papers/Vol4-issue5/C0452532.pdf8.      Contours of Reforms in Engineering Education for better Employability
http://www.scribd.com/doc/1056695029.      India’s Sustainable Green Growth – Rural Sector thru Renewables
http://www.iipe.co.in/journal/jun09/ISG.pdf ;
http://www.scribd.com/doc/105687447/India-s-Sustainable-Green-Growth-Rural-Sector-Thru-Renewable-YP-Chawla
;
http://www.docstoc.com/docs/129319141/India’s-Sustainable-Green-Growth—Rural-Sector-thru-Renewables;10.     Power Sector Project  Management Challenges
http://www.ptlenterprise.com/power_sector.html11.     Coal Quality – A New Paradigm
http://www.scribd.com/doc/39037151/Coal-Quality-A-new-Paradigm
http://www.scribd.com/doc/105687422/Coal-Quality12.     Bench Marking Skill Standards of Electricians In Industry- a
Presentation at REC13.     Innovation -Reverse Innovation – Exonovation  for Engineering Council
of India.
https://independent.academia.edu/YPChawla/Papers?s=email#add14.     (R) Evolutionizing Education for Employability & Empowerment -
Technology Intervention15.     Empowering the Renewable Energy Sector through Skilling16.     Sun Shines amongst REs – Developer’s Perspective & Skill Gaps,
ICORE 2012

17.     Israeli advanced water technologies- Sharing Tahal experience with
India – Eli Barak Director Marketing, Asia Operations & YP Chawla
Marketing Director – India Operations, Tahal Consulting Engineers Ltd.
http://www.indiacoreevents.in/bulletin/papers-wi4/mr-eli-barak-israeli-advanced-water-technologies-sharing-tahal-experience-with-india.pdf

18.     Renewable Energy for Inclusive Growth – Role of NGOs
http://www.iipe.co.in/journal/aug10/Renewable%20Energy%20for%20Inclusive%20Growth.pdf

19.     Iron Ore Beneficiation: Challenges to Iron & Steel Industry
http://www.scribd.com/doc/39037668/1-0-Base-Paper-YP-Chawla
http://www.scribd.com/doc/75444520/Beneficiation-of
http://www.scribd.com/doc/105687395/1-0-Iron-Ore-Beneficiation-Base-Paper-YP-Chawla

20.     Approach to Zero Breakdown- A Challenge of Multi Management Aspects
http://www.scribd.com/doc/39036672/Approach-to-Zero-Breakdown-%E2%80%93-A-Challenge-of-Multi-Management-Aspects
; http://www.scribd.com/doc/105687410 ;
http://www.docstoc.com/docs/129318992/Approach-to-Zero-Breakdown

21.     Waste Management in Steel Plants,  Base Paper: YP Chawla CEO Zoom
Developers P Ltd
http://www.iipe.co.in/seminar/IIPE_Final_1-192.pdf

22.     Challenges – Maintenance Management of Assets during the Current
Economic Meltdown
http://www.scribd.com/doc/105687458/Maintenance-Management-During-Economic-Breakdown-32-41

23.     Maintenance-Management-during-Economic-Slow-Down
http://www.docstoc.com/docs/129319145/Maintenance-Management-during-Economic-Slow-Down

24.     Sustainable Development – Role of Engineering Managers and
Technologists
http://www.docstoc.com/docs/129319319/Sustainable-Development—Role-of-Engineering-Managers-and-Technologists

25.     Sustainable-Green-Growth-Rural-Sector-Thru-Renewable
http://www.scribd.com/doc/39037415/India-s-Sustainable-Green-Growth-Rural-Sector-Thru-Renewable-YP-Chawla

26.     Waste-Management-in-Steel-Sector
http://www.docstoc.com/docs/129319647/Waste-Mangement-in-Steel-Sector

27.     Poster “Renewable Energy for Inclusive Growth – Role of NGOs”

Advisor Joint Electricity Regulatory Commission
+ 91 98107-08707

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Just published:​UNESCO-UNE​VOC Bulletin 26, April 2014

From: UNESCO-UNEVOC [unevoc@unesco.org]Subject: Just published:UNESCO-UNEVOC Bulletin 26, April 2014Dear e-Forum members,The UNESCO-UNEVOC International Centre has published the first bulletin of
2014.The first quarter of 2014 kicked off with an inspiring visit of the United
Nations Secretary-General Ban Ki-Moon to the UN Campus in Bonn and
UNEVOC’s participation in important events in Paris and Manila on
greening TVET and skills and climate change education served as
opportunities to exchange experiences. The Global Education and Skills
Forum in Dubai highlighted the importance of engaging the private sector in
education and provided a unique platform to highlight the vital role played
by the private sector in strengthening TVET and its potentials.Please have a look and read more about our activities and events under the
following links:English:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=26enFrench:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=26frSpanish:
http://www.unevoc.unesco.org/bulletin/bulletin.php?bull=26esRussian:
http://www.unevoc.unesco.org/fileadmin/up/UNEVOC_Bulletin26_Russian.pdfChinese:
http://www.unevoc.unesco.org/fileadmin/up/UNEVOC_Bulletin26_Chinese.pdfArabic:
http://www.unevoc.unesco.org/fileadmin/up/UNEVOC_Bulletin26_Arabic.pdfWe hope you enjoy the new Bulletin!If you have any questions or feedback, we would love to hear from you at
http://www.unevoc.unesco.org/feedback.phpBest regards,UNESCO-UNEVOCview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2582
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Happy Internatio​nal Day of Biological Diversity!

With a particular focus on Island Biodiversity this year, PCI Media Impact proudly celebrates this meaningful day. With five active community action campaigns in five Caribbean countries, our My Island – My Community program is addressing critical climate change and biodiversity issues while raising awareness among the community (particularly children) across the islands.

Building on this momentous day, our My Island – My Community program staff in St. Lucia is conducting several community outreach activities, including mascot school visits, to promote key environmental messages and to discuss the importance of biodiversity conservation. Moreover, primary school students are tree planting along the Canaries River and are participating in a poster competition through which prizes will be awarded in a ceremony held at the Soufriere Waterfront.

Our very own Jessica Robbins, PCI Media Impact’s Islands Communications Officer, in partnership with the Global Island Partnership (GLISPA) has published a new report which focuses on islands solutions in conservation and sustainability globally. Check out this new publication here, fresh off the press! To learn more about these exciting programs, click here. To view photos of the event click here. Thank you for your ongoing support!

PCI Media Impact  777 United Nations Plaza – 5th Floor New ork, NY 10017, USA T:(212) 687-3366 F:(212) 661-4188 /   e-mail dbase@mediaimpact.org

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Indonesia Climate Change Education Forum & Expo  1 – 4 May 2014

Dear Friends and Colleagues,

Please share this announcement with your colleagues and networks.  Addressing Article 6 of the Convention, Indonesia is hosting the Indonesia Climate Change Education Forum and Expo (ICCEFE)  Thursday May 1st through Sunday May 4th, at the Jakarta Convention Center.  Last year they received 50,000 visitors, this year the theme focuses on The Role of Women and Youth in Climate Change Solutions.  To view the program, visit http://www.dnpi.go.id
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus Co-Chairs
Co-Coordinators Climate Change with Tiahoga Rugue, Jim Taylor, Tish Pesanayi, Kavita Myles, and Suzana Padua
Youth Co-Coordinators Katherine Browne and Mohammad Arman Golrokhien
__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612
==========
Dear Colleagues,
The Indonesia Climate Change Education Forum and Expo (ICCEFE) will be held at the Jakarta Convention Center on Thursday, May 1, 2014 until Sunday, May 4, 2014.
Last year this annual event attracted 50,000 visitors, including school children, to exhibits presented by stakeholders showcasing their efforts in addressing climate change.
Hosted by the National Council on Climate Change Indonesia and open to the public, the theme for this year’s event is  “The Role of Women and Youth in Climate Change Solutions.”
In addition to the exhibits, dozens of unique programs are scheduled to raise awareness on climate change, ranging from art & music performances, interactive dialogues and games to workshops, film festival and cooking demos.
Please visit www.dnpi.go.id to view the detailed programs.
Kind regards
Amanda Katili Niode
National Focal Point for Article 6 of UNFCCC
Indonesia
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Since January 2014, the team of UNESCO-UNEVOC was pleased to welcome 8 visitor groups and delegations from Germany, Myanmar, Nigeria, Republic of Korea, Saudi Arabia, and the United States of America. 

For more information on these visits, please see:

http://www.unevoc.unesco.org/go.php?q=page_Visitors#2

 

If you would like to visit us in Bonn, Germany, please write to unevoc@unesco.org

http://www.unevoc.unesco.org/bulletin/bulletin_full.php?bull=26en

To unsubscribe, please send an email to unevoc.bulletin@unesco.org

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From: UNESCO-UNEVOC
From: James Kelly [mailto:jkelly952@sbcglobal.net]
Subject: Re: Higher Education in TVET in Bangladesh

To those who have commented on Higher Education in TVET in Bangladesh I wonder are there any thoughts on the

implications and value of  the Open Access initiative in Bangladesh to bring student textbooks on line (and basically free
to download) – Textbooks for the Academic Year 2013 ( http://www.nctb.gov.bd/downloadpage22.php )?
I would think any effort to broaden the understanding of mathematics (and other subject areas) will create and improve
possibilities.
Jim Kelly www.k-12math.info (a top 5 star Merlot II open educational resource)
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From: Damian Boyle [mailto:Damian_Boyle@cameco.com]  Subject: RE: New vocational teacher
professionalism and quality development
Good Day, JM Duurwaarder!
I very much agree with your thoughts about SHOULDs, and who is recommending these. This is indeed a hairy problem. I do not have a recipe for success with this, but will share a few thoughts about it.
The problem is, as I see it, a general lack of agreement on what MUST be done.  Governments can and do prescribe certain behaviours for all manner of occupations, but these tend to be frameworks of minimum requirements only.  In far fewer cases are Codes of Practice (Best Practices) established, which may be used as reference standards by Courts in rulings on harms done, but are not in fact prescriptive.  A Code of Practice is a recommendation, it is not mandatory.
My observations over time have been that many of those in positions of authority and leadership lack the knowledge, skills, attitude and experience to positively foster the development  of Trainers, Instructors, Coaches, and Teachers.
 What is not positive, is negative — and retarding.  I have seen this in both Union and Non-Union environments.  In the former, Union Seniority trumps all;  in the latter, personal politics trumps all. This has applied in the Private Sector, Government, and NGO’s.
“I have found some of the best reasons I ever had for remaining at the bottom simply by looking at the men at the top.”
— Frank Moore Colby
I have been disabused of the notion that all Teachers/Trainers/Instructors/Coaches share freely what they know for the betterment of society.  I have come to the conclusion that it is up to me to be independent and to find my own path to learning about how to learn and how to help others learn.  I seek out others of like mind, and share freely to signal my interests.
My situation is atypical, and I hardly know how to best explain it. In many respects I have come to understand my relationship with my Community as that of a Wise and Knowledgeable Elder, providing Guidance to Seekers. This fits with the local historical cultural practices, and after eight years I believe I am now resonating sympathetically with the beat of those drums. On the other hand, I see my role vis-à-vis the Corporate and Government mission and vision statements as being the model of best practices with regards to these.
My Community does not exist in the conventional sense. It is in a sense a virtual community of adults who have come to work at Mine Site on a rotational basis (fly-in, fly-out), living in a Camp. There are no children here, or un-employed adults. I am the only Public Servant working here on a regular basis. There are about 420 on Site today.  Most of these people have counterparts, so over the course of a month there would be about 800 that I would be available to. Given seasonal workforce increases, based on projects, about 1200 were at Site in the past twelve months.
In some respect I believe that I have been granted freedom from certain constraints and conventions because of an awareness that what I contribute is valuable, but in sometimes unpredictable ways. This is similar to working as an Artist in Residence, or an Innovation Researcher, or a Minister, or a Cowboy, or all of these at once. I am a Workplace Educator and a Learning Facilitator. I cannot better define it.
I will forward to you a some examples of my communiqués with the Site, going to about 400 email accounts, which I hope will provide you with some insights about my practice. What I do is what I recommend that others do as a starting point, if they know no better. I am the living example, and the best Workplace Educator that my Community has. I am the research made flesh.
I have posted Learning Resources that I share in my practice on EduNorth. These are first distributed in the emails that I mentioned. I post only text and links online to minimize the loading time for those with limited internet access and to minimize their costs. http://edunorth.wordpress.com/about/
I have appreciated your contributions to the eforum over time. Thank you for these. I do appreciate them. I trust this finds you well and enjoying your day.
Yours, Damian
T. Damian Boyle Workplace Educator Mine Training & Research Institute Northlands College McArthur River Mine Site c/o Cameco 2121 Eleventh Street West Saskatoon, Saskatchewan    S7M 1J3 Canada Telephone:  (306) 633 – 2001 (x8881) www.northlandscollege.sk.ca

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Internatio​nal Forum of Researcher​s in Education www.ifore.​in

From: Sunil Behari Mohanty [mailto:sunilmohanty@gmail.com]Subject: International Forum of Researchers in Education www.ifore.in
Dear  Researchers in Vocational Education
A new voluntary initiative – International Forum of Researchers in
Education,  is being launched on 24 April 2014.The MISSION OF the INTERNATIONAL FORUM OF RESEARCHERS IN EDUCATION
www.info.in
To be a facilitator for the capacity building of researchers in Education,
who may not have access to experienced researchers in education.
IFORE endeavours to provide a nurturing platform for disadvantaged junior
researchers for building research capacity and the dissemination of
research findings emanating from culture- and country-specific contexts
through interactive digital media (e-journals; e-forums, etc.)A FEW  PROPOSED OPERATIONAL STRATEGIES  OF IFORE
1. IFORE will go for building capacity at grassroots level.
2. IFORE membership will remain cost free. Anyone interested in educational
research, with or without any formal qualification, can become a member.
3. IFORE will not require any payment for presentation of papers in its
conferences if any organised by any institution / association.
4. IFORE will not have a formal structure like President, Secretary,
Treasurer, etc.
5. IFORE  shall have  a Data Base of its Members along with an Index of
Area of Specialisation of  Senior Researchers in Education  that can
facilitate juniors seek support and guidance of seniors.
6. IFORE Focal Meetings. Seminars, Conferences will be mostly at the local
level to facilitate local capacity building.
7. IFORE’s effort to build capacity in individual researcher in Education
will lead to formation of national / local level research initiatives.
8. IFORE Open Access E-Journal will be a Peer Reviewed Journal, where peer
reviewers will help the authors to improve their papers with inputs the
help of further resources that are to be utilised for the improvement of
the papers.  IFORE will have its own Reference Style for its publications.
9. IFORE will bring out international and regional and national trends in
educational research
10. IFORE Founder Members and other Senior Researchers in Education in
different nations will volunteer for helping capacity building in
individual researchers in Education through virtual mode in their own time
and space made available for the purpose, However, locally available IFORE
members may allow face to face consultation.
11. IFORE will welcome academic support from Senior Researchers in
Education working in international organisations like IIEP, UNESCO, UNESCO
Institute for Lifelong Learning, UNDP, World Bank and regional
organisations like OECD and   also national level organisations.FOUNDER MEMBERS AS ON 2014 APRIL 23 (Alphabetically arranged)
Prof. Ananda Kumar Palaniappan (Malaysia)
ananda4989@yahoo.com
Prof. Baigalmaa Chultem (Mongolia)
baigalaa_chu@yahoo.com
Prof. (Ms.) Beatrice Ávalos-Bevan (Chile)
bavalos@terra.cl
Prof. Chris Reddy(Republic of South Africa)
cpsr@sun.ac.za
Prof. D. Rajaganesan (India)
drajaganesan@rediffmail.com
Prof. Dolf van Veen (Netherlands)
Dolf.vanveen@ncoj.nl
Prof. Francesca Gobbo (Italy)
francesca.gobbo@unito.it
Prof. Gonzalo Jover (Spain)
gjover@edu.ucm.es
Prof.  Joseph M. Scandura (USA)
Scandura@Scandura.com
Prof. Lazarus Ndiku Makewa (Kenya)
ndikul@gmail.com
Prof. Lejf Moos (Denmark)
moos@dpu.dk
Prof. Manabu Sato (Japan)
manabusato101@aol.com
Prof. Michael Chia (Singapore)
michael.chia@nie.edu.sg
Prof. Michael Singh (Australia)
m.j.singh@uws.edu.au
Prof. Peter Jarvis (United Kingdom)
P.Jarvis@surrey.ac.uk
Prof. Peter van Petegem (Belgium)
peter.vanpetegem@ua.ac.be
Prof. Pranati Panda (India)
pranatipanda@gmail.com
Prof. S. Rajasekar (India)
drsrajasekar@gmail.com
Prof. Satish Rastogi (Swaziland)
satishrastogi11@gmail.com
Prof. Sunil Behari Mohanty (India)
sunilmohanty@gmail.com
Prof. Theo Wubbels  (Netherlands)
T.Wubbels@uu.nl
Prof. (Ms.)Therese Mungah Shalo Tchombe (Cameroon)
tmtchombe@yahoo.co.uk
Prof. Trevor G. Bond (Australia)
trevor.bond@jcu.edu.au
Ms. Veronica Gottau (Argentina)
veronicagottau@hotmail.com
Dr. Bidyadhar Sa  (Trinidada & Tobago, West Indies)
bidya31@rediffmail.com
Dr. Joyce Ayikoru Asiimwe (Uganda)
jayikoru@gmail.com
Dr. (Ms.) Saratha Sithamparam (Brunei Darussalam)
ssithamparam@yahoo.com
Dr. (Ms.) Sofia Marques da Silva  (Portugal)
sofiamsilva@fpce.up.pt
Dr. Md. Shafiqul Alam (Bangladesh)
shafiqul_bou@yahoo.com

Please find attached a List of Education Journals and their web sites
including list of Open Access Journals in Education compiled by me for
IFORE that may be  freely distributed by you or your organisation.

If  interested to join IFORE, you may give following information to
sunilmoahnty@gmail.com
for inclusion in  Data Base of IFORE:

Name
E-mail ID
Position & Institution
Areas of Specialisation
Qualifications
Complete Postal address
Contact Telephone

Regards
Sunil Behari Mohanty, Ph. D. (Education)
Flat 1, Beatitude Apartment 2, 61B Selvaraj Chettiar Street, Vaithikuppam,
Puducherry-605 012 India
www.sunilmohanty.com
+91 -413- 2336676 (Res)
+91 9443601340 (Mobile)
sunilmohanty@gmail.comAttachment:2014 Feb 21 List of Journals on Education
http://www.unevoc.unesco.org/e-forum/2014-Feb-21-List-of–Journals-on-Education.pdf
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Malaysia success: Human Resource Developmen​t Centres

Hi David,I agree with you that adaptation of this model used by  Malaysia would
promise success in other countries. Involving  stakeholders (e.g. the
industry) is really  very important to TVET’s success .According to the research on
“Program fidelity and adaptation: Meeting local needs without compromising program effectiveness”,
“fidelity to the original program design was generally important to program
effectiveness, but less so when there was a cultural mismatch”.Let me share with you this unsolicited document for the benefits of those
who have not read about program adaptation yet, this is for your
information. I am attaching the document
“Program fidelity and adaptation:  Meeting local needs without compromising program effectiveness”
with this comment.MyrlaAttachment:Program fidelity and adaptation-  Meeting local needs without compromising program effectiveness

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From: UNESCO-UNEVOC [unevoc@unesco.org]
Subject: Re: Upcoming: Special Virtual Conference on Revising the Revised 2001 Recommendation concerning Technical and Vocational Education

Dear e-Forum members,

This is a kind reminder about the Special Virtual Conference that will
start on Tuesday 1 April 2014. The discussion is open to all and
contributions will feed directly into the broader consultation process that
is currently taking place with UNESCO Member States. This is a unique

opportunity for everyone in the TVET community to share their vision and

help shape the future of TVET and skills development!

You will find more information on the discussion and background reading on
the 2001 Revised Recommendation on Technical and Vocational Education here:

http://www.unevoc.unesco.org/virtual-conference

As an existing e-Forum member you will still need to submit your email
address at http://www.unevoc.unesco.org/subscribe

if you wish to receive
the contributions via email and fully participate in the discussion. You
can check whether you are subscribed at:

http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&action=participants&vc=9

Please inform colleagues who are not e-Forum members but may be interested
in contributing to this special virtual conference by forwarding this
message to them.

We look forward to your active participation in the discussion!              

Best regards,
UNESCO-UNEVOC

view thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2533


UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: forum@unevoc.unesco.org

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From: Giovanni CRISONA [giovanni.crisona@gmail.com]

Subject: Re: Setting up a school bridging the gap between academia and practice

dear Gerald, we are engaged in the valorization of the EU Lifelong Learning Programme results to help any stakeholder with a concrete need, to implement these resources in his territory.

The concept we promote is presented in the video at this link: https://www.youtube.com/watch?feature=player_embedded&v=oPjxCttESjE

The Lifelong Learning Programme database contains huge quantity of resources that can be implemented for free and we could assist you in this drive. If you will find this idea of your interest, please don’t hesitate to contact me back.

Best regards Giovanni Crisonà capacitybuilding.eu

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1939929_10152387256610712_555987666_n
Dear community of Educators,

What is ‪#‎UNEA‬? Between June 23-27 a historic event will take place. 193 UN member states will meet to agree a common vision – our future global ‪#‎environmental‬ agenda, working towards a Life of Dignity for All.
Over the coming weeks and months we’ll be providing regular updates on the themes and topics to be discussed and seeking your thoughts on key issues. Please share our messages and help spread the word http://unep.org/unea/landing.asp

All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus Co-Chairs
Co-Coordinators Climate Change 
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Februari 4th, 2014
FYI…  The Press Panel Luncheon in the Church Center, 777 UN Plaza. No UN pass required. All are welcome.  A delicious lunch will be served from 12 noon to 1 pm. The Press Panel will begin at 1 :15 sharp and last to 2:45 pm.  You can also attend via web cast. The flyer with all information is attached. Please RSVP

Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612
All you ever wanted to know about delivering effective workshops – Facilitation for Sustainability ! COURSE DATES
Part 1: January 17th & 18th 2014
Part 2: March 7th & 8th 2014 
Yap Biaw Hwee
BDTVEC Secretariat Ministry of Education
BRUNEI DARUSSALAM
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Call for nomination​s: Wenhui Award for Educationa​l Innovation 2014

From: APEID Unit – Bangkok Sent: 2014-03-14 11:08 Subject: Call for nominations: Wenhui Award for Educational Innovation 2014
Wenhui (文 晖) Award for Educational Innovation 2014 Innovation in Lifelong Learning: Bridging to the Future
Call for nominations
No one doubts the power of education. Educate mothers, and you empower women and save children’s lives. Educate communities, and you transform societies and grow economies, noted Ms. Irina Bokova, Director-General of UNESCO.
Also, no one will dispute that learning is a lifelong process. Preparing children and young people for life in the 21st century does not stop just because they reach a certain age or are “done” with school. Young and old alike need to learn and adapt when confronted by increasing globalization, changing socio-economic trends and demands, transnational political and environmental realities, and new technologies at any age.
Accordingly, UNESCO’s vision of education underlines a broad perspective to support flexible lifelong and life-wide learning opportunities through multiple pathways, and harnessing the potential of information and communication technology (ICT) to create a new culture of learning as and when appropriate.
The Wenhui (文 晖) Award for Educational Innovation, established by the National Commission of the People’s Republic of China for UNESCO, and coordinated by the UNESCO Asia-Pacific Programme of Educational Innovation for
Development (APEID), aims to recognize the contributions of educators and institutions which have optimized the potential of education and the human innovative spirit to address and resolve pressing issues and problems facing our world today.
For 2014, the theme of the Wenhui Award is Innovation in Lifelong Learning: Bridging to the Future in line with UNESCO’s vision of education and the post-2015 education agenda to underscore the importance of learning throughout
life for human fulfilment, peace, sustainable development, economic growth, gender equality and responsible global citizenship. The Award will also recognize the potential of ICT to support lifelong learning now and in the future.
Two individuals or institutions from the Asia and Pacific region will be selected by a jury of distinguished educators.
The winners will each receive a Certificate of Excellence and prize money of US$ 20,000 at the China Hangzhou International Conference on Educational Innovations.
Certificates of Merit may also be awarded to individuals or institutions that have demonstrated commendable innovative practices.
Who is eligible for the Award?
Individuals or institutions in UNESCO Member States in Asia and the Pacific region which have designed and implemented significant educational innovations leading to improved access to, and quality in, education in relation to the theme for 2014 will be eligible for the Award.
More specifically, the Jury will be looking for educational innovations that have:
• helped to promote and enhance lifelong learning for now and in the future; • improved the quality of teaching and learning in enhancing lifelong learning;
 • fostered indigenous wisdom and ingenuity, as well 21st century knowledge and technology, in educational innovations for lifelong learning.
How to apply for the Award?
Applications can be submitted by government agencies, educational institutions, international organizations, non-governmental organizations and individuals in UNESCO Member States in the Asia and Pacific region.
All applications should reach the Award Secretariat at UNESCO Bangkok through the National Commissions for UNESCO, UNESCO
Offices and other organizations associated with UNESCO, using an official Award Application Form available online at the Award website.
More details about the Award, including the list of UNESCO offices and associated institutions, evaluation criteria,
application process and conditions of entry, are available at the Award
Important dates Closing date for nominations
 30 June 2014 Selection of shortlisted nominations
Mid-August 2014 Final selection and announcement of winners
End of September 2014
For further information, contact:
Wenhui Award Secretariat UNESCO Bangkok 920 Sukhumvit Road,
Prakanong Bangkok 10110,
Thailand Tel: (66-2) 391-0577 Fax: (66-2) 391-0866
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Good Day, Tracy Rogers-Tryba!
I have posted some resources that you may find useful for this on EduNorth:
Workplace Skills (a three party assessment template) http://edunorth.wordpress.com/workplace-skills/
I hope you will find these helpful.
Yours, Damian
T. Damian Boyle Workplace Educator Mine Training & Research Center Northlands College Canada
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Strengthen​ing Relationsh​ips Through Job Analysis

From: Damian Boyle [mailto:Damian_Boyle@cameco.com] Sent: 2014-03-03 14:56 Subject: RE: Strengthening
Relationships Through Job Analysis
Good Day, Robert!
As you know, I have wanted to participate in a DACUM workshop for some time, as part of developing skills in the area of Instructional Design. Budgetary constraints have mitigated against that, especially given the associated travel costs, so I have been doing some reading in this area as my best alternative.
I have just the other day finished reading Ten Steps to Complex Learning, by Jeroen Van Merrienboer and Paul Kirschner (Second Edition, 2013, Routledge).  I found the content and layout of this book to be excellent, and recommend it highly for others like myself who do not have much experience with this.
In your own case, I reckon that you could write a book on this subject yourself.  If you do, let me know, because I would definitely want to read that one.
If my budget allows this year, I intend to begin the Master of Instructional Design and Technology program through the Open University of Malaysia, by the way.
Wishing you a very good day down there in Columbus, Ohio.  Thanks for your assistance with this topic previously.
Yours,
Damian
T. Damian Boyle Workplace Educator Northlands College McArthur River Mine c/o CAMECO 2121 Eleventh Street West Saskatoon, Saskatchewan S7M 1J3 Canada
(306) 633-2001 (Extension 8881)
www.northlandscollege.sk.ca
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Dear Community of Educators,

 

148,000 Syrian child refugees in Lebanon have returned to school, thanks to an innovative initiative that has change the way we think of provisions for children in the midst of conflict.  ”We have yet to establish a principle that even in the throes of conflict children will be provided not just with food and shelter, but with education.” (Gordon Brown)  

  

 All the best,

Pam Puntenney and Bremley Lyngdoh

UN SD Education Caucus Co-Chairs

Co-Coordinators Climate Change

 

These Syrian children are proof that we can provide education in the midst of conflict

A project in Lebanon now schooling almost 150,000 child refugees shows that education beyond borders can be a reality – so long as governments play their part

  •  
    • Gordon Brown
    • theguardian.com, Sunday 23 March 2014 17.00       GMT
    • Jump to comments (71)

 

‘We have yet to ­establish the principle that even in the throes of conflict children will be provided not just with food and shelter, but with education.’ Photograph: Mohammad Hannon/AP

This week 148,000 Syrian child refugees in Lebanon are back in school. This is thanks to an innovative initiative that has dramatically changed the way we think of provisions for children in conflict.

Having been deprived of an education by a war entering its fourth year, 88,000 of these children are now benefiting from a unique timeshare experiment. The local Lebanese children, who study in French and English in the mornings, are sharing their schools to allow Syrian refugees to learn in their native Arabic during a second afternoon shift. Some Syrian refugees also attend the morning school and the shift system is allowing many more children to be educated.

In one pilot area in Akroum, northern Syria, a Scottish charity is providing the funds for Syrian volunteers and Lebanese teachers to work together. Over the past few weeks an idea that was once merely a concept has been debated by international organisations and turned into reality. The project has got off the ground thanks to aid given by 10 donor countries, allowing Unicef and the UN high commissioner for refugees (UNHCR) to mobilise and work in partnership with the Lebanese government.

This month in New York I was able to report to the UN secretary general, Ban Ki-moon, that the idea of education without borders is coming alive in one of the most dangerous areas of the world. This is thanks to the efforts of the UN voluntary organisations and aid agencies that have now pledged approximately $100m to make the initiative work.

The education of Ban Ki-moon himself is testimony to what can be achieved when international organisations are determined to provide education in the midst of conflict. The secretary general was educated under a tree during the 1950s civil war between North and South Korea. He benefited from a unique scheme under which Unesco and Unicef provided aid for the child refugees of that country’s devastating war. He told me that the books he used were received thanks to Unesco and that printed on their back cover was a message from the UN. It said: “Work hard and you will repay your debt to the United Nations.” This is something Ban Ki-moon did many times over as he rose to become the first secretary general of the United Nations who was brought up in the midst of civil war.

But 60 years on we have yet to establish the principle that even in the throes of conflict children will be provided not just with food and shelter, but with education. And we have yet to persuade aid donors that the one thing that education can provide is the vital ingredient of hope: hope that there is a future worth preparing and planning for.

Today more than 20 million of the 57 million children who are not in school are denied education because they are victims of war. And while the Red Cross long ago proved that healthcare can be provided even in the most difficult and turbulent of wars, we have not yet made sure that schooling can continue uninterrupted. As a result of our failure, children who should be at school are often involved in child labour, begging on the streets, condemned to early marriage, trafficked, or even recruited as child soldiers and trained to kill.

Now Lebanon can become the country where we achieve for education in 2014 what was achieved for health a century ago. We can give education to every one of the 435,000 child refugees and vulnerable children.

The provision of education beyond borders is not just a concept. It is coming alive in the most difficult of conflict zones, but it will take a demand from the public to persuade governments to do what is necessary to maintain support over the coming years. We must make sure the right of every child to go to school – in war as well as in peace – can become a reality

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Crowdfunding sustainable learning solutions. Also in vocational training ?
eLearning Africa 2014• eLearning Africa, 9th International Conference on ICT for Development,
Education and Training
• May 28 – 30, 2014
• Speke Resort and Conference Centre Ltd, Munyonyo, Kampala, Uganda
• Organisers: ICWE GmbH (http://www.icwe.net), Government of UgandaOrganiser:
ICWE GmbH,
Managing Director: Rebecca Stromeyer
Email: info@elearning-africa.com,
Website: http://www.elearning-africa.com,
Tel.: +49 (0)30 310 18 18-0Press Contacts
ICWE GmbH, Andrea Ricciarelli
andrea.ricciarelli@icwe.net Tel.: +49 (0)30 310 18 18-0, Fax: +49 (0)30 324
98 43Social media
Facebook: eLearning Africa Group / eLearning Africa Facebook Page
Twitter: @eLAconference, #eLA14
LinkedIn: eLearning AfricaPress releases
http://elearning-africa.com/press_release.phpNews Portal
http://www.ela-newsportal.comPhotographs
http://elearning-africa.com/media_library.phpview thread online:
http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2519
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From: Wambeke Tom [t.wambeke@itcilo.org]
Sent: 2014-03-10 12:40:57
Subject: Crowdfunding sustainable learning solutions. Also in vocational training ?During the Learning Link ( http://www.itcilo.org/link )
we have addressed the economic dimension of sustainable learning, discussing the availability
of resources for development training and how non-conventional sources of
funding could be explored with the aim to increase the economic
sustainability of learning institutions and their activities. One of the
options to explore was the feasibility of crowdfunding which has been on
the rise in the last 5 years. The Centre conducted a feasibility study on
‘micro-grants’ to give participants from developing countries the
possibility to attend training or learning events in function of their
professional development with a specific focus on institutional impact. We
hope to organize in the nearby-future a knowledge sharing event on the
results of this study as the complexity of such a project cannot be
underestimated and we are keen to learn from fellow institutions who are
interested in solving similar challenges. The exploration continues. Last
week we launched a crowdfunding campaign on a specific training product
that is highly in demand.
Trainers and Facilitators who are currently using
our toolkit http://compass.itcilo.org/ were wondering if we could not
produce a mobile deck of cards which visualizes this rich set of 60
training methodologies and technologies.
The project is currently launched
at http://igg.me/at/crowdfundingcompasscards/x/6451945 and a quick
instructional video about the new project is available here
https://www.youtube.com/watch?v=2B7tS43Mvi0 .Any institutions in this UNESCO-UNEVOC network that have substantial
experience with crowdfunding initiatives? Looking forward to connect.view thread online:
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 From: Dr.V.S. Mehrotra [mailto:drvs.mehrotra@gmail.com]
 Sent: 2014-03-20 14:00 Subject:
Call for Papers for Indian Journal of Vocational Education
• Authors are cordially invited to submit papers for the upcoming edition of the Indian Journal of Vocational Education Volume 19, Issue 2, Oct., 2013 -March, 2014
• Last Date of Paper Submission: March 31, 2014
 • The manuscript can be submitted online • All areas related to vocational education and training and skill development are covered under IJVE.
• There is no charge for the submitting paper for review • Papers will be published in English only.
• For more details, please see the attached file.
– Dr. Vinay Swarup Mehrotra
Professor & Head National Vocational Education Qualifications Framework (NVEQF) Cell Executive Editor Indian Journal of Vocational Education (IJVE)
Official address: PSS Central Institute of Vocational Education (PSSCIVE), a constituent unit of NCERT, an autonomous body under Ministry of Human Resource Development (MHRD),
 Government of India, Shyamla Hills,
Bhopal – 462 013, M.P., India.
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TVET and Career Guidance

 The attached papers may be of interest.
Career guidance and orientation)
Tony
Professor Tony Watts, OBE Cambridge
Attachments:
A.G. Watts: Learning for Jobs. The Relationship of Career Guidance to VET http://www.unevoc.unesco.org/e-forum/LearningForJobs.pdf
A.G. Watts: Career Guidance and Post-Secondary Vocational Education and Training http://www.unevoc.unesco.org/e-forum/Post-SecondaryVETPaper.pdf
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Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management in the changing world of work by Muhammad Sukri Saud, Babawuro Shu’aibu*, Noraffandy Yahaya and M. Al-Muzammil Yasin* in African Journal of Business Management Vol. 5(16), pp. 6668-6673, 18 August, 2011. Available online at http://www.academicjournals.org/journal/AJBM/edition/18_August_2011
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GCE-NL Seminar Development for All through Education 27 februari – aanmelden nog mogelijk

Op donderdag 27 februari bespreken ontwikkelingsexperts uit verschillende sectoren de rol van onderwijs naar aanleiding van het UNESCO Global Monitoring Report 2013/2014. Dit is tevens de Nederlandse lancering van dit internationaal toonaangevende rapport.

Het rapport toont aan dat goed onderwijs voor velen nog altijd onbereikbaar is. Daarmee komt ook ontwikkeling op andere vlakken in het gedrang. Hoe kunnen we, zeker gezien de afnemende middelen en steun voor onderwijs in OS, ervoor zorgen dat deze cruciale voorwaarde tot ontwikkeling verzekerd is?

Sprekers en panelleden zijn:

  • Catherine Jere (GMR-team)
  • Oley Dibba-Wadda (Femmes Afriques Solidarités)
  • Maarten de Jongh (ING Sustainability)
  • Hedwig Bruggeman (AgriProFocus)
  • Laura Lasance (Choice for Youth and Sexuality)

De middag wordt geleid door Kirsten van den Hul.

Donderdag 27 februari 2014
13.00 – 17.00 uur
Utrecht, In de Driehoek

Aanmelden bij gce@edukans.nl.
Lees meer

http://us7.campaign-archive2.com/?u=28bd1bd9bea6c1d080e817d70&id=f13ac11972&e=69e5480594

 

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SD2015: Helping stakeholders shape new global goals for humanity’s future

News

http://www.stakeholderforum.org/sf/index.php/news/588-stakeholder-forum-and-sdplannet-convening-regional-sustainable-development-planning-workshops-

Recent Activities

http://www.stakeholderforum.org/sf/index.php/news/587-launch-of-the-european-commissions-energy-think-tank-insighte

 

Stakeholder Forum

3 Whitehall Court, London, SW1A 2EL

United Kingdonm

+44 (0) 207 930 8753

www.stakeholderforum.org

Twitter:@stakeholders

 

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Dear Friends and Colleagues,

UN SD Education Caucus member, Leonard Sonnenschein, attended the OWG-8 providing input into the dialogue on oceans.  Attached is a copy of report, note his intervention will be included in the work on oceans.

“Engagement at every level of society is needed to lead the way towards a sustainable and profitable future.”

Sincerely yours in conservation and education,

On behalf of the UN SD Ed. Caucus, Leonard thanks for the good work on our behalf.
Education Caucus Report Feb 2014-1              /         PastedGraphic-1
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus
__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612

 

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__________________
Dr. P. J. Puntenney

Environmental & Human Systems Management

1989 West Liberty       

 Ann Arbor, MI  48103  USA 

E-mail:  pjpunt@umich.edu

Cell:  (734) 330-0238

Voice/Fax: (734) 994-3612

  =======

 UN Foundation & Better World Campaign

UN Foundation, other groups call for education for Syrian refugees
The United Nations Foundation and other groups are calling for for the full financing of education for the largest population of Syrian refugees in Lebanon through a UN plan endorsed by the government of Lebanon and the secretary-general of the UN by funding the global humanitarian appeal RRP 6. By funding this plan, we will show it is possible to get children into school during an emergency and continue with the full-scale regional and global responses for education in emergencies because Education Cannot Wait.

http://educationenvoy.org/education-in-emergencies-syria/

 

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Dear Friends and Colleagues,

Eighth Session of the Open Working Group (OWG) of the UN General Assembly (UNGA) on Sustainable Development Goals (SDGs)

3-7 February 2014 | UN Headquarters, New York, United States of America

UN SD Education Caucus member, Leonard Sonnenschein, attended the OWG-8 providing input into the dialogue on oceans.  Attached is a copy of report, note his intervention will be included in the work on oceans.

“Engagement at every level of society is needed to lead the way towards a sustainable and profitable future.”

Sincerely yours in conservation and education,

On behalf of the UN SD Ed. Caucus, Leonard thanks for the good work on our behalf.
Education Caucus Report Feb 2014-1              /         PastedGraphic-1
All the best,
Pam Puntenney and Bremley Lyngdoh
UN SD Education Caucus

__________________
Dr. P. J. Puntenney
Environmental & Human Systems Management
1989 West Liberty
 Ann Arbor, MI  48103  USA
Cell:  (734) 330-0238
Voice/Fax: (734) 994-3612

 

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Ambassador Jean-Francis R. Zinsou (Benin) at the 5th OWG session
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A “global learning crisis” means children aren’t gaining needed math and reading skills, while adult illiteracy remains
high, especially among women, a UNESCO report says. Countries and donors should put greater focus on education,
particularly for the poorest populations, the report says. The Guardian (London) (1/28), BBC (1/28), LiveMint.com/The
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UNEVOC Centres, recently published resources and it lists all the visitors that we welcomed to the International Centre in the last quarter of 2013.
Please have a look and read more about our activities and events under the following links:
We hope you enjoy the new Bulletin!
If you have any questions or feedback, we would love to hear from you at http://www.unevoc.unesco.org/feedback.php
Best regards,
UNESCO-UNEVOC

cid:image001.jpg@01CCED98.608E6B60   cid:image002.jpg@01CCED98.608E6B60   Bernard Combes

Information Officer – Chargé de l’information

UN Decade of Education for Sustainable Development – (ED/PSD/ESD) – Décennie NU pour l’Éducation en vue du développement durable

Division of Education for Peace and Sustainable Development – Division de l’Éducation à la paix et au développement durable

Education Sector Focal Point for Biodiversity – Point focal Biodiversité du Secteur de l’Éducation

UNESCO Focal Point for the Earth Charter – Point focal UNESCO pour la Charte de la Terre

 

United Nations

Educational, Scientific and

Cultural Organization

 

Organisation

des Nations Unies

pour l’éducation,

la science et la culture

7, place de Fontenoy

F-75352 Paris 07 SP — France

Tel.: +33 (1) 45 68 06 86  –  Fax: +33 (1) 45 68 56 26

www.unesco.org/en/esd

b.combes@unesco.org

 

FB Logo

 

Getting to Zero – Starting with Education

Objectif Zero -Commençons par l’education

WORLD AIDS DAY2013 WORLD AIDS DAY2013

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Women's Empowerment Principles

Live Webcast

 11 March at 1:15-2:30pm EST

Women’s Empowerment Principles Official Side Event of CSW58

Co-sponsored by the Government of Australia, UN Global Compact, UN Women, International Federation of Business and Professional Women and the NGO CSW Forum 2014, the Women’s Empowerment Principles: Equality Means Business
Re-Visioning the Development Agenda – A Multi-Stakeholder Dialogue

will be live-streamed internationally. Friends and colleagues that are unable to join us in person, please join via live webcast at http://webtv.un.org.
See programme here.

Join the Conversation!
Follow us on Facebook and Twitter, and use the hashtags #EqualityMeansJobs and#CSW58

You are receiving this communication based on your interest in the Women’s Empowerment Principles. To unsubscribe from this list, please click here

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Global Campaign for Education Nederland

 

http://us7.campaign-archive1.com/?u=28bd1bd9bea6c1d080e817d70&id=781afa2dcf&e=69e5480594

 

 

 

 

www.globalcampaignforeducation.nl                       GCE@Edukans.nl

Global Campaign for Education Nederland
p/a Edukans, Postbus 1492, 3800 BL  Nederland
Amersfoort,   3800 BL
Netherlands
p/a Edukans,        Postbus 1492,        3800 BL  Nederland

http://www.worldwewant2015.org/education2015

 

 

International Day of the Girl Child 2013 – Innovating for Girls’ Education

Innovating for Girls’ Education” E-discussion on the World We Want platform

 Week Two discussion has just started!

 Go to Week Two discussion and contribute today – http://www.worldwewant2015.org/node/397135

 In the lead-up to the International Day of the Girl Child 2013, themed Innovating for Girls’ Education UNICEF has started a new e-discussion with a similar theme, on the World We Want online platform. The discussion will be coordinated by the Youth Advocacy Group of the United Nations Global Education First Initiative (GEFI).

This e-discussion aims to gather and learn about innovative approaches, ideas and solutions from different regions, countries and communities that help improve girls’ education and their learning outcomes, particularly of those most disadvantaged. The e-discussion will be facilitated by expert moderators and will run for three weeks from 16 September to 6 October, each week covering a new theme. Week Two: Innovate for Girls Education and Gender Sensitivity will run through 4 October.

How can I participate? Register, or log-in on http://worldwewant2015.org/education2015 .

Then, simply click on the E-Discussion: Innovating for Girls’ Education – WEEK TWO. Contribute by leaving your views, ideas and stories of innovative solutions in the Post A Reply window.  

We are particularly looking for stories, case studies and experiences.

 Share with your networks and organizations too – invite them to join this conversation by registering at http://worldwewant2015.org/education2015

 

 Centre for Global Development chapter on Social exclusion: the emerging challenge in girls’ education http://www.unevoc.unesco.org/e-forum/lewis-lockheed-chapter1.pdf

448.pdf 448.pdf 2178 kB   VoicesRisin 448
Rio+20 Ed Report-FIN.pdf Rio+20 Ed Report-FIN.pdf 9660 kB   Weergeven   Downloaden

Universal Primary Education

 

 

The second United Nations Millennium Development Goal is to achieve Universal Primary Education, more specifically, to “ensure that by 2015, children everywhere, boys and girls alike will be able to complete a full course of primary schooling.” Currently, there are more than 75 million children around the world of primary school age who are not in school. The majority of these children are in regions of sub-Saharan Africa and South Asia and within these countries, girls are at the greatest disadvantage in receiving access to education at the primary school age.

Universal Primary Education Model

 

New post on Education Post 2015 ICAE 

http://educationpost2015icae.wordpress.com/2013/05/28/icaes-comments-to-the-draft-executive-summary-of-the-global-consultation-on-education

ICAE’s Comments to the draft Executive Summary of the Global Consultation on Education

 

 

ON BEHALF OF NIRANTAR, CENTRE FOR GENDER & EDUCATION,

INDIA                      Website: http://www.nirantar.net

 

 

 

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GUNi Side Event “Rio+20  Side Event will discuss the Rio+20 Treaty on Higher Education

Please click here for more detail and here to view the draft programme (also attached to this email).

To book a place, please email us at: office@copernicus-alliance.org

 

This event is co-organised by COPERNICUS Alliance (CA) and the United Nations University Institute of Advanced Studies (UNU IAS) – through its Regional Centres of Expertise (RCE) initiative.

 

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http://www.mdpi.com/2071-1050/5/6/2327

UNESCO Chair in Community Based Research and Social Responsibility in Higher Education

PRIA-IT
Budd L Hall, PhD
Co-Chair
UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education
School of Public Administration
PO Box 1700, STN CSC
Victoria, BC. V8W 2Y2
Canada

http://unescochair-cbrsr.org/

 

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Arab Regional Implementation Meeting (RIM) for the Twentieth Session of the Commission
for Sustainable Development (CSD-20)
29-30 May 2013 | Dubai, United Arab Emirates (UAE)

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http://www.worldwewant2015.org/node/349169

http://www.worldwewant2015.org/node/349180

 

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[Youth] Synthesis report on Tackling youth unemployme​nt through TVET

2013eForum virtual conference Youth Unemployment

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http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2392

 

http://www.unevoc.unesco.org/e-forum/Green%20Day.doc

 

www.greenday2013.de

 

 

http://www.unevoc.unesco.org/go.php?q=e-Forum+-+Message+Board&skin=efor&lang=en&action=threadlist&thread=2385

 

http://edunorth.wordpress.com/writing/

 

http://edunorth.wordpress.com/public-speaking/

 

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Contacting SEEd   http://se-ed.co.uk/edu/th_event/seed-webinar-3/

Sustainability and Environmental Education (SEEd) is a registered charity that identifies, promotes, enables and supports environmental education and education for sustainable development in the UK. For more information on the work we do, please visit out website (www.se-ed.org.uk) or contact using the details below.
SEEd Upper Unit 5 Bay 4, The Co-op Centre 11 Mowll Street London, SW9 6BG
Telephone: 020 7820 7569

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For full report:

http://www.ilo.org/global/research/publications/WCMS_228965/lang–en/index.htm

Kevin Cassidy Senior Communications and External Relations ILO Office for the United Nations
1 Dag Hammarskjold Plaza
885 Second Avenue, 30th Floor
New York, NY 10017 Tel: +1 212 697-0150  ext. 110
Skype: kcassidyk
  
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