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Microsoft PowerPoint - 03- unuftp.pptx Capacity Building by the United Nations University – Fisheries Training Programme (reference to „Future we want“ pgr: 160, 170, 174, 277-280) Thor Asgeirsson UNU-FTP Deputy Director ∗ “…continuing process of strengthening of abilities to perform core functions, solve problems, define and achieve objectives, and understand and deal with development needs” (UNESCO – International Institute for Educational Planning) ∗ Not enough to KNOW ∗ One has to DO ∗ Action Competency Capacity building (HDI: UNDP 2013) The UNU system (1973 - umbrella organization) UNU-CRIS (Belgium) UNU-EHS (Germany-Bonn) UNU-FLORES (Germany-Dresden) UNU-MERIT(Netherlands) UNU (Japan-head office) UNU-IAS (Japan) UNU-ISP (Japan) UNU-IIAOC (Spain) UNU-IIGH (Malaysia) UNU-IIST (China-Macau)UNU-INRA (Ghana) UNU-INWEH (Canada) UNU-WIDER (Finland) UNU-BIOLAC (Venezuela) UNU-Iceland UNU-FTP UNU-GTP UNU-LRT UNU-FNP (Ithaca, NY) UNU-institutes UNU-programmes Pressing global problems Human security Human development Developing countries UN think-tank Capacity building Academic post-grad. research Advisory service Sustainable development UNU programmes in Iceland UNU-GTP (1979) National Energy Authorities UNU-FTP (1998) Marine Research Institute UNU-LRT (2008) Soil Conservation Service/Agricultural University GEST (2009) University of Iceland •20 week course •Gender issues •Pending UNU approval UNU – Ministry for Foreign Affairs • Post-graduate applied training • Housed in research institutions • For practicing professionals • Considerable experience ∗ is an institutional capacity building programme ∗ links capacity enhancement and education with applied sustainable solutions in fisheries development ∗ brings local and international experts together to create suitable and realistic means for the partner country ∗ strives for cooperation among partners for learning and sharing, and to identify needs and priority areas ∗ site visits ∗ workshops and meetings ∗ fellows selection process ∗ ownership of course material ∗ Long-term commitment ∗ uses UNESCO‘s 5-pillar paradigm for Education for Sustainable Development UNU-Fisheries Training Programme Education for Sustainable Development Learn to know Learn to be Learn to do Learn to live together Courage to lead, a journey for change Learn to transform oneself and society Who Am I? Paradigm for education (UNESCO) UNU-FTP activites Annual Six-months training Iceland (20 fellowships) Short course development (partner countries: 4-6 a year) Scholarships for Post-Graduate studies to former fellows (3-4 a year) Conferences and workshops The six-month training in Iceland Introductory course (5 weeks) Fellows should gain a holistic view of fisheries and be able to put their own fisheries into an international and/or regional perspective Fisheries Policy and Planning (6 weeks) Resource (stock) Assessment (6 weeks) Quality Management of Fish Handling and Processing (6 weeks) Fishing Technology (6 weeks) Sustainable Aquaculture (6 weeks) Management of Fisheries Companies and Marketing (6 weeks) Research project – Final report and presentation (14 weeks) Must address important issues in fellow’s home country Project proposal Orientation (1 week) Results of the six-months Since 1998 Short course development • Over 30 short course (5-10 days) • About 800 participants • 15 countries • International team of experts • Former fellows involved • Custom made – local flavour • Regional course • Training of trainers • Local ownership • Strengthens the six-months training Short course topics and partners (examples) Data collection and management Stock assessment Quality assurance/inspection Leadership in fisheries Fisheries Policy and Planning Project Cycle Management in fisheries Profitability assessment of smaller fisheries enterprises Performance in Fisheries Vessel stability Sustainable aquaculture ∗ University of West Indies ∗ University of Belize ∗ Moi University ∗ Makerere University ∗ NhaTrang University ∗ Dalian Ocean University ∗ FAO ∗ NACA ∗ CRFM ∗ Fisheries Departments ∗ Local training institutes ∗ Fellows and short course participants acquire knowledge through lectures and visits to the industry ∗ Fellows strengthen their action competancy by applying knowledge and professional tools through individual applied research projects ∗ Fellows sharpen their views and values through discussions, debates and individual presentations on various aspects of fisheries ∗ Fellows live together and share things like cooking, cleaning, and workspaces, in addition to their views on fisheries. ∗ Fellows manage and lead their projects and are responsible for their own training, and are challanged to develope new vision and attitudes towards development potential of their own fisheries UNU-FTP (six months training) and the 5th pillars for ESD Thank you
Language:English
Score: 657426.4 - https://sdgs.un.org/sites/defa...cuments/178603-%2520unuftp.pdf
Data Source: un
10th Session of the Open Working Group on SDGs March 31- April 4, 2014 Intervention by Amit Narang, Counsellor, Permanent Mission of India during discussions on Cluster 2 – Gender Equality, Education, Employment and Health Mr. Co-Chair, My delegation would like to make a specific proposal for a target under the proposed 'Gender' goal in the SDGs. In the 8th session of the OWG we had highlighted how empowering women using enabling technologies can be a game changer if harnessed and applied to its full potential in developing countries. (...) We can significantly expand the ambit of applying such enabling technologies in particular ICT technologies for women in education, access to clean drinking water, healthcare, rural handicrafts and communications and decentralize their uses by transferring the access, control, management and ownership of such technologies to rural women themselves.
Language:English
Score: 643481 - https://sdgs.un.org/sites/defa...iles/statements/8377india3.pdf
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Our contribution to this Session of the Commission focuses on education. Specifically, we wish to draw attention to a particular dimension of education, namely education in service of community, which, in our experience, is central to the transformation of the individual and community life. (...) In line with this trend, many educational programs perceive young people as mere receptacles of information. (...) Young people, though often perceived as simply the beneficiaries of education, must be involved in the development of educational systems.
Language:English
Score: 641426.86 - https://www.un.org/development...atement_bahaiinternational.pdf
Data Source: un
Women are highly encouraged to apply, especially those interested in Education Technology. (...) ELIGIBILITY CRITERIA Be a Sub-Saharan Africa national Be a master’s degree holder with three to four years of relevant experience; recent Ph.D. graduate (within three years of completion) or be enrolled in the last year of the Ph.D. program Education specialization: Special Education, Early Childhood Education, Secondary Education (general and TVET), Tertiary education, Education Technology, Education Management, Curriculum and Instructional Design, Evaluation, Education Economics, etc.  (...) Fluency in other languages such as French or Portuguese is highly desirable Possess strong quantitative and analytical skills Be under the age of 32 by the closing of the application period Young African women who are eligible are encouraged to apply, especially those interested in Education Technology.
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Score: 636887.8 - https://www.un.org/en/academic...a-education-fellowship-program
Data Source: un
Accurate admissions statistics enables the department to provide the appropriate amount of educators, school furniture, text books, nutrition, scholar transportation and budgetary allocation. (...) It allowed parents to apply from the comfort of their homes or offices. (...) The Admissions Online Application is implemented by the Gauteng Department of Education through the Public Ordinary Schools Directorate located within the School Management Chief Directorate.
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Score: 631445.85 - https://publicadministration.u...nProfilev2014/mid/1170/id/5196
Data Source: un
55th Session Commission on Population and Development Side Event Global Science & Technology Cooperation Our Initiatives The objective of this Side Event is to share the experiences of various technological solutions in improving the accessibility of health ser- vices and education, as well as to learn from the experts how to best apply technology in the learning process. It is the poor and marginal- ized in our society and in our world, that have the most to gain from advances in healthcare, e-Health and online education; sadly – at this point, they are often the groups, who benefit the least. Sponsor: Women’s Health and Education Center ( WHEC) http://www.WomensHealthSection.com April 26th, 2022 from 13.15 pm to 14.30 pm EDT
Language:English
Score: 618017 - https://www.un.org/development...flyer-womens-health-center.pdf
Data Source: un
India | Department of Economic and Social Affairs Skip to main content Welcome to the United Nations عربي 中文 English Français Русский Español Department of Economic and Social Affairs Sustainable Development Main navigation Home SDG Knowledge Sustainable Development Goals Key Topics 2030 Agenda Capacity Development Publications Global Sustainable Development Report Intergovernmental Processes High-level Political Forum on Sustainable Development UN Conferences and High-Level Events related to sustainable development Multi-stakeholder Forum on Science, Technology and Innovation for the SDGs Second Committee of the UN General Assembly ⭧ SAMOA Pathway ECOSOC Partnership Forum ⭧ HLPF SIDS Small Island Developing States Multidimensional Vulnerability Index for SIDS Partnerships About partnerships The Partnership Platform ECOSOC Partnership Forum 2022 Engage Events Webinars Member States UN System Stakeholder Engagement News About India 10th Session of the Open Working Group on SDGs March 31- April 4, 2014 Intervention by Amit Narang, Counsellor, Permanent Mission of India during discussions on Cluster 2 – Gender Equality, Education, Employment and Health Mr. Co-Chair, My delegation would like to make a specific proposal for a target under the proposed 'Gender' goal in the SDGs. In the 8th session of the OWG we had highlighted how empowering women using enabling technologies can be a game changer if harnessed and applied to its full potential in developing countries. (...) We can significantly expand the ambit of applying such enabling technologies in particular ICT technologies for women in education, access to clean drinking water, healthcare, rural handicrafts and communications and decentralize their uses by transferring the access, control, management and ownership of such technologies to rural women themselves.
Language:English
Score: 615424.46 - https://sdgs.un.org/statements/india-11996
Data Source: un
The UNDT found that, at the time Mr. Krioutchkov applied for JO 63349 in 2016, the World Higher Education Database (WHED) was embedded in Inspira. (...) The Inspira allows for candidates from a wide range of educational systems to enter their education and have it considered in a fair and equal manner. 14. (...) The candidate’s choice was then reflected under the item “Degree obtained” in the personal history profile (PHP) generated for submission when applying to a job opening. Mr. Krioutchkov, when applying for JO 63349, indicated in his PHP that his highest level of education was a “Certificate/Diploma” obtained from the MGIMO.
Language:English
Score: 614192.2 - www.un.org/en/internalj...t/judgments/2020-UNAT-1071.pdf
Data Source: oaj
The UNDT found that, at the time Mr. Krioutchkov applied for JO 50523 in 2015, the World Higher Education Database (“WHED”) compiled by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the International Association of Universities (“IAU”) (IAU/UNESCO List) was embedded in Inspira. (...) The candidate’s choice was then reflected under the item “Degree obtained” in the PHP generated for submission when applying to a job opening. Mr. Krioutchkov, when applying for JO 50523, indicated in his PHP that his highest level of education was a “Certificate/Diploma” obtained from Moskovskij Gosudarstvennyj Institut Meždunarodnyh Otnošenij. (...) Krioutchkov when applying to JO 50523, the UNDT Judge first found that the Inspira Applicant’s Manual was available to all Inspira account holders in 2015 and, more importantly, the WHED was embedded in Inspira, i.e., the education degree information used when generating a candidate’s PHP came from a pre-defined list of options provided to candidates.2 Then, the UNDT proceeded to find that Mr.
Language:English
Score: 613716.2 - www.un.org/en/internalj...t/judgments/2020-UNAT-1066.pdf
Data Source: oaj
Nicholas’s rights under Staff Regulation 3.2 affecting her children’s re-assimilation in their home country or otherwise disrupt their education. As to the Appellant’s argument that the implementation of the Resolution had an adverse retroactive effect on the education of her elder son, the UNDT concluded that the new provisions were clearly intended to apply for the future and could not have had, and did not have, retrospective effect in the sense of depriving Ms. (...) This requires that notions of acquired rights be interpreted and applied in the context of education benefits. This includes an assumption that decisions about children’s education will be made by parents in reliance on the continued provision of these benefits and that the benefits will endure for the durations of the children’s education. (...) She says that the ICSC has previously highlighted the need to minimise any disruptive consequences resulting from a change in the implementation of the education grant. 26. The Appellant says that even under the new scheme, the ICSC has indicated that different arrangements might apply where there are no adequate educational institutions available within commuting distance or where frequent/urgent requirements for the staff member to relocate would disrupt the education of the child.
Language:English
Score: 610920.7 - www.un.org/en/internalj...t/judgments/2020-UNAT-1045.pdf
Data Source: oaj