Learning transitions can be disruptive and unsettling to any young person. Children aged between 12-25 years old are particularly vulnerable, given how this period can impact on increased risks of anxiety, depressive disorders, and mental illnesses later in life.
We are pleased to invite you to a virtual event hosted by UKCDR: Research enablers for impact - accelerating the impact of the UK’s investment in international development research on the 29th September 2020. This lunchtime dialogue will lead a strategic discussion on how to enable, accelerate, and evaluate the impact of the UK’s investment in international development research.
The Higher Education Research Centre (HERC) Dublin City University in collaboration with the Higher Education Reform Research Network (HER) and other partners are hosting an online book launch and panel discussion Inequality, Innovation, and Reform in Higher Education: Challenges of Migration and Ageing populations.
Universities and other higher education institutions have a critical role in helping society achieve the Sustainable Development Goals (SDGs) through their research, learning and teaching, campus operations and leadership. One of the most important ways they can contribute to this is to support students and other learners within their sphere to develop the necessary knowledge, skills and mindsets to contribute to solving the complex sustainable development challenges our world faces.
Literacy programmes have suffered severely during the COVID-19 pandemic, yet adult literacy and education have been absent in many initial education responses. Even before the crisis, 773 million non-literate adults and young people were failing to acquire basic reading and numeracy skills.
How can we measure development? Recent years have witnessed concerns regarding effective management and results-oriented approach to development projects and programmes. The discourse has gained further momentum with the adoption of Sustainable Development Goals (SDGs), Targets and Indicators. The quest for the impact of development interventions has been intensified as the message “Leaving No One Behind” gets loud and clear.
Smart technologies' revolutionary impact on manufacturing continues to grow, from design and engineering processes through to production, distribution, and customer experience; all while accelerating operational efficiency and driving enterprise-wide growth. Coined Industry 4.0, it is enabling a hyper-personalisation of the traditional value-chains and experiences of the (digital) workforce and customers, as well as reinventing organisations, their values, and dramatically shifting their revenue sources.
In 2021, the Bulgarian Comparative Education Society (BCES) is organizing two conference events:
In the current climate of COVID-19, interactions with groups, communities and individuals are increasingly taking place virtually, through the wealth of available remote platforms. These new technologies bring challenges to literacy researchers and practitioners both in learning to use the technology and also in selecting effective techniques.
There is suddenly a crispness in the air and, although higher education will look quite different to this time last year, September is for many of us the 'real' new year, bringing with it a new perspective and fresh possibilities.
UIL has recently published an issue note on 'Higher education institutions' engagement with the community during COVID-19', which may be of interest to subscribers – please find it featured below and attached.
UIL has just finalized and published a report, entitled ‘Embracing a culture of lifelong learning: contribution to the Futures of Education initiative’, which will we hope be of interest to subscribers and is attached. This report has been developed based on a transdisciplinary online consultation, which took place from 26 May to 12 June 2020.
On 1 September, as one of the key events of the 2020 Global Learning Festival, the Wyndham Council Learning Community team, in partnership with the Australian Learning Communities Network (ALCN), ran a webinar on using the Collective Impact Assessment Tool (CIAT).
The event was a collaboration between various partners that have been involved in the design, development, or implementation of the Collective Impact Assessment Tool, known as ‘CIAT’ since it was first designed several years ago by the Melton Learning Board.
The CR&DALL project, Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises, is formally launched with a series of events on 3 September 2020, and has produced its first Briefing Pap