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The FRO provided some positive comments and identified certain shortcomings in the Applicant’s performance: [The Applicant] has been a cooperative staff member, willing to learn and take up jobs when told to. She can do the basic jobs in the front office when told to. (...) She is encouraged to take initiatives in learning so as to become a fully- fledged [Front Desk] colleague. (...) She was graded as “requires development” in the core value of integrity and the core competency of planning and organizing and “fully competent” in the core competencies of technological awareness and commitment to continuous learning, with a final overall rating of “partially meets performance expectations”. 30.
Language:English
Score: 361157.81 - www.un.org/en/internalj...dt/judgments/undt-2020-025.pdf
Data Source: oaj
DRAFT UNECE STRATEGY FOR EDUCATION FOR SUSTAINABLE DEVELOPMENT : ADDENDUM
Lifelong learning is learning throughout life, either continuously or periodically. (...) Life-wide learning enriches the concept of lifelong learning by drawing attention to the breadth of learning, which can take place across the full span of our lives at any one stage in our lives. (...) It includes learning by individuals, but recognizes that groups as a whole can learn.
Language:English
Score: 361091.72 - daccess-ods.un.org/acce...=CEP/AC.13/2004/8/ADD.2&Lang=E
Data Source: ods
OIOS REPORTS- TRIENNIAL REVIEW LESSONS LEARNED
Recommendation 1: The Secretary-General should define the “lessons learned” concept in order to develop a framework for the collection and sharing of lessons learned. 7. (...) While lessons-learning is a decentralized function, with no single entity assuming responsibility for lessons learned within the Secretariat, the Executive Office of the Secretary-General has taken some initiative to promote such learning. (...) It concluded that the process was weak and that individual learning could not become organizational learning unless lessons were formally and systematically captured, documented and disseminated.
Language:English
Score: 360967.36 - daccess-ods.un.org/acce...?open&DS=E/AC.51/2012/3&Lang=E
Data Source: ods
ONLINE REFRESHER TRAINING FOR DRIVERS OF DANGEROUS GOODS
The other conditions and requirements in this framework also apply to in-service training courses with e-learning. 1. Preconditions for e-learning The following conditions apply to conducting continuing education courses using e-learning: (a) E-learning is implemented using an e-learning system (Competent Authority certified). (b) The course consists of two parts: Part 1 is always completed using e-learning and Part 2 is always classroom/practical learning. (...) The provider of the e-learning system ensures that: (a) The e-learning system is operational 24 hours a day.
Language:English
Score: 360865.53 - https://daccess-ods.un.org/acc...TRANS/WP.15/AC.1/2020/8&Lang=E
Data Source: ods
STATEMENT / SUBMITTED BY THE DIPLOMATIC COUNCIL E.V
By focusing on the individuals’ learning goals, every student learns not just what he or she wants but also needs. (...) This often happens when the learner does not have a learning goal addressed during the learning session. Therefore, clarifying learning goals in QualityLearning before interacting with learning content is very helpful and may increase motivation as well as learning outcomes.
Language:English
Score: 360820.73 - https://daccess-ods.un.org/acc...n&DS=E/CN.5/2018/NGO/84&Lang=E
Data Source: ods
OPERATIONAL ACTIVITIES OF THE UNITED NATIONS FOR INTERNATIONAL DEVELOPMENT COOPERATION : ASSESSMENT OF THE LESSONS LEARNED BY UNITED NATIONS ORGANIZATIONS FROM EVALUATION ACTIVITIES AT THE FIELD LEVEL : REPORT OF THE SECRETARY-GENERAL
How much does it cost to learn lessons from evaluations? What share of evaluation resources is devoted to converting evaluation results into lessons learned? (...) (Unofficial translation) Strengths of lesson learning processes 33. In spite of these inadequacies, the current practice of learning lessons from evaluations shows some considerable strengths. (...) (iv) The process used to incorporate lessons learned from evaluations in training courses and other corporate learning mechanisms (such as interactive and web-based learning modules) is very lengthy and often requires changes in formal management policies and practices.
Language:English
Score: 360684.55 - daccess-ods.un.org/acce...f/get?open&DS=E/2003/64&Lang=E
Data Source: ods
LEARNING AND DEVELOPMENT POLICY
ST/SGB/2009/9 09-37663 2 2.3 Learning and development opportunities should normally be made available to staff at all levels. 2.4 Managers are required to discuss and agree on learning and development plans, as well as the allocation of time for learning and development activities, with individual staff members in the context of ongoing performance management. 2.5 Staff members are required to demonstrate an active commitment to continuous learning by assisting their managers in determining their learning and development needs and applying and sharing the skills gained from learning and development activities. 2.6 Staff members and managers are encouraged to think of learning and development in the broadest sense, including: (a) Participation in self-study programmes, such as professional reading, e-learning, Internet and Intranet research, videos and other computer-based training programmes; (b) Group activities, such as face-to-face workshops, seminars, team projects, networking, videoconferencing, participation in communities of practice and occupational/functional networks; (c) One-to-one learning, such as cross-training provided by other colleagues, career counselling, coaching, mentoring and knowledge-sharing; (d) Experiential learning, such as on-the-job training, assignments, missions, team projects and task-based training. 2.7 Learning and development priorities shall be established based on: (a) Needs derived from programme priorities at the organizational and departmental level as outlined in the relevant workplans; (b) Current or future work assignments that are consistent with the goals and priorities of the Organization; (c) Assessment of individual staff member’s needs; (d) Career and professional development goals in relation to current and future job requirements. 2.8 Learning and development activities are developed using design principles that are proven to be effective and reflect best practice. 2.9 Learning and development activities are monitored and evaluated using relevant principles and tools. (...) Section 3 Support for learning and development Learning Advisory Board 3.1 The Learning Advisory Board, comprising senior officials, shall advise on the Organization’s learning and development priorities and plans. Learning and development opportunities 3.2 Heads of department, office and mission are responsible for ensuring that staff members are aware of the learning and development opportunities available to them.
Language:English
Score: 360242.85 - daccess-ods.un.org/acce...t?open&DS=ST/SGB/2009/9&Lang=E
Data Source: ods
UNITED NATIONS SYSTEM STAFF COLLEGE : REPORT OF THE SECRETARY-GENERAL
Providing relevant, high-quality learning opportunities to a wide spectrum of United Nations staff through e-learning 40. (...) In the reporting period, the Learning Lab provided services ranging from the instructional design and development of customized e-learning modules to the development of tailor-made e-learning platforms. (...) The Learning Lab also organized the annual Learning Managers Forum for United Nations learning professionals, as well as the orientation programme for Junior Professional Officers.
Language:English
Score: 360148.24 - https://daccess-ods.un.org/acc...f/get?open&DS=E/2017/52&Lang=E
Data Source: ods
SDG 4 QUALITY EDUCATION : ENSURE INCLUSIVE AND EQUITABLE QUALITY EDUCATION AND PROMOTE LIFELONG LEARNING OPPORTUNITIES FOR ALL
Examples of online learning platforms include Darsak in Jordan, Madrasati in Saudi Arabia, Hesas Masr in Egypt, and the Qatari Ministry of Education and Higher Education’s online learning portal, which provided multimedia learning solutions to students and allowed teachers to conduct virtual class sessions. (...) This included face-to-face learning for early grades and hybrid or fully remote learning using mixed delivery modalities as appropriate for targeted students. Catch-up learning programmes, including accelerated learning programmes, summer sessions and after-school learning hours, were introduced or expanded in many areas in an effort to compensate for progress lost during the crisis.
Language:English
Score: 360007.2 - https://daccess-ods.un.org/acc...E/ESCWA/RFSD/2022/INF.2&Lang=E
Data Source: ods
LITERACY FOR LIFE, WORK, LIFELONG LEARNING AND EDUCATION FOR DEMOCRACY :REPORT OF THE SECRETARY-GENERAL
National Governments have rapidly deployed measures for distance learning, although uncer tainties remain about school reopening and the recovery of “lost learning”. 9. (...) In Chad, training modules for literacy facilitators are being revised to improve literacy provision and learning. 43. To enrich literate environments, libraries and community learning centres have been expanded in some places, offering resources and space for literacy learning for all. (...) China and Nepal have enhanced community learning centres as effective instruments for community-based learning of literacy and other skills and for social transformation.
Language:English
Score: 359996.68 - https://daccess-ods.un.org/acc...sf/get?open&DS=A/75/188&Lang=E
Data Source: ods