.
http://worldviewmission.nl/?page_id=5750
http://worldviewmission.nl/?page_id=125
http://worldviewmission.nl/?page_id=5733
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 Environmental 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,
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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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:
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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 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.
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:
- het persbericht van het GPE over de Replenishment Meeting
- de toezeggingen per donor
- het verslag van GCE-Internationaal
- de Fund the Future campagne
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
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/
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
“Call for hosting” the 9th WEEC in 2017–Appel à candidatures pour l’organisation du congrès mondial WEEC en 2017–Convocatoria de candidaturas para la organización del 9° Congreso Mundial WEEC en el 2017
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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 – Sustainable Development Policy & Practice
UN Secretary-General, Global Leaders Urge Action on Education
read more: http://uncsd.iisd.org/
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.
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.
Rheingold, H. (2014).
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.
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.
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
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
UNESCO-UNEVOC e-Forum, http://www.unevoc.unesco.org/e-forum
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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
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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
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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
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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/
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
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.
view thread online: http://www.unevoc.unesco.org/
Course content for alt. energy vehicles: links requested
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/
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/
http://www.natef.org/NATEF/
http://www.tn.gov/sbe/2013_
http://www.cordonline.net/
NATEF Program Standards –
http://www.natef.org/
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
Curriculum Development – Electrical Engineering
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/
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/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
Programmes (On-the-Job Training OJT)Dear Myrla,
Quality Key Performance Indicators KPIs (see
http://www.unevoc.unesco.org/
) 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/
UEF-UNEP Course on MEAs, 20-30 October 2014
- 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.
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
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)
[GeoTeam] Important Online consultation on the revision of UNESCO Recommendation on the Development Adult Education (1976)
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
20148 Hamburg
Germany
———————————————————————————-
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/
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.
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
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
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:
announcement.Thanks*Aminullah Adel
*Kabul- Afghanistan
0093799448195– 0093787874700
Aminwardak@gmail.com
Skype:aminullah-adelview thread online:
http://www.unevoc.unesco.org/
Definition of Quality of Vocational Education and Training
Senior Specialist in VET Policies and Systems
ETF operationsview thread online:
http://www.unevoc.unesco.org/
Tell us what you think: take the UNESCO-UNEVOC survey!
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/
we need to improve our services!Many thanks in advance for your support.Best regards,
UNESCO-UNEVOCview thread online:
http://www.unevoc.unesco.org/
TVET Quality Key Performance Indicators KPIs
on the TVET quality indicator unpacked listed in
http://www.unevoc.unesco.org/
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/
Automotive Technology and Engineering
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/
@joecar twitter
Mobile 07834843011view thread online:
http://www.unevoc.unesco.org/
Smart Phones + Open Educational Resources + Self-Determined 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/
I’ll see if I can find you on GLOW https://secure.glowscotland.
Kind Regards
Joe
Need of innovation in vocational training equipments
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/
http://www.unevoc.unesco.org/
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: forum@unevoc.unesco.org
New book – Understanding Employer Engagement in Education
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.
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.
(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.
http://www.unevoc.unesco.org/
Mobile cards for learning and training / support our crowdfunding campaign
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?
http://igg.me/at/
http://www.unevoc.unesco.org/
Definition of: Quality of Vocational Education and Training
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
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
Sent: 2014-06-13 09:53
Dr. Manfred Wallenborn
Senior Specialist in VET Policies and Systems
ETF operations
www.etf.europa.eu
Establishing a national research center
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-
http://edunorth.wordpress.com/
http://edunorth.wordpress.com/
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
UN CC: Learn Programme Leverages USD 1 Million in National Funds for Climate Change Teacher Training
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
Competency Development Framework CDF Automotive Engineering and Technology
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/
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/
Hello,
may be this website can help you. It’s a really good automotive college in Malaysia
www.toc.edu.my
Automotive Technology DACUM Chart
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/
http://www.unevoc.unesco.org/
Login for read-only access: User “Bulletin”, password “read”
Contributions and feedback: forum@unevoc.unesco.org
You can visit at www.dvet.gov.in or www.dget.gov.in
yours
Sandip Borkar (Instructor) Govt. Industrail Training Institute, Yavatmal Maharashtra, India
[wssd-educationcaucus] Great News! IUCN – CEC
FYI.UN CC:Learn News: e-Course Attracts 3,800 Participants in Three Months, Registrations Continue
May 2013 — Issue 53 Problem viewing this email? Click here.
UN CC:Learn e-Course Attracts 3,800 Participants in Three Months, Registrations Continue
MEA negotiations: issue briefs template
Dear Community of Educators,
————–
Third Floor
Tel: + 44 (0)20 7096 0277
Registered charity no. 802 934
—————————————————————————————-
Consumption Leading By Example – PAD YATRA: A Green Odyssey (film) – an example of spiritual ecology in practice in the Himalayas
===========
Subject: Pad Yatra: A Green Odyssey – an example of spiritual ecology in practice in the Himalayas
Documentary Film:
PAD YATRA: A GREEN ODYSSEY (110 minutes)
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.
Leslie Sponsel sponsel@HAWAII.EDU
SEEd: Tackle tomorrow’s challenges and implement sustainability approaches in schools
Is this email not displaying correctly? View it in your browser
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
Curriculum for Vocational Training on Biogas Technology
————————————————————————————————–
New vocational teacher professionalism and quality development
Attachment:
International Forum of Researchers in Education www.ifore.in
RE: Job-focused Skills
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.
http://www.euacademic.org/
http://www.scribd.com/doc/
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-
http://www.scribd.com/doc/
http://www.iipe.co.in/journal/
http://www.scribd.com/doc/
;
http://www.docstoc.com/docs/
http://www.ptlenterprise.com/
http://www.scribd.com/doc/
http://www.scribd.com/doc/
Presentation at REC13. Innovation -Reverse Innovation – Exonovation for Engineering Council
of India.
https://independent.academia.
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/
18. Renewable Energy for Inclusive Growth – Role of NGOs
http://www.iipe.co.in/journal/
19. Iron Ore Beneficiation: Challenges to Iron & Steel Industry
http://www.scribd.com/doc/
http://www.scribd.com/doc/
http://www.scribd.com/doc/
20. Approach to Zero Breakdown- A Challenge of Multi Management Aspects
http://www.scribd.com/doc/
; http://www.scribd.com/doc/
http://www.docstoc.com/docs/
21. Waste Management in Steel Plants, Base Paper: YP Chawla CEO Zoom
Developers P Ltd
http://www.iipe.co.in/seminar/
22. Challenges – Maintenance Management of Assets during the Current
Economic Meltdown
http://www.scribd.com/doc/
23. Maintenance-Management-during-
http://www.docstoc.com/docs/
24. Sustainable Development – Role of Engineering Managers and
Technologists
http://www.docstoc.com/docs/
25. Sustainable-Green-Growth-
http://www.scribd.com/doc/
26. Waste-Management-in-Steel-
http://www.docstoc.com/docs/
27. Poster “Renewable Energy for Inclusive Growth – Role of NGOs”
Advisor Joint Electricity Regulatory Commission
+ 91 98107-08707
http://www.unevoc.unesco.org/
Just published:UNESCO-UNEVOC Bulletin 26, April 2014
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/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
http://www.unevoc.unesco.org/
Happy International 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
Indonesia Climate Change Education Forum & Expo 1 – 4 May 2014
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
To those who have commented on Higher Education in TVET in Bangladesh I wonder are there any thoughts on the
International Forum of Researchers in Education www.ifore.in
Education, is being launched on 24 April 2014.The MISSION OF the INTERNATIONAL FORUM OF RESEARCHERS IN EDUCATION
www.info.in
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
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/
Malaysia success: Human Resource Development Centres
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
“fidelity to the original
effectiveness, but less so
who have not read about program adaptation yet, this is for your
information. I am attaching the document
“Program fidelity and
with this comment.MyrlaAttachment:Program fidelity and
——————————————————————————————–
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
From: Giovanni CRISONA [giovanni.crisona@gmail.com]
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?
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
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 #
Dr. P. J. Puntenney
Call for nominations: Wenhui Award for Educational Innovation 2014
Call for nominations
How to apply for the Award?
Strengthening Relationships Through Job Analysis
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.
(306) 633-2001 (Extension 8881)
www.northlandscollege.sk.ca
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
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.
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/
http://www.ela-newsportal.comPhotographs
http://elearning-africa.com/
http://www.unevoc.unesco.org/
Sent: 2014-03-10 12:40:57
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.
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.
at http://igg.me/at/
instructional video about the new project is available here
IJVE Call for papers (pdf) http://www.unevoc.unesco.org/
TVET and Career Guidance
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
————————————————————————————————–
SD2015: Helping stakeholders shape new global goals for humanity’s future
News
Recent Activities
Stakeholder Forum
3 Whitehall Court, London, SW1A 2EL
United Kingdonm
+44 (0) 207 930 8753
Twitter:@stakeholders
—————————————————————————————————
Dear Friends and Colleagues,
“Engagement at every level of society is needed to lead the way towards a sustainable and profitable future.”
Sincerely yours in conservation and education,
Dr. P. J. Puntenney
—————————————————————————————————
__________________
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/
————————————————————————————————
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
“Engagement at every level of society is needed to lead the way towards a sustainable and profitable future.”
Sincerely yours in conservation and education,
Dr. P. J. Puntenney
—————————————————————————————————
http://www.nzaeeconference.co.nz/
http://www.scoop.co.nz/stories/ED1401/S00008/environmental-educators-meet-for-shake-up.htm
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
FB Logo
Getting to Zero – Starting with Education
Objectif Zero -Commençons par l’education
WORLD AIDS DAY2013 WORLD AIDS DAY2013
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
You are receiving this communication based on your interest in the Women’s Empowerment Principles. To unsubscribe from this list, please click here
Global Campaign for Education Nederland
http://us7.campaign-archive1.com/?u=28bd1bd9bea6c1d080e817d70&id=781afa2dcf&e=69e5480594
www.
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.
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/
Then, simply click on the E-Discussion: Innovating
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/
Centre for Global Development chapter on Social exclusion: the emerging challenge in girls’ education http://www.unevoc.unesco.org/e
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448.pdf 2178 kB VoicesRisin 448 |
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Rio+20 Ed Report-FIN.pdf 9660 kB Weergeven Downloaden |
Universal Primary Education
-
UNEVOC e-Forum, 25 June to 9 July 2013
- http://www.unesco.org/new/en/
- http://www.unevoc.unesco.org/subscribe.php?id=-1&fita=vcyouth
- Tackling youth unemployment through TVET (Dr Gita Subrahmanyam, June 2013, pdf, 136 kb)
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 ICAEhttp://educationpost2015icae.wordpress.com/2013/05/28/icaes-comments-to-the-draft-executive-summary-of-the-global-consultation-on-education |
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ON BEHALF OF NIRANTAR, CENTRE FOR GENDER & EDUCATION,
INDIA Website: http://www.nirantar.
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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-
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
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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 unemployment through TVET
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http://www.unevoc.unesco.org/e-forum/Green%20Day.doc
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/
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
