Academic literature on the topic 'Universities and colleges, commonwealth of nations'
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Journal articles on the topic "Universities and colleges, commonwealth of nations"
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Chang, Ya-Ching, and Hsing-Lung Lien. "Mapping Course Sustainability by Embedding the SDGs Inventory into the University Curriculum: A Case Study from National University of Kaohsiung in Taiwan." Sustainability 12, no. 10 (May 22, 2020): 4274. http://dx.doi.org/10.3390/su12104274.
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A course inventory module, based on the Curriculum Framework for the Sustainable Development Goals (SDGs) published by the Commonwealth Secretariat, has been embedded into the online curriculum system at the National University of Kaohsiung (NUK) since 2018. The primary aim of this study is to explore the sustainability status of the course offerings and to understand the interdisciplinary capacity in pursuing the SDGs at NUK. At the university level, a total of 1200–1300 courses (approximately 57% of courses) were reported to be related to SDGs, where the curriculum of NUK mainly emphasized SDGs 3, 4, 8, 9 and 16. However, our study indicates that many SDGs are still not focused in the curriculum of all colleges. Two patterns of the SDGs-related course framework were observed at the college level: One is the college course offerings linked to a wide variety of SDG content; while the second pattern is the college course offerings linked only to specific SDG content, mainly dependent on the subject areas of colleges. Our study suggests that the number of SDGs covered by a course reflects the diversity of the sustainability topics covered in the course. The metric gives an indication of the areas covered and, thus, also points to blind spots (i.e., insufficiencies). Moreover, it can also give an indication of the diversity within colleges, which could suggest future paths for transdisciplinary development. An understanding of the baseline status of sustainability in the university curriculum provides opportunities for universities to plan their strategies for sustainability and prioritize the allocation of resources accordingly.
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Antoniuk, Halyna. "Social and historical preconditions for the formation of the national education system in the period of the late 16th and early 17th centuries." Visnyk of Lviv University. Series Pedagogics, no. 38 (2023): 15–28. http://dx.doi.org/10.30970/vpe.2023.38.11850.
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The article describes the social and historical preconditions for the formation of the Ukrainian schooling in the period of the 16th–early 17th centuries. The special focus is placed on the Western European Renaissance and the Reformation, as well as the influence of these epochs on the formation of the Ukrainian educational model in the specified time period. It is argued that the Union of Lublin (1569) was an important historical factor which made it possible for ethnically Ukrainian territories to enter the European context. As a result of the Union, most Ukrainian lands became a part of the Polish-Lithuanian Commonwealth, thus falling under the influence of Western culture. At the initial stages of mentioned period, Ukrainian education did not have the appropriate means to conduct an equal dialogue with the opponent whose intellectual culture had been improved over centuries in colleges and universities. The national education had the resourses inherited from the preceding Greco-Byzantine tradition, which played a positive role as a translator of educational and scientific experience within the eleventh and fifteenth centuries, but by the beginning of the sixteenth century they proved to be insufficient and inappropriate for the actual time period. At this stage, Ukrainian pedagogy was confronted with the urgent task of establishing its own national education system, based on previous historical and cultural experience, but, at the same time, the one that met social needs and the best Precisely within the chronological framework of the late sixteenth and early seventeenth centuries the national school as an institution was formed and the public demand for this institution was established. It is concluded that Ukrainian pedagogy, through refraction of the Slavic cultural tradition and certain duration in time, chose the path of the development that met the existing social demands – the path of synthesis of two main types of culture of that time – Latin and Greco-Slavic. This synthesis was reflected in the structural organization and practice of educational institutions that began their activities in the Ukrainian lands in the 16th – 17th and later in the 18th centuries. This also determined the vector of the development of national education in the next era. Keywords: social and historical conditions, Ukrainian cultural and educational space, Greek and Slavic educational tradition, Western European educational model, educational institutions, school, education, culture.
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Crazy Bull, Cheryl, Cynthia Lindquist, Raymond Burns, Laurel Vermillion, and Leander McDonald. "Tribal Colleges and Universities: Building Nations, Revitalizing Identity." Change: The Magazine of Higher Learning 52, no. 1 (January 2, 2020): 23–29. http://dx.doi.org/10.1080/00091383.2020.1693819.
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La Noue, George R. "Campuses as Faux Nations." Academic Questions 34, no. 3 (August 23, 2021): 48–53. http://dx.doi.org/10.51845/34.3.7.
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Universities and colleges resemble nothing so much as separate sovereign nations, adopting rules and regulations that clearly deprive students and staff of constitutionally protected rights and liberties. How did this come to be? How the courts might effectuate change?
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JC Mubangizi and DJ McQuoid-Mason. "Teaching Human Rights in Commonwealth University Law Schools: Approaches and Challenges, With Passing References to Some South African Experiences." Obiter 41, no. 1 (April 1, 2020): 106–21. http://dx.doi.org/10.17159/obiter.v41i1.10551.
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There have been a number of international commitments by members of the United Nations, including Commonwealth countries, to include human-rights education in their formal and informal education programmes. In addition, the Commonwealth Legal Education Association (CLEA), under the auspices of the Commonwealth Secretariat, has produced a Model Human Rights Curriculum for Commonwealth countries. Despite these initiatives, there appears to have been no systematic programme for introducing human-rights education at Commonwealth universities. An increasing number of Commonwealth law schools, however, have introduced human-rights law by integrating it into existing law courses as a “stand-alone” optional or core course, or as a combination of both. In addition, university-based centres for human rights have been established. The importance of the role that universities can play in advancing human rights in countries transitioning from autocracy to democracy is illustrated with passing references to the South African experience.
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Wijaya, R., and W. H. Putri. "Readiness of sustainability course in accounting curriculum at Indonesian Higher Education." IOP Conference Series: Earth and Environmental Science 1181, no. 1 (May 1, 2023): 012026. http://dx.doi.org/10.1088/1755-1315/1181/1/012026.
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Abstract Colleges and universities significantly impact society and play a vital role in reaching global sustainable development goals (SDGs). The SDGs set by the United Nations aim to propel countries towards a more sustainable future. This survey was conducted to assess the readiness of Indonesian universities in preparing the sustainability learning process, especially in the accounting study program. This research examined 100 samples of Indonesian higher education universities. Purposive sampling is used, and the sample criterion is that Indonesian higher education institutions must have an undergraduate accounting study program and offer sustainability courses. According to the descriptive test, just 10% of public colleges and 24% of private universities offered sustainability courses. This result indicates that there still need to be more aware of preparing themselves for the process of sustainable development at universities in Indonesia.
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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities." American Journal of Islam and Society 31, no. 3 (July 1, 2014): 23–49. http://dx.doi.org/10.35632/ajis.v31i3.283.
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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.
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Kaba, Amadu Jacky. "Challenges to the Study of Islamic Education in African Universities." American Journal of Islamic Social Sciences 31, no. 3 (July 1, 2014): 23–49. http://dx.doi.org/10.35632/ajiss.v31i3.283.
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This article examines the challenges to the study of Islamic education in African colleges and universities. I claim that such a study, especially in sub-Saharan Africa, is not a priority even though Muslims accounted for 44 percent of the continent’s population in 2009 and 22 of its nations have a Muslim population of 50 percent or more. I present four main factors responsible for this phenomenon: European colonization; the relatively small number of Arabic speakers in most African nations; the negative implications of connecting Islamic fundamentalism/al-Qaeda to Arabs and Islam; and the humiliation, abuse, and severe punishment experienced by Black Africans in Arab-majority societies.
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Eze, John F., and Anthony C. Nwali. "Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations." American Journal of Business Education (AJBE) 5, no. 4 (July 10, 2012): 401–8. http://dx.doi.org/10.19030/ajbe.v5i4.7117.
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Entrepreneurship is one of the key drivers for development in any society. The level of awareness of individual members, of a society, of their capacity to contribute to the economic, social and political development of their society is a key factor in development. A process of creating this self-awareness and the development of individual capacity for creative and innovative thinking, decision making and action/policy implementation should be an integral constituent of what people learn in schools, colleges and universities. The ability of the educational system to provide such training for individuals depends on the availability of the requisite capacity in terms of personnel and other facilities for appropriate transfer of knowledge, skills and building of mindset. Thus, this paper focuses on ways for developing the capacity appropriate for providing entrepreneurship education at all levels of education particularly in Africa. This paper is of the view that a wholesome education integrating entrepreneurship as part of the curriculum will provide the catalytic platform for jumpstarting development in all spheres of life, particularly in the developing world. The paper tries to find out how capacity building for entrepreneurship education has been pursued with particular reference to Nigeria, and opine how best this can be achieved in the light of the perceived lack of entrepreneurial approach to doing things, including in the public service. Also, the low level of entrepreneurship education as exemplified in the number of entrepreneurship courses offered in our Higher Educational Institutions (HEIs) and the absence of entrepreneurship as courses of study that award certificates, diplomas and degrees in this part of the world are part of the factors necessitating this paper. Part of the focus of the paper also includes the possibility of inclusion of entrepreneurship in the educational curricula at all levels of education, establishing faculties of entrepreneurship studies in the colleges, polytechnics and the universities. It is obvious that these cannot be achieved without the necessary capacity in terms of personnel and other facilities that facilitate learning. Thus we are canvassing for a holistic approach to developing capacity for this, which should include training and retraining of personnel, including faculty members in the colleges, polytechnics and universities. There should also be a collaborative effort in terms of partnership with universities in the West where entrepreneurship education has taken root and are more developed. Such partnership should also include the private sector and the non-governmental organizations. The increasing economic and social challenges, especially in the developing countries, makes all this imperative.
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Serena, Silvia, and Karmelka Barić. "Hybrid learning with the help of the framework curricula for teaching german to university students - necessity or fun?" Germanistik in der ukraine, no. 18 (June 19, 2024): 93–109. http://dx.doi.org/10.32589/2408-9885.2023.18.305068.
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After a brief clarification of the terms hybrid learning, blended learning, analogue learning and digital learning, a reflection is introduced on what hybrid learning and blended learning can mean in the case of foreign language teaching to students and to what extent it can relate to GFL teaching at universities and colleges in any faculty or field of study. Examples of working methods from practice are presented which show that the competences mentioned in Agenda 2030 (United Nations, 2015) can not only be developed through foreign language teaching, but that this development can even be enjoyable.The didactic methodological framework for the development of these competences is provided by the framework curriculum for German language teaching at Ukrainian colleges and universities (Goethe-Institut, RC 2014), which was developed as part of an international university project that lasted over twenty years (1998 – 2014).The project was created immediately after the fall of the Wall in response to the questions arising from the new historical situation regarding the aims, content and methods of foreign language teaching at universities and colleges. These questions are just as relevant today as they were then, because universities and colleges are facing a similarly serious change today: They have the task of facing up to the requirements of the ESD goals of Agenda 2030 and to the current social, technological, climatic, ecological and economic challenges of our time. They have the task to be a hybrid system of study, life and work – and our article shows that foreign language teaching can make an important contribution today, just as it did then.
Dissertations / Theses on the topic "Universities and colleges, commonwealth of nations"
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Miller, John David. "A study of alumni follow-up practices in accredited postsecondary institutions in the Commonwealth of Virginia." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10192006-115558/.
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Quann-Youlden, Cathy. "Commonwealth higher education policies : their impacts on autonomy and research in Australian universities /." Canberra, 2006. http://erl.canberra.edu.au/public/adt-AUC20081202.151704/index.html.
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Yancey, Patrece Siobhan. "Supportive Campus Environment: an Analysis of Virginia Commonwealth University's National Survey of Student Engagement Supportive Campus Environment Benchmark Data." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd_retro/87.
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This study examines the relationships between students' perception of the supportiveness of the campus and students' level of satisfaction by analyzing and comparing National Survey of Student Engagement data related to the social and cultural experience of black and white undergraduate students who attend Virginia Commonwealth University, a large, urban, Southern, predominately white research oriented university located in Richmond, Virginia. Conclusively, the low levels of black undergraduate student engagement predicted by the literature were not found to be true of the Virginia Commonwealth University undergraduate sample reviewed. Black male students displayed the highest instances of high perceptions of a supportive campus environment, as well as the highest instances of high satisfaction scores. Few statistically significant differences were found between the scores of black and white students, regardless of the sex of the student.
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Anning, Ross J., and n/a. "An international comparison of postgraduate orthodontic students and programmes." University of Otago. School of Dentistry, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071207.110304.
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Objectives. Although there have been some studies of the characteristics of orthodontic students and orthodontic programmes in the US, there has been little investigation of those in the Commonwealth. This study will attempt to identify the demographic characteristics of postgraduate orthodontic students, and the curriculum and organisation of orthodontic programmes in the English-speaking world, with the hope that this information may be used to aid in the planning of orthodontic training and future treatment provision.
Materials and Methods. An on-line survey was used to question postgraduate orthodontic students studying in the 93 programmes worldwide in countries where the first language is English. The questionnaire itself was built using the online survey tool www.surveymonkey.com and was accessible to respondents for two months (January 2007 through March 2007). Statistical analysis was then carried out using the SPSS statistical program.
Results. Of the 301 respondents, 55% were male and 45% female; 57.8% were from US programmes and 42.2% from the Commonwealth. The mean age of respondents was 29.8 years. The mean programme duration was 31.0 months in the US and 37.1 months in the Commonwealth, with the mean total patient loads being 84 and 106 respectively. A wide variety of treatment modalities were used in both groups. The mean annual tuition fee was considerably higher in the US (US$23,200) than in the Commonwealth (US$16,500); however, a higher proportion (47.2%) of US respondents received scholarships or stipends than Commonwealth respondents (29.1%). The overall mean debt upon graduation was US$118,200 and the mean expected income five years after graduation was US$283,200. Private practice was the most popular career path (90.3%), with fewer than one-third of respondents indicating that they would consider an academic career.
Conclusions. The current study indicates that the demographic characteristics of orthodontic students are very similar to those most recently reported. Certain trends have continued, such as the increasing proportion of female students, and the increase in programme duration in the US. Data presented in the clinical and financial sections of this represent the greatest areas of change. Total patient case-load is increasing, and the types of treatment being carried out by students show marked differences from previous studies. The continuing increase in tuition fees is reported, along with increased levels of debt upon graduation, and this is seen to be having an effect on the expected career paths of orthodontic students, with fewer students looking to enter an academic career. This situation may need to be addressed to ensure the continued development and strength of orthodontic faculty members, and, hence, that of orthodontic training programmes.
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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.
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Oakshott, Stephen Craig School of Information Library & Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.
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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
Books on the topic "Universities and colleges, commonwealth of nations"
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Congress of the Universities of the Commonwealth (14th 1988 Perth, W.A.). What can we do for our countries?: The contribution of universities to national development : the report of proceedings of the Fourteenth Congress of the Universities of the Commonwealth, Perth, February 1988. Edited by Craig Thomas and Association of Commonwealth Universities. London: Association of Commonwealth Universities, 1988.
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Congress of the Universities of the Commonwealth. What can we do for our countries?: The contribution of universities to national development; the report of proceedings of the Fourteenth Congress of the Universities of the Commonwealth, Perth, February 1988. London: Association of Commonwealth Universities, 1988.
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Springer, Hugh W. The commonwealth of universities: The story of the Association of Commonwealth Universities, 1963-1988. London: The Association, 1988.
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Universities, Association of Commonwealth, ed. Commonwealth universities yearbook: A directory to the universities of the Commonwealth and the handbook of their Association. London: Association of Commonwealth Universities, 1990.
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Universities, Association of Commonwealth, ed. Who's who of Commonwealth university vice-chancellors,presidents and rectors. 2nd ed. London: Association of Commonwealth Universities, 1991.
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State Council of Higher Education for Virginia., ed. The condition of transfer in the Commonwealth. [Richmond, Va.?]: State Council of Higher Education for Virginia, 2003.
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State Council of Higher Education for Virginia., ed. The condition of transfer in the Commonwealth. [Richmond, Va.?]: State Council of Higher Education for Virginia, 2003.
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Hogarty, Richard A. Turnabout time: Public higher education in the commonwealth. Boston: John W. McCormack Institute of Public Affairs, University of Massachusetts, 1995.
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1959-, Lund Helen S., and Association of Commonwealth Universities, eds. Who's who of vice-chancellors, presidents and rectors of Commonwealth universities. 3rd ed. London: Association of Commonwealth Universities, 1993.
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Universities, Association of Commonwealth, ed. Awards for first degree study at commonwealth universities. London: Association of Commonwealth Universities, 1993.
Find full textBook chapters on the topic "Universities and colleges, commonwealth of nations"
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KNODEL, Ludmila, and Lesya POLYOVA. "EDUCATION SYSTEM: FOREIGN EXPERIENCE." In EDUCATIONAL SPACE: POST-NON-CLASSICAL PERSPECTIVES, 175–99. Varna University of Management, 2023. http://dx.doi.org/10.54055/ined7234.
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In modern conditions, the system of graduate higher education is an important direction of optimizing the training of a new generation of specialists. For the effective implementation of degree education, a solution to a whole complex of tasks is necessary. The predominant importance of knowledge in the modern world, on the one hand, and the growing demands on those who are trained by a higher school, on the other hand, increase its responsibility and importance to society. The experience of organizing higher education abroad can be useful for building professional education in Ukraine. The peculiarities of the training of specialists determine a flexible response to changes in the structure of the education system and public life. At the same time, the training of specialists in any field is carried out in close cooperation with all sectors of professional education, such as universities, institutes and colleges. At the current stage of development of the commonwealth, the question of developing a unified strategy in the system of professional training of various categories of specialists has arisen. The education system, for example, for the legal profession of any country depends on the system it follows, the national policy on higher education and its requirements.There are three separate jurisdictions within the UK – England and Wales, Scotland and Northern Ireland. All three are based upon the common system. The education systems of the three jurisdictions involve two pre-qualification stages - the Academic stage, the Vocational stage, albeit, each has its own distinctive characteristics. The most of the schools have explicit incorporation of skills in the units of the curriculum. The education of lawyers in the USA is generally undertaken through a school program, In Australia most universities offer as an undergraduate-entry course. The professional degree in Canada is the Bachelor of Laws. The Bar Council of India prescribes and supervises standard of education in India. Law in Italy and France is studied in a jurisprudence school, which is an entity within a larger university. The law of South America is one of the most unified in the world.
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Reid, Steven J. "On the Edge of Reason." In Scottish Philosophy in the Seventeenth Century, 33–49. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198769842.003.0003.
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This chapter explores engagement at the Scottish universities with new intellectual trends between the Reformation and Enlightenment. The chapter begins by assessing the impact of the reformation on Scottish higher education, and the role of the humanist and reformer Andrew Melville in creating a network of modern godly seminaries out of the three pre-reformation universities and the two new protestant arts colleges established in Edinburgh and in New Aberdeen. It then reviews the limited range of Scottish curricular innovations that emerged in response to broader European developments in ‘proto-empirical’ thinking and research in the early seventeenth century. The chapter concludes that intellectual innovations at Scotland’s universities across this period were disjointed and circular, with teaching ultimately remaining Aristotelian in form and content. However, a broader continuity of aim—the creation of a ‘godly’ commonwealth and the education of ministers to populate it—underpinned all the developments in this period.
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Kinash, Shelley, and Susan Crichton. "Blended Learning Internationalization from the Commonwealth." In Cases on Globalized and Culturally Appropriate E-Learning, 141–67. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61520-989-7.ch007.
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This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-to-face combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory.
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Austin, Ottilie F., Gail M. Hunger, and Julie J. Gray. "Lessons Learned Building an Online Degree Program." In Advances in Educational Marketing, Administration, and Leadership, 172–82. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2101-3.ch010.
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Many universities and colleges are moving courses and master's programs to online formats. The Masters of Reading program at the University of Virginia has a history of providing professional development to teachers in the Commonwealth through course work and the online Reading Degree program. This chapter will outline the growth of a state outreach master's degree program as it developed courses online beginning in 1999 and moved to a fully online degree program. The authors will discuss the importance of using a sound instructional design model and taking a close look at course evaluations to examine the design of the course and the quality of instruction. This chapter will discuss the success of our design, lessons learned and some of the challenges faced.
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Jaitner, Margarita Levin, and Áine MacDermott. "Arts and Branches of Science Significantly Contributing to Cyber and Cyber Security." In Cyber Security and Threats, 977–94. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5634-3.ch048.
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Academia plays an important role in shaping a country's cyber readiness. In the past years, nations have started investing in new cyber-related programs at colleges and universities. This also includes promoting academic exchange with partner countries, as well as putting effort into improved cooperation between industries and scholars in the area of cyber. In many cases the efforts focus largely on computer science and closely related branches of science. However, the very nature of the cyberspace as both a continuation and a reflection of the physical world require a broader perspective on academic assets required to create and sustain sound cyber defines capabilities. Acknowledging this premise, this paper sets out to map branches of science that significantly contribute to the domain known as ‘cyber' and searches for new aspects for further development.
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Raju, Celin Tennis, and Mahimaidoss Baby Mariyatra. "Together We Will Reduce the Food Loss." In Advances in Environmental Engineering and Green Technologies, 237–42. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7706-5.ch012.
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In September 2015, the United Nations General Assembly adopted a set of 17 Sustainable Development Goals (SDGs), which include Target 12.3's call for halving food waste and reducing food losses worldwide by 2030. One-third of all food produced each year in the world is never eaten, while at the same time nearly 800 million people go hungry. This situation urges us to take immediate resolutions and steps towards reduction of food waste and food loss. This cannot be done by one person or overnight. This requires systematic analysis in various layers and collective and appropriate effort. This target can be achieved altogether by various sectors including government organizations; non-government organizations; and private companies in collaboration with schools; colleges; universities; research institutes; religion-based organizations such as temples, churches, etc.; and charity-based organizations. This book chapter will discuss the various steps that can possibly be adopted and implemented to address the serious issue of reduction of food waste and food loss.
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Goff, Wendy M., and Robert New. "Supporting Academics to “Revive, Thrive, and Drive” During Times of Challenge and Uncertainty." In Rebuilding Higher Education Systems Impacted by Crises, 163–74. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1926-0.ch010.
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The COVID-19 pandemic has resulted in change across the world. The higher education academic workforce was largely ignored during the COVID-19 pandemic, and there has been little to no acknowledgement of the increased workload, extensive lockdowns, pivots to online learning, and the ‘business as usual' expectations that were thrust upon academics during this time. In this chapter, the authors use Aristotelian ethics, the concept of human flourishing, and the United Nations Sustainable Development Goals to provide insight into how human resource in the higher education sector can be supported to recover and thrive amidst ongoing unprecedented global challenges and uncertainties. Drawing on VanderWeele's domains and pathways for human flourishing, the authors demonstrate how universities and colleges around the world can support their academic workforce to revive, thrive, and drive sustainability, productivity, economic growth, and recovery during times of challenge and uncertainty. The chapter concludes with recommendations for future directions and research.
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Kaplan, Mitchell Alan. "The Role of Institutions of Higher Education in Promoting the Development of Sustainable Green Energy Policies that Facilitate Climate Justice and Environmental Equality." In Considerations on Education for Economic, Social, and Environmental Sustainability, 26–47. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8356-5.ch002.
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The climate crisis has become one of the international community's most critically debated social issues of the modern era. Environmental impact studies have produced demographic data documenting the adverse effects of this devastating phenomenon on industrialized and third-world nations. Living in a world threatened by climate disasters has become a galvanizing force for social change. It has become a motivational force that has inspired thousands of individuals worldwide to organize into community coalitions focused on developing and implementing green energy policies supporting sustainable reforms that impact climate justice and environmental equality. President Biden's reinstatement of U.S. participation in the Paris Climate Accord in 2021 provides tangible evidence reaffirming U.S. commitment to shared responsibility for transitioning global energy production to renewable sources that protect the integrity of the natural environment and reduce the burden of social disparity that impacts the world's most vulnerable populations. This chapter analyzes how colleges and universities can play a vital role in social investment in research projects and educational programs supporting green energy solutions to climate change.
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Arora, Mr Ishaan. "New Education Policy: A Revolutionary Benchmark in Reforming Indian Education System." In A Decade of Shaping the Future: Global Harmony, Co-operation and G20, 288–94. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/nbennurch34.
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The year 2020 has been an uncommon year for nations across the globe. In India, aside from Coronavirus, one of the significant changes that occurred was the improvement of the New Training Strategy (NEP) 2020. Time by time, different panels have prescribed to expand the distribution of the spending plan for schooling to 6% of the Gross domestic product, this has lead to the interests of scientists. This paper expects to distinguish the worries and focal point of NEP 2020. NEP-2020 is an imaginative and cutting edge proposition with both positive and negative viewpoints, outlined with the goal to give a quality school instruction and advanced education to everybody with an assumption for all encompassing and research-situated progress. This paper at first portrays an outline of NEP-2020, recognize the qualities and shortcoming of the arrangement at advanced education and exploration part, assessment of the execution ideas given in the approach, distinguishing and dissecting conceivable nonexclusive systems for execution of NEP-2020 to satisfy its targets in light of center gathering conversations. The paper additionally remembers numerous prescient recommendations for issues like creating quality colleges and universities, institutional rebuilding and solidification, more all encompassing and multidisciplinary instruction, ideal learning climate and understudy support, changing the administrative arrangement of advanced education, innovation utilization and joining, and on the web and computerized training. At long last, a few suggestions are made to execute the NEP2020 really regardless of different limitations.
Conference papers on the topic "Universities and colleges, commonwealth of nations"
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Ojo, Olugbenga. "Face the Screen: Panacea Outlet for the Conduct of Examinations in the Time of COVID-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.403.
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The increase in the use of technology devices and development of various software applications the world over has enabled identifiable solutions to various human problems that looked like Herculean tasks in the past. In the ODL mode of education, as leaners juggle study, work and the responsibility that family life entails, the flexibility characteristic of ODL is paving way for the expected continuity in the teaching and learning process through technology. These include examinations and evaluation processes. Educational institutions in Nigeria before now, based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures including term or semester examinations in a classroom. With the advent of distance learning mode, many universities running dual mode of education along with the only single mode university available in the West African coast - the National Open University of Nigeria, have started blended learning. Although many of the existing colleges and universities are stuck with old procedures of teaching in various ways, the narrative changed when the deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. Part of the challenges brought about by this World Health Organization declared pandemic was how to ensure continuity in the process of teaching and learning. It is against this background that exigency of time have made it mandatory for institutions of learning to fully turn to technology for solutions to examinations and evaluation process, hence, the reason for virtual examinations which made students to face the screen instead of the traditional assessment system facilitated through the face-to-face classroom environment. Very many conventional institutions of learning which were reluctant to change their pedagogical approach along with the technologically inclined institutions such as NOUN took the advantage of the situation to introduce virtual examinations which points to the fact that students must face the screen if they were to be evaluated. The aim of this paper is to share the experience this mode of examinations entails in the developing countries of West Africa for the purpose of improvement and enabling students outside the shores of the locations of various institutions the opportunity it portend for access to education.
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Xarles-Jubany, Gemma, and Kyungmee Lee. "Beyond Allowing the Disadvantaged in: Biographical Perspectives of Online Higher Education Alumni with Migratory Backgrounds." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6357.
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Since the United Nations made a call in 2016 to facilitate online education for migrants worldwide, the number of online initiatives targeting this profile of students has been growing. The rapid growth in course offerings and students' enrolment has mistakenly been considered evidence for the increased accessibility of university education. However, improving access to higher education is a complex and multidimensional social issue beyond allowing the disadvantaged in universities. Thus, our research aims to develop a more comprehensive understanding of the accessibility of online higher education rooted in an actual online HE practice, going beyond the point of entrance. This article focuses on the biographical narratives of three alumni from the Open University of Catalonia, each with migratory backgrounds from a different continent of origin and previous university experience, illustrating the journey of obtaining an online bachelor's degree. A set of influencing factors has been identified, based on which the accessibility of online education has been reconceptualised. Additionally, we suggest strategies to better support this profile of students in the context of online universities.
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Srivathsan, Kalyanapuram R. "A Unified Approach to Enhancing Quality of Education Through Cloud and Technology Augmented Learning and Course Management in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5768.
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We propose in this paper the “Technology Augmented Learning and Course Management”, or TALCoM that is well suited for integration of online or e-Resources in to Course Curriculum and conduct. The system is evolved for the Indian scenario of Affiliating Universities and their colleges. It is centred on the development of ‘Pedagogically aligned Executable Lesson Plans’, or PELP over the course curriculum to be developed. Course PELP is developed by university assigned group of Subject Matter Experts (SME). The SME may choose the desirable pedagogy and method of course delivery for incorporating into the PELP. It is used to configure the delivery system – be it an LMS, MOOC or any custom platform using which the course is conducted. We call the whole methodology as the ‘Technology Augmented Learning and Course Management’, or TALCoM. Both Formative and Summative assessments are integrated in TALCoM. TALCoM methodology requires some IT support that is aligned with the course delivery model. TALCoM has been shaped by the discussions with the Vice Chancellors of the state universities of Jharkhand in India. The approach presented in this paper is also of value in modernizing teh system of course development and conduct in any collaborating group of colleges or stand-alone institutions as well. TALCoM is also well adapted into the ODL system of education under the Open Universities.
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Megbowon, Soji, Esther Ajayi, Adewale Oseni, Iheanacho Metuonu, Amos Fatokun, and Tobiloba Emmanuel. "Promoting the Culture of Innovation and Entrepreneurship within the University Ecosystem through a University-Based Co-Creation Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5376.
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Innovation and entrepreneurship are considered one of the most powerful driving forces for economic and social progress in our era. As a result, building a unique entrepreneurial ecosystem and transforming it into an “innovative and Entrepreneurial University” have become goals for many colleges and universities. // Innovation and Entrepreneurship are very important in Universities because they play an important role to increase entrepreneurial graduates of higher education. Global awareness of the importance of the role of entrepreneurship and innovation in the university ecosystem is in line with the growing awareness of higher education institutions, and universities, to walk the entrepreneurial path. This study aims to form an entrepreneurial university model using a systems approach, where the university should not carry its own burden in carrying out the responsibilities of a third mission to help accelerate community development. Going by the society we have found ourselves, we observed that there is a huge gap between the school curriculum and the marketplace demand. Most graduates in the marketplace are deficient in relevant knowledge, skills, and attitudes needed to solve critical problems in the workplace. // The rate and rapidity at which the African youth population has been growing are enormous and this has also been very challenging. On one side, it is enormous because if well harnessed, it could become a potential for improved African economy, production, and growth. To this end, youths could be considered Africa’s greatest asset. On the other hand, it is challenging as the resultant restiveness constitutes a threat in our universities, and unemployment fosters banditry and militancy. // In all advanced economies, Higher Education Institutions (HEI) are expected to play a vital role in encouraging innovation, entrepreneurship, and structural change. The expanding population shares the economic importance of knowledge-intensive active ties, digital transformation sweeping across all organizational borders of the globe, and the need to quickly forge efficient and innovative solutions to address pressing societal challenges, that is the demand to contribute more to innovation and to economic and societal change. // The world economic forum estimates that 15 to 20 million young people will join the African workforce every year for the next two decades. By 2030, Africa will be home to more than a quarter of the world’s population under 25, who will make up 60% of the continent’s total population. By then, 15% of the world’s working-age population will be in Africa. /
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Arinto, Patricia, Ria Mae Borromeo, Primo Garcia, Ana Katrina Marcial, Maria Rowena Raymundo, Luisa Gelisan, Margaret Suarez, and Rhonna Marie Verena. "Sustainable Institution Building for Open Learning." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.532.
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In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project.
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Hamza, Aliyu. "Rejigging of the Management and Operations of Student Industrial Work Experience Scheme in Tertiary Institutions in Nigeria: A Case Study of NOUN." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.544.
Full textAbstract:
In the transition to a post pandemic world, educational institutions are faced with the challenge of helping to build a more responsive and robust education system in the volatile, uncertain, complex, and ambiguous present and future. This requires critical reflection on lessons learned during the pandemic, reimagining the future of higher education as well as institutional directions, and adopting new strategies for development. This session describes a program to build the capacity of Philippine colleges and universities in this important work. // The Sustainable Institution Building for Open Learning (SIBOL) initiative, as it is called, aims to provide participating higher education institutions with training and mentoring in planning, managing, and sustaining blended, online, and open learning (BOL) programs. Phase 1 of SIBOL consists of seven online training modules, delivered synchronously and asynchronously, on planning BOL programs; systems for BOL materials development, technology management, faculty development, and student support; quality assurance; and research and innovation for sustainability of BOL. Phase 2 is a mentoring program for participating institutions as they implement their BOL institutional strategy. This second phase also aims to strengthen institutional collaboration and networking towards building the open and distance learning ecosystem in the Philippines. // In this paper, early findings from the design, development, and pilot implementation of SIBOL are discussed. SIBOL was conceptualized as UPOU’s pilot project under the EU-funded Advancing Equity and Access to Higher Education through Open and Distance Learning (BUKA) project.
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Dey, Niradhar, and Santosh Panda. "Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.
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During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct the study by using a mixed form of online questionnaire through Google Form to seek data from teachers at school and tertiary levels. Findings suggested that the teachers had experienced and experimented themselves in using new technology tools to teach online to the students and also created learning resources for the students. A group of teachers was also quite critical on the issues relating to availability of smart phones, internet facility in remote areas, absenteeism in online classes, difficulty to address the psychomotor and affective domains, assessment, etc. The implications of the study are that a positive confidence among the teachers had been built to use technologies in teaching both online and in the conventional mode. The study also implies that there is the need to orient teachers for using technology in teaching and facilitating student learning. It also implicates to develop required online teaching infrastructure by both governments and educational institutions. Further, in the post-pandemic situation, the study has the implication that a blended-learning environment is essential to be created in all modes of teaching and learning i.e. both campus-based and distance/online learning.
Reports on the topic "Universities and colleges, commonwealth of nations"
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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.