Education Commons^™

Climate Change And Modern Education: Preparing For A Sustainable Future, Poulomi Chakravarty, Sai Gattupalli, Stephen Mcginty

College of Education Student Publication Series

Climate change is a global phenomenon that has attracted widespread attention in recent decades due to its profound impact on the environment and society. Although climate change is a phenomenon occurring since the inception of Earth, anthropogenic activities such as fossil fuel consumption due to industrialization, transportation and domestic usage, deforestation and land use changes due to urbanization have accelerated the process. Climate education has become an important part of modern education as it helps raise awareness of the issue and promote behavior of climate consciousness which leads to climate action in a positive direction. The authors highlight the values …

The Latin-American Laboratory For Assessment Of The Quality Of Education: Measuring And Comparing Educational Quality In Latin America, Australian Council For Educational Research

Assessment GEMS

The Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (Latin-American Laboratory for Assessment of the Quality of Education or LLECE) is the network of national systems for the assessment of education quality in Latin America, created in 1994, and coordinated by UNESCO’s Regional Bureau for Education in Latin America and the Caribbean (OREALC). LLECE’s purpose is to produce data and knowledge that inform educational policy in the region, contribute to capacity building, and serve as a forum for reflection, exchange and generation of new ideas and good practices in education evaluation. LLECE assessments aim to provide information about …

Communities In Action: Lifelong Learning For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This handbook identifies principles and policy mechanisms to advance community-based learning for sustainable development based on the commitments endorsed by the participants of the Kominkan-CLC International Conference on Education for Sustainable Development, which took place in Okayama City, Japan, in October 2014. To inform policymakers and practitioners new to this field, the handbook clarifies the international vision and goals for sustainable development and Education for Sustainable Development, and identifies the potential contributions of community-based learning centres and organizations. It documents both policy and practice from different regions and concludes with a summary of principles and policy support mechanisms.

Learning Families: Intergenerational Approach To Literacy Teaching And Learning, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an intergenerational approach to literacy to be successful and foster a culture of learning, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustained funding through longer-term policy support. The examples from twenty-two different countries also provide evidence of the …

Global Perspectives On Recognising Non-Formal And Informal Learning:Why Recognition Matters, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This book deals with the relevance of recognition, validation and accreditation (RVA) of non-formal and informal learning in education and training, the workplace and society. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Special attention is paid to the analysis of institutional and political requirements that give genuine value to the recognition of non-formal and informal learning; the role played by RVA in education, working life, voluntary work and social inclusion; and the interests and motivations of all stakeholders, as well as the importance …

Transforming Our World:Literacy For Sustainable Development, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

This compilation offers global examples of innovative and promising literacy and numeracy programmes that link the teaching and learning of literacy to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. This publication is a timely contribution to the 2030 Agenda for Sustainable Development, which promotes the engagement of stakeholders to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’

The Latin-American Laboratory For Assessment Of The Quality Of Education: Measuring And Comparing Educational Quality In Latin America (Superseded Version), Australian Council For Educational Research

Assessment GEMS

The Laboratorio Latinoamericano de Evaluación de la Calidad de la Educación (Latin-American Laboratory for Assessment of the Quality of Education or LLECE) is the network of national systems for the assessment of education quality in Latin America, created in 1994, and coordinated by UNESCO’s Regional Bureau for Education in Latin America and the Caribbean (OREALC). LLECE’s purpose is to produce data and knowledge that inform educational policy in the region, contribute to capacity building, and serve as a forum for reflection, exchange and generation of new ideas and good practices in education evaluation. LLECE assessments aim to provide information about …

2nd Global Report On Adult Learning And Education:Rethinking Literacy, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

Drawing on data gathered from 141 countries, the second Global Report on Adult

Learning and Education reviews progress in implementing the Belém Framework for Action, the set of recommendations made by governments at the Sixth

International Conference on Adult Education (CONFINTEA VI) in Belém in December

2009. The report adopts a global perspective, describing the commonalities and differences of Member States as they work to improve their adult education

sectors.

This second Global Report has as its special theme ‘Rethinking Literacy’. UNESCO

hopes that this will help to position literacy as the foundation for lifelong learning. The report …

Global Report On Adult Learning And Education, Unesco Institute Of Lifelong Learning, 58 Felbrunnenstr., 20148 Hamburg, Germany

IACE Hall of Fame Repository

The first-ever Global Report on Adult Learning and Education is based on 154 National Reports submitted by UNESCO Member States on the state of adult learning and education as well as five regional synthesis reports and secondary literature. Its purpose is to provide an overview of trends in adult learning and education as well as to identify key challenges. It is an important reference document and an advocacy tool, and served as input to CONFINTEA VI.

Chapter 1 examines how adult education is considered in the international educational and development policy agenda, Chapter 2 presents developments in policy and governance, …

Final Report Unesco-Unevoc International Experts Seminar, Dublin, Aidan Kenny

Conference Papers

UNESCO-UNEVOC International Centre and the Dublin Institute of Technology (DIT) UNEVOC National Centre Ireland jointly organised an International Expert’s Consultation seminar from 18 to 20 August, 2008 at DIT Aungier Street Campus, in Dublin, Ireland. Since DIT joined the UNEVOC Network in early 2007, Mr. Aidan Kenny, co-ordinator of the National UNEVOC Centre Ireland and Dr. L. Efison Munjanganja, Head, UNEVOC Networks had in conversations and in correspondence been keen about the idea of a consultative seminar on technical and vocational education and training (TVET) and capacity building in the UNEVOC Network. Central to the idea was the stimulation of …

The Inkwell, Armstrong Atlantic State University

The Inkwell

No abstract provided.

The Inkwell, Armstrong State University

The Inkwell

No abstract provided.