Academic literature on the topic 'Equitable access to work-integrated learning'
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Journal articles on the topic "Equitable access to work-integrated learning"
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Musa, Murshamshul Kamariah, Abdul Majid Tahir Mohamed, and Abdul Majid Hafiz Mohamed. "Integrating Farmers’ Rights to Equitable Benefit Sharing Into the Malaysian Plant Variety Law: Learning from Others." Yuridika 34, no. 2 (May 1, 2019): 325. http://dx.doi.org/10.20473/ydk.v34i2.13335.
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The Farmers’ Rights concept is part of an international treaty of which Malaysia is one of the signatory parties. The International Treaty on Plant Genetic Resources for Food and Agriculture (FAO Treaty 2004), articulated four core rights under the Farmers’ Rights concept – namely the right to traditional farming knowledge, the right to seed, the right to equitable benefit sharing and the right to participate in the decision-making process. Article 9.2 (b) of FAO Treaty 2004 stipulates that farmers should be given equal opportunity to equitably participate in sharing benefits from the use of plant genetic resources for food and agriculture. The right to equitable benefit sharing legally justifies among others, the rights of smallholder farmers who have been breeding seeds for generations to receive benefits; either monetary or non-monetary from any commercialization of the seeds that have been developed by them. Non-monetary benefits include access to seeds for their farm. This paper investigates to what extent the existing legal provisions of plant variety law in Malaysia has integrated this right to equitable benefit sharing to small farmers as compared to similar legislation in India and under African Union (AU Model Law for the Protection of the Rights of Local Communities, Farmers and Breeders, and for the Regulation of Access to Biological Resources). These two legal frameworks aimed to protect their small farming communities are cited as legislation with the best practices on implementing Farmers’ Rights core rights. The aim is for Malaysia to learn from these countries in order to ensure legal protection for small farmers’ right to equitable benefit sharing of their plant genetic resources.
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Johnston, Sonja, and Michele Jacobsen. "Design Strategy Plus Pandemic Serendipity: Technology-Enhanced Entrepreneurship Education Using Open Learning and Micro-Credentials." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (December 23, 2022): 1–8. http://dx.doi.org/10.18357/otessac.2022.2.1.20.
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In a recent pilot for a redesign of an undergraduate entrepreneurship course, factors for consideration included: materials and resource costs, ability for work-integrated learning, and responding to the contemporary needs of the workplace outside of the post-secondary institution. The utilization of an industry leader’s open learning platform and the implementation of micro-credential certificates supported students’ learning experiences that bridged theory to experience and work-integrated learning. The use of multiple credentials (in addition to course grading) provided additional dimensions of learning and experience. This redesign was developed through 2019 and launched in January prior to the impact of the COVID-19 pandemic on the 2020 winter semester. The intentional strategy in this course design was to build student competencies through theory and content, developing an application with micro-credential certificates, and utilizing work-integrated learning with students creating an ecommerce website to service an existing business or start-up plan. Serendipitously, as businesses and the ecommerce platform were forced to quickly adjust in response to the impacts of the pandemic, undergraduate students were able to learn and design in authentic circumstances and applications. Critical questions are raised concerning equitable access to technology and the reciprocity of gains in the open learning platform between students, institutions, and profitable businesses.
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Theoharis, George, and Marcelle Haddix. "Undermining Racism and a Whiteness Ideology." Urban Education 46, no. 6 (August 22, 2011): 1332–51. http://dx.doi.org/10.1177/0042085911416012.
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This article reports on six White urban principals who came to administration with a commitment to create more equitable and excellent schools for students from marginalized communities. These leaders made strides in raising student achievement, creating a climate of belonging for students, staff, and families, and increasing access to learning opportunities for marginalized students. The analysis sought to address the following research question: “In what ways do White leaders who make significant progress in creating excellent and equitable schools include race and racial issues in their leadership?” Five aspects of these leaders’ work around undermining racism and a Whiteness ideology are highlighted.
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Adeyanju, S., A. O'Connor, T. Addoah, E. Bayala, H. Djoudi, K. Moombe, J. Reed, et al. "Learning from Community-Based Natural Resource Management (CBNRM) in Ghana and Zambia: lessons for integrated landscape approaches." International Forestry Review 23, no. 3 (September 1, 2021): 273–97. http://dx.doi.org/10.1505/146554821833992776.
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Land use in much of sub-Saharan Africa is dominated by legislative frameworks based on a strong colonial legacy, focusing strongly on state control and minimal devolution of management responsibilities to local communities. However, attempts to reconcile conservation and socio-economic development by increasing stakeholder engagement in community-based natural resource management (CBNRM) have been undertaken since the late 1980s. Based on a review of published literature on historical land-use trajectories, the evolution of CBNRM, and key respondent interviews with NRM experts in Ghana and Zambia, this paper asks: What lessons can be learned from CBNRM to inform integrated landscape approaches for more equitable social and ecological outcomes? The paper discusses the positive characteristics and persistent challenges arising from CBNRM initiatives in both countries. The former being, improved rights and resource access, an established institutional structure at the local level, and a conservation approach tailored to the local context. The latter include the absence of multi-scale collaboration, inadequate inclusive and equitable local participation, and limited sustainability of CBNRM initiatives beyond short-term project funding timelines. The paper argues that integrated landscape approaches can address these challenges and improve natural resource management in Ghana and Zambia. We urge landscape practitioners to consider how the lessons learned from CBNRM are being addressed in practice, as they represent both challenges and opportunities for landscape approaches to improve natural resource management.
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Pennell, Nathan A., Melissa Dillmon, Laura A. Levit, E. Allyn Moushey, Ajjai S. Alva, Sibel Blau, Timothy L. Cannon, et al. "American Society of Clinical Oncology Road to Recovery Report: Learning From the COVID-19 Experience to Improve Clinical Research and Cancer Care." Journal of Clinical Oncology 39, no. 2 (January 10, 2021): 155–69. http://dx.doi.org/10.1200/jco.20.02953.
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This report presents the American Society of Clinical Oncology’s (ASCO’s) evaluation of the adaptations in care delivery, research operations, and regulatory oversight made in response to the coronavirus pandemic and presents recommendations for moving forward as the pandemic recedes. ASCO organized its recommendations for clinical research around five goals to ensure lessons learned from the COVID-19 experience are used to craft a more equitable, accessible, and efficient clinical research system that protects patient safety, ensures scientific integrity, and maintains data quality. The specific goals are: (1) ensure that clinical research is accessible, affordable, and equitable; (2) design more pragmatic and efficient clinical trials; (3) minimize administrative and regulatory burdens on research sites; (4) recruit, retain, and support a well-trained clinical research workforce; and (5) promote appropriate oversight and review of clinical trial conduct and results. Similarly, ASCO also organized its recommendations regarding cancer care delivery around five goals: (1) promote and protect equitable access to high-quality cancer care; (2) support safe delivery of high-quality cancer care; (3) advance policies to ensure oncology providers have sufficient resources to provide high-quality patient care; (4) recognize and address threats to clinician, provider, and patient well-being; and (5) improve patient access to high-quality cancer care via telemedicine. ASCO will work at all levels to advance the recommendations made in this report.
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Celedón-Pattichis, Sylvia, Lunney Lisa Borden, Stephen J. Pape, Douglas H. Clements, Susan A. Peters, Joshua R. Males, Olive Chapman, and Jacqueline Leonard. "Asset-Based Approaches to Equitable Mathematics Education Research and Practice." Journal for Research in Mathematics Education 49, no. 4 (July 2018): 373–89. http://dx.doi.org/10.5951/jresematheduc.49.4.0373.
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In July 2017, the National Council of Teachers of Mathematics (NCTM) released a new mission statement that shifts the organization's primary focus to supporting and advocating for the highest quality mathematics teaching and learning for all students. A key strategy for achieving this goal is to advance “a culture of equity where each and every person has access to high quality teaching and is empowered as a learner and doer of mathematics” (NCTM, 2017, “Strategic Framework,” para. 2). Increasing equity and ensuring the highest quality mathematics teaching and learning for all students requires systemic change (National Council of Supervisors of Mathematics [NCSM] & TODOS: Mathematics for ALL, 2016). As educators are called to enact NCTM's new mission, we acknowledge that such change is complex. We also acknowledge that our own experiences conducting equity work that is grounded in an asset-based approach are at different stages of development, ranging from beginning levels to lived experiences as diverse mathematics learners and mathematics education researchers. We see this change in mission as a call to both act politically (Aguirre et al., 2017) and to change story lines (i.e., “broad, culturally shared narrative[s]”; Herbel-Eisenmann et al., 2016, p. 104) that dominate the public perception of mathematics learning and teaching. We acknowledge that systemic barriers are part of a larger educational issue, but for the purposes of this commentary, we focus on mathematics.
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Kizilcec, Rene F., Christos A. Makridis, and Katharine C. Sadowski. "Pandemic response policies’ democratizing effects on online learning." Proceedings of the National Academy of Sciences 118, no. 11 (March 11, 2021): e2026725118. http://dx.doi.org/10.1073/pnas.2026725118.
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The COVID-19 pandemic has changed peoples’ lives in unexpected ways, especially how they allocate their time between work and other activities. Demand for online learning has surged during a period of mass layoffs and transition to remote work and schooling. Can this uptake in online learning help close longstanding skills gaps in the US workforce in a sustainable and equitable manner? We answer this question by analyzing individual engagement data of DataCamp users between October 2019 and September 2020 (n = 277,425). Exploiting the staggered adoption of actions to mitigate the spread of COVID-19 across states, we identify the causal effect at the neighborhood level. The adoption of nonessential business closures led to a 38% increase in new users and a 6% increase in engagement among existing users. We find that these increases are proportional across higher- and lower-income neighborhoods and neighborhoods with a high or low share of Black residents. This demonstrates the potential for online platforms to democratize access to knowledge and skills that are in high demand, which supports job security and facilitates social mobility.
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Cervantes-Soon, Claudia G., Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca Schwerdtfeger, and Jinmyung Choi. "Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces." Review of Research in Education 41, no. 1 (March 2017): 403–27. http://dx.doi.org/10.3102/0091732x17690120.
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This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.
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Richmond, Gail. "EXPLORING THE COMPLEXITIES OF GROUP WORK IN SCIENCE CLASS: A CAUTIONARY TALE OF VOICE AND EQUITABLE ACCESS TO RESOURCES FOR LEARNING." Journal of Women and Minorities in Science and Engineering 6, no. 4 (2000): 17. http://dx.doi.org/10.1615/jwomenminorscieneng.v6.i4.20.
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Sobratee, Nafiisa, Rashieda Davids, Chuma B. Chinzila, Tafadzwanashe Mabhaudhi, Pauline Scheelbeek, Albert T. Modi, Alan D. Dangour, and Rob Slotow. "Visioning a Food System for an Equitable Transition towards Sustainable Diets—A South African Perspective." Sustainability 14, no. 6 (March 10, 2022): 3280. http://dx.doi.org/10.3390/su14063280.
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The global goal to end hunger requires the interpretation of problems and change across multiple domains to create the scope for collaboration, learning, and impactful research. We facilitated a workshop aimed at understanding how stakeholders problematize sustainable diet transition (SDT) among a previously marginalized social group. Using the systems thinking approach, three sub-systems, namely access to dietary diversity, sustainable beneficiation of natural capital, and ‘food choice for well-being’, highlighted the main forces governing the current context, and future interventions of the project. Moreover, when viewed as co-evolving processes within the multi-level perspective, our identified microlevel leverage points—multi-faceted literacy, youth empowerment, deliberative policymaking, and promotion of sustainable diet aspirations—can be linked and developed through existing national macro-level strategies. Thus, co-designing to problematize transformational SDT, centered on an interdisciplinary outlook and informational governance, could streamline research implementation outcomes to re-structure socio-technical sectors and reconnect people to nature-based solutions. Such legitimate aspirations could be relevant in countries bearing complex socio-political legacies and bridge the local–global goals coherently. This work provides a collaborative framework required to develop impact-driven activities needed to inform evidence-based policies on sustainable diets.
Books on the topic "Equitable access to work-integrated learning"
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Cookey, Peter Emmanuel, Thammarat Koottatep, Walter Thomas Gibson, and Chongrak Polprasert. Integrated Functional Sanitation Value Chain. IWA Publishing, 2022. http://dx.doi.org/10.2166/9781789061840.
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Abstract The value chain (VC) system is a key way to address important sanitation technological and institutional gaps in production and service delivery and could constitute a natural platform for development actions and also serve as a market systems approach to improve access to safely-managed sanitation. It has been suggested that sanitation could boost local and national economies and global interconnections with a growing recognition that the private sector can play a bigger role in delivering the Sustainable Development Goal for sanitation, and help businesses understand value-added and product opportunities. This book proposes a pathway towards re-thinking the sanitation value chain (SVC) and suggests that it should cover all processes, activities and products of enterprises/actors in the sanitation supply chain that provide value-added services within each stage. Following the Regenerative Sanitation Principles, this book presents a new perspective to the SVC known as the ‘integrated functional sanitation value chain’ (IFSVC) to address operational functions within sanitation systems in combination with sanitation enterprises, operators and external actors that support the growth of the sanitation economy. The underlying premise of this book is that the IFSVC represents a new perspective that would have major social, environmental and economic implications for local, national, regional and global sanitation service delivery. It is hoped that researchers, business leaders, entrepreneurs, government officials and funders will find this book valuable, and be inspired and enabled to carry sanitation work forward in their own spheres of operation. The book gives several examples of encouraging developments, particularly in technical and business model innovation. It is our hope that this book will provide the stimulus for new learning and its application, particularly through cross-disciplinary and cross-sector partnerships that bring together all the skills and capabilities needed to deliver a fully effective IFSVC. ISBN: 9781789061833 (print) ISBN: 9781789061840 (eBook) ISBN: 9781789061857 (ePUB)
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Mayisela, Tabisa, Shanali C. Govender, and Cheryl Ann Hodgkinson-Williams. Open Learning as a Means of Advancing Social Justice: Cases in Post-School Education and Training in South Africa. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425.
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This volume investigates the uptake of ‘open learning’ in South African Technical Vocational Education and Training (TVET) colleges and higher education institutions. Comprised of 16 studies focused on activities at a range of colleges and universities across the country, these chapters aim to promote a better understanding of open learning practices across the Post-School Education and Training (PSET) sector, including issues such as: recognition of prior learning, access for students with disabilities, work integrated learning, professional development, novel student funding mechanisms, leadership for open educational practices, institutional culture, student support, blended and online learning, flexible learning, online assessment, open educational resource development models and funding, and micro-credentials. This collection of peer-reviewed chapters contributes to understanding the ways in which South African PSET institutions and educators are interpreting ‘open learning’ as a means of advancing social justice. It includes a historical and contemporary understanding of the economic, cultural and political obstacles facing PSET, drawing on Nancy Fraser’s theory of social justice as ‘participatory parity’ to better understand the ways in which ‘open learning’ may address systemic social injustices in order to allow South African students and educators to thrive. This volume emerges from research conducted by the Cases on Open Learning (COOL) project, an initiative by the Department of Higher Education and Training in partnership with the Centre for Innovation in Learning and Teaching (CILT) at the University of Cape Town (UCT) in South Africa.
Book chapters on the topic "Equitable access to work-integrated learning"
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Mackaway, Jacqueline, and Tony Chalkley. "Student access and equity in work-integrated learning." In Advances in Research, Theory and Practice in Work-Integrated Learning, 227–38. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003021049-25.
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Shapiro, Ania, and Putu Duff. "Sexual and Reproductive Health and Rights Inequities Among Sex Workers Across the Life Course." In Sex Work, Health, and Human Rights, 61–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64171-9_4.
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AbstractAll individuals, including sex workers, are entitled to the full spectrum of sexual and reproductive health (SRH) and rights. Yet sex workers continue to bear significant SRH inequities and unmet needs for appropriate SRH services at every step along their sexual and reproductive lives. To illustrate the complex and nuanced barriers that currently impede sex workers’ access to SRH services, this chapter describes the current gaps in access to SRH services experienced by sex workers globally, drawing on in-depth interviews and focus group discussions with 171 sex workers and sex worker organisations from across ten countries. Interviews highlight the lack of tailored, comprehensive, and integrated SRH services. These gaps are driven by intersecting structural forces such as: the criminalisation of sex work, same-sex relationships, and gender non-conformance; harmful and coercive SRH policies; sex work and gender-based stigma; and logistical and practical barriers. To support the SRH needs and rights of sex workers, participants recommended improved access to comprehensive, integrated services addressing sex workers’ broader SRH needs, including family planning, abortion and pregnancy needs, SRH screening, hormone therapy, and other gender-affirming services. Crucial steps towards ensuring equitable SRH access for sex workers include addressing stigma and discrimination within healthcare settings, removal of coercive SRH policies and practices, and dedicating appropriate resources towards sex worker-led SRH models within the context of decriminalisation of sex work.
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Bernasconi, Anna. "Model, Integrate, Search... Repeat: A Sound Approach to Building Integrated Repositories of Genomic Data." In Special Topics in Information Technology, 89–99. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85918-3_8.
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AbstractA wealth of public data repositories is available to drive genomics and clinical research. However, there is no agreement among the various data formats and models; in the common practice, data sources are accessed one by one, learning their specific descriptions with tedious efforts. In this context, the integration of genomic data and of their describing metadata becomes—at the same time—an important, difficult, and well-recognized challenge. In this chapter, after overviewing the most important human genomic data players, we propose a conceptual model of metadata and an extended architecture for integrating datasets, retrieved from a variety of data sources, based upon a structured transformation process; we then describe a user-friendly search system providing access to the resulting consolidated repository, enriched by a multi-ontology knowledge base. Inspired by our work on genomic data integration, during the COVID-19 pandemic outbreak we successfully re-applied the previously proposed model-build-search paradigm, building on the analogies among the human and viral genomics domains. The availability of conceptual models, related databases, and search systems for both humans and viruses will provide important opportunities for research, especially if virus data will be connected to its host, provider of genomic and phenotype information.
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Sánchez, Rebecca M., Karla V. Kingsley, Amy Sweet, Eileen Waldschmidt, Carlos A. LópezLeiva, Leila Flores-Dueñas, Nancy Pauly, Sylvia Celedón-Pattichis, and Hollie Putnam. "Towards Social Justice Through Arts and Language-Based Learning." In Integrating Social Justice Education in Teacher Preparation Programs, 101–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch005.
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The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.
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Ford, Angela Y., and Daniel Gelaw Alemneh. "The Role of Open Access in Enhancing Equitable Curricula and Research Outputs." In Handbook of Research on the Global View of Open Access and Scholarly Communications, 126–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9805-4.ch007.
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When educators have difficulty accessing peer-reviewed research, it is inequitable to expect them to compete with educators who have access to a plethora of resources. Inequities have been a historically-identified educational problem; however, the forced online learning that occurred during COVID-19 restrictions amplified discrepancies experienced by tertiary educators. Scholars who were forced to work without strong information communication technologies infrastructure and who experienced limited access to online resources struggled more than those that had 24-hour uninhibited access. Education came to a near standstill for those that could not easily move their activities online. Prior to the pandemic, individuals working with curricula were already feeling handicapped by the lack of access. When physical libraries were closed, it became nearly impossible for many to move forward. This chapter explores the changing publishing paradigms, particularly the role of OA and how increasing open dissemination of scholarly outputs can reduce inequities in curricula and research activities.
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Akella, Devi, Laxmi P. Paudel, Nadeepa Wickramage, and Annalease Gibson. "Critical Reflections of Faculty Using TILT in Classrooms at a Historically Black University." In Integrating Transparency in Learning and Teaching (TILT), 199–230. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9549-7.ch010.
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Higher education is considered a strong driver of social mobility and of generating family wealth. However, students of top quartile income group have four times higher chance of graduating from college compared to those in the bottom quartile economic group. Pedagogical interventions such as Transparency in Learning and Teaching (TILT) are promoted in universities to provide equitable access to education to all students irrespective of their ethnic and social backgrounds. In this chapter, a qualitative analysis is conducted using autoethnographic narratives to gather the experiences of faculty members diverse in gender, age, subjective discipline, and ethnic origin, while implementing TILT framework in their respective classes at a Historical Black College and University (HBCU). This chapter consists of faculty perspectives on TILT, of using TILT during COVID-19 pandemic, and the problems they faced when implementing TILT. The chapter also includes a variety of examples on how TILT dimensions can be integrated into different subjective disciplines.
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de Laszlo, Kathryn. "The Color Pile: Equitable Self-Expression Through Color and Abstraction." In Visual Literacy in The Virtual Realm: The Book of Selected Readings 2021, 1–12. International Visual Literacy Association, 2021. http://dx.doi.org/10.52917/ivlatbsr.2021.011.
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The Color Pile is a visual tool transported from the author’s art-student context, and builds on the teaching model of Connie Smith Siegel and the Color Contrast work of Johannes Itten. As re-positioned, it offers a novel path to eliciting student narratives and point of view in language-dependent learning settings. Can this playful exercise support the clear articulation of complex ideas and help generate descriptive language? The Color Pile process moves from prompt to reflection to abstract visual composition, and resolves in a verbal, written or drawn reflection. Color and abstraction may help students gain access to their full capacities for complex thought and self-expression. Could this approach provide differently equitable support for student-produced narratives and descriptive language than is afforded by viewing representational imagery? Direct observations of middle school students using the Color Pile suggest the method could be meaningful to a diverse audience of teachers and learners. Its usefulness in a broad spectrum of language-oriented learning settings is considered.
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Ossiannilsson, Ebba. "MOOCS for Lifelong Learning, Equity, and Liberation." In MOOC (Massive Open Online Courses) [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99659.
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Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.
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Nyberg, Julia L., and Jessica A. Manzone. "The Home and Community Connections Model." In Advances in Educational Marketing, Administration, and Leadership, 436–55. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8860-4.ch021.
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A major myth of gifted education is the idea that gifted and advanced learners should already possess the knowledge and skills necessary to engage in rigorous learning experiences. This myth reinforces the underrepresentation of historically marginalized groups in gifted programs, as the institution does not value or recognize how they demonstrate knowledge. This chapter addresses that misconception by constructing differentiated learning experiences using students' home and community pedagogies. The Home and Community Connections Model authentically responds to the strengths, talents, and interests of each learner by purposefully designing classroom opportunities that value these areas. This chapter defines the prompts of the Home and Community Connections Model and demonstrates how they can be integrated into classroom instruction. The activation and recognition of potential through students' home and community assets create the access points for equitable educational experiences that challenge deficit-minded beliefs and misconceptions.
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Hochschild, Jennifer L., and Nathan Scovronick. "Choice." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0009.
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ALL OF THE REFORMS DISCUSSED SO FAR seek to promote the individual and collective goals of education by improving public schooling—making schools and classrooms more racially integrated, more equitably funded, more academically challenging, more focused on student learning. The most vehement critics of public education, however, look at the forty-year history of reform in this country and conclude that pursuit of the American dream through public schooling is bound to fail. They believe that the current system of public education exists for the adults who work in it and eats money, that the public has invested more than enough time and resources in trying to make the system work and should try another approach. In the words of a mother and choice advocate from New Hampshire, the public system is about “Power and money! The public school system is a powerful monopoly. The people running this monopoly fear change. They fear the resulting demise of their power.” To her mind, only by fighting this “chokehold” can we promote collective as well as individual goals of schooling: … If the school system doesn’t live up to our standards, we should have the right to “save” our children. . . . Any child not educated to be the best that he can be is heartbreaking to most parents. Any child not educated to be the best that he can be is of less value to the community he lives in. . . . This is where the concept of “school choice” becomes so important as a civil right…. Advocates of choice believe that public schooling cannot work and dooms poor children. “The combination of monopoly in the public sector, significant profitability for those who serve the monopoly and the unique ability for the wealthy to choose the best schools has translated into a nightmare of predictable results for ‘haves’ and ‘have-nots,’” says Lisa Keegan, the former superintendent of public instruction in Arizona:… Public education in the United States should be that in which the money necessary for an education follows a child to the school his or her parent determines is best. . . . The nation cannot abide a system that is blatantly unfair in the access it provides its students to excellent education. This battle for the right of all children to access a quality education is the civil rights movement of our time, and it will succeed.
Conference papers on the topic "Equitable access to work-integrated learning"
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Cukier, Wendy, Miki Itano-Boase, and R. Latif. "ENSURING EQUITABLE ACCESS TO WORK-INTEGRATED LEARNING IN ONTARIO, CANADA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0776.
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Jumani, Nabi Bux, Fouzia Ajmal, Samina Malik, and Fatima Maqsood. "Online Education as a Key to Bridge Gender Digital Divide in Pakistan." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9275.
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Educational systems are progressively attempting to provide equitable, comprehensive, and high-quality digital skills education and training. Females lag substantially behind males in digital abilities, paving the need for more learning and skill development, especially in developing countries. Creating equal opportunity in higher education for all individuals including both genders is a social responsibility. Gender equality is a cornerstone of a healthy, modern economy, and women may make a significant contribution to society and the economy as a whole. The current study was taken to analyze the gender digital divide among youth in Pakistan. The relevant policy documents such as Digital Pakistan Policy and reports were analyzed. The main causes identified included barriers to access, affordability, lack of technology literacy, and sociocultural norms. Moreover, the role of online education as an effort to bridge the gender digital divide was analyzed through interviews with key stakeholders in higher education in Pakistan. Women's use of ICT and digital platforms, mobile phones, and digital payments are among the recommendations, as are skills development for the digital era and enabling for better knowledge and meaningful use of digital technology. Individuals, communities, and the commercial sector will all need to work together to bridge the digital gender gap in Pakistan.
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Veldhoen, Karine, and Antonia DeBoer. "Story as Community - Life-wide Literacy to Transform Learning Loss and Isolation to Community Literacy and Joy." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1704.
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The pandemic laid bare: all homes aren’t equitable learning spaces. Yet, education has long considered the family and home an extension of learning. // As a liberatory act, education must consider responsive, resilient practices for equity. // If education considers the family and home as an essential learning space, a continuation of the learning experience, the inequities must be addressed. In fact, Ulrike Hanemann (2015) argues for systemic change in the attitudes of societies to support learning as a life-wide process, disrupting the idea that it is merely a classroom-based endeavor, and expanding it to include literacy learning, in particular, as situated in social practice and understood as a continuum of learning. Hanemann advocates the development of ‘literate families,’ ‘literate communities,’ and ‘literate societies.' // Yet, currently, this assumption is essentially inequitable. Arguably, it is not just literacy learning, but learning in general which must be situated equitably within society-at-large. // For the past decade, Niteo’s work (www.niteo.org) has almost exclusively focused on our global literacy equity, but now we also turn to address Covid-19’s impact on local literacy in Canada. // There are many challenges to SDG4 and literacy in Canada. Pre-pandemic, Canadian Children’s Literacy Foundation’s statistics reported one out of eight students below the age of 15 and a quarter of early readers in Canada were not reading at grade level. For newcomers to Canada, the average literacy gap is equal to 3.5 years of schooling. This is not limited to newly-arrived newcomers, as established immigrants (10+ years in Canada) have a similar gap. Now, compounding this reality for newcomers is the impact of Covid - slowed academic progress, isolation, and loneliness. // We have learned much from our East African partners and can mirror their community literacy work here. // In a 2022 pilot, local newcomer families nominated by educators or NGOs, paired with UBC-O students, undertook an interest-based, intergenerational exploration of literacy learning in the spirit of play. Literacy access and equity were addressed by utilizing the resources of libraries to inspire the joy of reading. Activities together were built around Niteo’s two open education resources, When We Give Children Books and MicroCredential: Leadership in Literacy. The objective was to cultivate joyously literate communities through a focus on family-wide literacy habits to promote lifelong learning. // As a pathway to resilience and the delivery of a life-wide learning experience, this paper focuses on the Niteo pilot project "Story as Community" and its implications.
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Clark, Kevin, Jordan Louviere, and Richard Carson. "COVID Choices: Research and Online System for Main Street Decision Making." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001361.
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During the spring of 2020 ChoiceFlows Inc. (Choiceflows) researchers document an approach for small and medium-sized businesses to make informed decisions about equitable and resilient reopening after COVID-19 pandemic shutdowns and restrictions. The client is 501(c)(3) chartered Restart Partners in Washington State and their client, the State of Washington Department of Commerce. After several revisions, an agreement is signed on December 30, 2020 to make the approach real with development and deployment in 2021 using Cares Act Grant money from the U.S. Federal Government. The result is Smart WA – and can be freely accessed online here: https://smartwa.us Smart WA is the result of unique primary research conducted by Choiceflows involving citizens and residents of Washington State, and many days of secondary research finding publicly available data sources and bringing them together in one place to provide both comprehensive and easier to use data to make informed decisions. The research behind Smart WA is the first study to comprehensively examine how specific COVID-19 transmission reduction actions influence planned visits to different types of businesses. Data on Smart WA is organized by Human Health, Economic Health, and Community Experience metrics – and displayed as composite scores. The entire online system is powered by Tanjo.ai machine learning, a Choiceflows business partner, and is updated from all data sources daily.The advent of the COVID pandemic disrupts a wide range of businesses that directly serve the public and causes a dramatic fall in visits to these establishments. Businesses face a wide range of options in how to respond ranging from the pre-pandemic status quo and doing nothing to prevent the spread of the virus to shutting down businesses due to a lack of customers.Recognizing this, Smart WA has a “what-if” game-like section that allows a business to model the choices that they can make for reopening, and what they can expect from customers based on real data from people in the state. The relevant question from a small business perspective is: If we take an action or actions that influence COVID-19 transmission and make it known to our customers, how will that influence those customers to visit? The research supporting this function was conducted in four waves of surveys designed and administered during 2021, making it one of the most comprehensive research programs of its type during COVID with snapshots of customer preferences being collected over several month intervals.We document the development of this COVID Choices research using the Choiceflows pioneered Volumetric Choice Experiment (VCE) method and design and in parallel the online system. This provides a platform for projecting how the insights and methods from this work can be used for other issues facing small and medium size businesses to aid in and speed decision making and choice. This includes and dashboards for policymakers and main street for allocating resources for commerce, including economic development, ongoing community health, and supporting quality of life indicators.
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Ibrahim, Marzia, and Anusha Sharma. "The National Coalition on the Education Emergency - Building Macro-Resilience in Response to the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7438.
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The pandemic has caused the near collapse of the already weak Indian public education system. Prolonged school closures along with caste, gender, and economic marginalisation are forcing children to endure malnutrition, physical and mental health challenges, child labour, and early marriages, in addition to learning deprivation. The system’s response has not reached the grassroots. NGOs across the country provide services at the ground level, but national-level coordination is insufficient. This paper studies the National Coalition on the Education Emergency (NCEE), established by individuals and groups from across India, as a case of building macro-resilience, emphasising principles of equity, universal access, humane education, decentralised decision-making, and public investment. Through a critical examination of the work done by the NCEE on curating curricular resources (OERs), conducting and compiling research studies, developing policy tracking tools, networking with partners and collaborators, creating larger awareness, social mobilisation, advocacy and interacting with governments to inform their programs and policies, the paper will discuss challenges in the Indian education system and the attempts to address them within a federal state structure. It looks at why an integrated nationwide response to the crisis is necessary.
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Lansari, Azzedine, Abdallah Tubaishat, and Akram Al-Rawi. "Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3122.
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A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.
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Mohammed, Azharuddin, Nasser Al Busaeedi, Anwar Ali Mohamed, and Shah Saud. "Smart Project Management System (SPMS) - An Integrated and Predictive Solution for Proactively Managing Oil & Gas client Projects." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210877-ms.
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Abstract The major challenge Project Management Teams (PMT) currently face is the isolated functionality of diverse support disciplines and their tools, leading to delayed and reactive approaches to the project issues. To become more proactive, enhance efficiency, and improve the productivity of current Project Management practices, ADNOC Gas Processing developed a Smart Project Management System (SPMS) that will: Collate and integrate, real-time project data from various software platforms currently in use. Prepare, monitor, and control all project parameters impacting the successful completion of projects. Predictive project analytics by generating automated proactive alerts with recommendations. Provide one unified interface for dashboard, reports, and predictive project management. SPMS is a technology that can add real value and drive positive change in project management and business transformations. SPMS will automate all existing processes and make available all information with drill-down dashboards for Project Planning, Scheduling, Progress Measurement, Safety, Quality, Cost and Budget and lessons learned, Change Orders, Risk Management, Document and Transmittal Management. SPMS also will provide features such as lessons learned to generate alert recommendations, Chat-BOT, and an assistant BOT technology to search the Scope of work, Contract, DGS documents…etc. To achieve our objective, the framework adapted is to include integration, automation, chat-bot, and machine learning attributes in the SPMS software solution. As part of data collection brainstorming, sessions and extensive workshops were conducted with all the project stakeholders such as Consultants, Contractors, PMC, TPI, and PMT in developing a state-of-art project management tool. Desktop reviews and interviews were conducted with product teams to evaluate various solutions such as SAP, ORACLE, ACONEX, ASSAI, WRENCH, and PM-Web as part of the feasibility study and selected a framework to develop a single software platform and to carry out a Pilot study. SPMS was implemented and the validation was carried out on two (2 No's) case study projects. The outcome of the research is that SPMS will support the Project Management team (PMT) to better focus on priority issues and maximize their productivity. A time-consuming activity i.e., Report generation of each project too will be automated with real-time, linked data to reduce man-hours. Furthermore, SPMS will provide the senior management with complete access to real-time project data through I-phones and dashboards. In addition, SPMS gives an early insight of project deviations and issues with help of cognitive intelligent solutions provided by machine learning algorithms hence, proactively enabling a project manager to act timely to deliver a project successfully. This paper covers the overview of existing and enhanced project management practices in the Oil and Gas Industry using SPMS, encountered issues, conclusions drawn and appropriate recommendations.
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Monaco, Lucio, Damian M. Vogt, and Torsten H. Fransson. "Implementation of a Remote Pump Laboratory Exercise in the Training of Engineering Students." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-69983.
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The use of laboratory exercises in the training of engineering students is of paramount importance to give the students the possibility to gain practical experience on real hardware and on real test data. Recent trends in the education of engineers at the Department of Energy Technology at KTH go towards an increasing share of distant-based education, which is put in place to educate students at different geographic locations, not only locally (such as for example with engineers in industry) but also internationally (i.e. with students in different countries). In order to provide the possibility to follow a course at a distance without compromising on learning objectives and learning quality, a number of remotely operated laboratory exercises have been developed and implemented in the engineering curriculum at the department. Among these, to mention the work carried out by Navarathna et al. [11] on a remotely operated linear cascade test facility. The present laboratory exercise is integrated in a course on turbomachinery and gives the students the possibility to interactively learn about the operation of pumps at various speeds, various mass flow rates, parallel operation and serial operation. Students access the laboratory exercise using a web-based interface, perform measurements and finally have test data sent to an initially specified email address for further analysis.
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El Dabbour, Mohamed Hassan, Amr Labib, Ali Soliman, Ayman Fadel Said, Hany Shalaby, Khaled Mohamed Mansour, Mohamed Nagy Negm, et al. "Cloud-Based Agile Reservoir Modelling Enriched with Machine Learning Improved the Opportunity Identification in a Mature Gas Condensate." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/211632-ms.
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Abstract Reservoir simulation is required to aid in the decision-making for high-impact projects. It is a culmination of geophysical, geological, petrophysical, and engineering assessments of sparse, uncertain, and expensive data. History matching is a process of elevating trust in numerical models as they are calibrated to mimic the behaviour of the real-life asset. Traditional history matching relies on direct parameter assignment based on flat files used as input to the reservoir simulator. This enables a convenient method for the perturbation of uncertain parameters and their value assignments during the history matching process. Given the nature of the input files, the scope for uncertainty parameters is limited to the original petrophysical properties, their derived simulation properties in a specified group of grid blocks, and occasionally extended to include fluid and multiphase flow properties. However, there are key influential model-building steps prior to reservoir simulation related to data interpretation. These steps control not only the values of petrophysical properties but also their spatial correlation, cross-correlation, and variability. The limitation in the scope for parameterization adds bias to the model calibration process, hence negatively impacting its outcome. In an era where ML/AI algorithms are shaping data interpretation methods, key modelling decisions can be revisited to realize the maximum value of subsurface data. However, a framework is required whereby these important model-building steps are captured in history matching to eliminate bias and ensure the geological consistency of the subsurface model during and after history matching. This paper demonstrates a liberated workflow to calculate the recommended parameters that achieve the minimum mismatch score. The workflow is executed through a cloud platform offering compute elasticity to expedite the history matching workflow. It is composed of three main steps. The first step is data loading, where simulation results and parameters are extracted from the submitted ensemble(s). Meanwhile, the second step involves data preparation and cleaning. Wells devoid of data are removed, and scaled metrics are created to calculate the mismatch score. The simulation ID then groups the data to get a field-level aggregation. The now aggregated and cleaned simulation results are merged with the parameters list to create the input dataset to the final step, where several machine learning models are trained and evaluated in parallel. The data is split into training and testing datasets. The target variable is the mismatch score, as the models are trying to predict the mismatch for a given set of parameters. Supervised learning regression algorithms were used. The best-performing ones were found to be random forest and gradient boosted trees. After fine-tuning the machine learning models and evaluating them based on their coefficient of determination (R2 score), the best fitting model is used to calculate the optimized parameters. This happens iteratively by generating new series of parameters within a range and using the machine learning model to predict the mismatch for each until the lowest mismatch is found. The parameters resulting in the minimum mismatch are the recommended parameters. This workflow is implemented on a simulation model built for a mature gas condensate field in the Mediterranean of Egypt. The field comprises three anticlines with a spill-fill Petroleum system, where the majority of the wells are in one of the anticlines. In contrast, the other anticlines have few wells and are candidates for appraisal. Moreover, there is high uncertainty in the sand distribution and reservoir properties, spill points depth, depletion, and observing an explained phenomenon of a sustainable gas water contact in the new anticline even after 30 years of production from the old Anticline. This uncertainty in the understand of the relation between the two anticlines makes the selection of the drilling locations a challenge. To Assess remaining reservoir volumes and identify potential infill targets, we used the ML to study all the uncertainties combinations in a full-loop approach from static to dynamic model and generate multiple representations that honour the geological understanding. The cloud-based Agile reservoir modeling approach enriched with ML / AI algorithms enabled us to generate Multiple realizations that match 30 years of historical production and pressure profiles capturing many possible combinations of uncertain geological parameters and concepts. In addition, several forecast scenarios for 3 new appraisal wells were optimized based on the ensemble of history matched models minimizing the risk of drilling dry wells. In addition to going through the work process and results, this paper highlights the method's practical effectiveness and common issues in practical application. The use of the cloud-based technology had a great cost saving and efficiency improvements, for example giving the existing on-premises Infrastructure would take 1-2 years to achieve the same results that was achieved in 1-2 months and cost saving around 1 million dollars in cluster hardware purchase. Moreover, Cloud based technology enable collaborative, iterative working styles for integrated teams and access to scalable technologies that are developed on cloud only.
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Drossinou-Korea, Maria. "Targeted, individually structured special education and training intervention programs and pedagogical applications in museum." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.11107d.
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Anthropocentric museums are “an important place in public debate, creation and questioning ideas” because they can have a positive impact on the lives of underprivileged or marginalized people. They can also strengthen specific communities and contribute to the creation of fairer societies. The science of Museology together with the science of Special Education and Training (SET) support with the Targeted Individual Structured and Integrated Program for Students with Special Educational needs (TISIPfSEN), in children and young people with special educational needs and disabilities (SENDs). The purpose of this work was to study museology applications in accordance with the pedagogical tool TISIPfSEN. The main working hypothesis explored access to theatre and entertainment events, museums and archaeological sites of people with SENDs, which is not always an easy process given that they are a heterogeneous group due to their inherent or acquired specificity. The applications also drew pedagogical materials through the charm of the art of theatre and puppetry. In this context, performances were given free of charge through the Kalamata Experimental Stage to children and young people with SENDs, in the city of Kalamata and Sparta. This project led to voluntary application from students of department of history of University of Peloponnese. The results showed that people’s disability does not always mean impotence. Accessibility to museum programs and theatrical events in modern organized societies is possible. The learning process becomes accessible with the pedagogical tool TISIPfSEN to people with special needs. Necessary conditions, knowledge in the SET and the necessary training of all according to universal design. In conclusion, TISIPfSEN museum pedagogical programs facilitate different social groups in approaching, understanding the differential material culture, with alternative forms of communication and learning, given that heterogeneity in nature is a universal phenomenon.
Reports on the topic "Equitable access to work-integrated learning"
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.
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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.
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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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Sandford, Robert, Vladimir Smakhtin, Colin Mayfield, Hamid Mehmood, John Pomeroy, Chris Debeer, Phani Adapa, et al. Canada in the Global Water World: Analysis of Capabilities. United Nations University Institute for Water, Environment and Health, November 2018. http://dx.doi.org/10.53328/vsgg2030.
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This report critically examines, for the first time, the capacity of Canada’s water sector with respect to meeting and helping other countries meet the water-related targets of the UN’s global sustainable development agenda. Several components of this capacity are examined, including water education and research, investment in water projects that Canada makes internally and externally, and experiences in water technology and governance. Analysis of the water education system suggests that there is a broad capability in institutions of higher learning in Canada to offer training in the diverse subject areas important in water. In most cases, however, this has not led to the establishment of specific water study programmes. Only a few universities provide integrated water education. There is a need for a comprehensive listing of water-related educational activities in universities and colleges — a useful resource for potential students and employers. A review of recent Canadian water research directions and highlights reveals strong and diverse water research capacity and placed the country among global leaders in this field. Canada appears to be within the top 10 countries in terms of water research productivity (publications) and research impact (citations). Research capacity has been traditionally strong in the restoration and protection of the lakes, prediction of changes in climate, water and cryosphere (areas where water is in solid forms such as ice and snow), prediction and management of floods and droughts. There is also a range of other strong water research directions. Canada is not among the top 10 global water aid donors in absolute dollar numbers; the forerunners are, as a rule, the countries with higher GDP per capita. Canadian investments in Africa water development were consistently higher over the years than investments in other regions of the global South. The contributions dropped significantly in recent years overall, also with a decline in aid flow to Africa. Given government support for the right business model and access to resources, there is significant capacity within the Canadian water sector to deliver water technology projects with effective sustainable outcomes for the developing world. The report recommends several potential avenues to elevate Canada’s role on the global water stage, i.e. innovative, diverse and specific approaches such as developing a national inventory of available water professional capacity, and ranking Universities on the strength of their water programmes coordinating national contributions to global sustainability processes around the largest ever university-led water research programme in the world – the 7-year Global Water Futures program targeting specific developmental or regional challenges through overseas development aid to achieve quick wins that may require only modest investments resolving such chronic internal water challenges as water supply and sanitation of First Nations, and illustrating how this can be achieved within a limited period with good will strengthening and expanding links with UN-Water and other UN organisations involved in global water policy work To improve water management at home, and to promote water Canadian competence abroad, the diverse efforts of the country’s water sector need better coordination. There is a significant role for government at all levels, but especially federally, in this process.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.
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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.