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Such supplementary digital service are, in particular, the following: digital teletext, electronic program guide, video services provided on demand or nearly on demand from the supply compiled by the program provider, and personal program recording service provided to a third party; 24. (...) Program provision: program provision as specified in Article 2 (30) of the Media Act, but excluding the operation of an information channel; 32. Program provider: the party providing the service specified in point 31; 33.
Language:English
Score: 517607.3 - https://www.itu.int/ITU-D/tech...Hungary/eng_2007_74_tv_das.pdf
Data Source: un
Select the image: Right Click  Send to Back  Send to Back Brenda Aynsley OAM, ACS President, IP3 Chair, FACS| 28 April 2014 Common understandings of the challenges facing the ICT Profession An Australian Case Study Inspiring success About the ACS • 22,000 Members • Member of Professions Australia • University ICT course accreditation – over 200 courses across 39 universities under the Seoul Accord ACS Services • Skills Assessment against Standard Classification of Occupations - ANZSCO codes • Federal Government’s Professional Year Program • Modern Awards - Professional Employee Employment conditions for Government workers • Policy Advice to Federal, State and Territory Governments Overarching Challenges • Defining the ICT Profession – ICT is not yet recognised in official statistics as an industry sector in its own rights • Defining Professionalism • Acceptance of the use of capabilities framework (e-CF; SFIA) • Defining a common ICT Professional Body of Knowledge (BoK) • Creating a recognition system for ICT professionals (certification) Other Challenges 1/2 • Impact of free trade and free movement of ICT workers in a global profession • Widening gap between ICT skills and the supply of qualified practitioners • Lack of regulation of the ICT skills market (there are no licensing requirements) • Lack of agility in responding to skills gaps (curricular time lags) Other Challenges 2/2 • Lack of ICT capability within primary and high school teachers • Institutional STEM paucity • Lack of ICT graduates • Current employer hiring practices often lack career progression opportunities for ICT practitioners Australian approaches to tackling E-skills Gaps Nationally • Government mandated skills demand list (SOL) (http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf) accessed 1st March, 2014 Appropriate migration strategies: • 457 Visas (http://www.immi.gov.au/Visas/Pages/457.aspx) accessed 1st march, 2014 • Professional Year Program – Federal Government initiative (http://acs.org.au/migration-skills-assessment/professional-year-program) accessed 1st March, 2014 http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/skilled/general-skilled-migration/pdf/sol.pdf http://www.immi.gov.au/Visas/Pages/457.aspx http://www.immi.gov.au/Visas/Pages/457.aspx http://www.immi.gov.au/Visas/Pages/457.aspx http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program ACS strategies for professional maturation ICT Practitioners to engage in: • On going lifelong learning/PD • Code of Ethics • Certification Programs ACS strategies for professional maturation ACS commitment to: • Engage internationally in ICT associations (IFIP; IP3) • Participate in the development and delivery of: national standards - ACARA Digital Technologies Curriculum Development ACS strategies for professional maturation ACS commitment to: Advise national government on ICT policies and practices: • Cloud consumer protocol • National Vocational Education reform taskforce • Advise state and territory governments on ICT policies and skills development e.g. VIC ICT Governance education program Early Results • ICT Skills White Paper shows the benefit of professionalism Australian Examples of Good Practice • Australian Workforce & Productivity Agency (AWPA) Report (2013) • Victorian Ombudsman’s Report (2012) • ACS’ Australian ICT Statistical Compendium (20 year anniversary) • ACS’ ICT Skills White Paper (2013) ACS’ Commitment to Good Practice Development The provision of continuing professional development to advance the ICT profession - mapped to SFIA/certification program http://acs.org.au/professional-development accessed 1st March,2014 The development of professionalism programs such as: Professional Year for overseas born, Australian trained graduates (http://acs.org.au/migration-skills-assessment/professional-year-program) accessed 1st March, 2014 http://acs.org.au/professional-development http://acs.org.au/professional-development http://acs.org.au/professional-development http://acs.org.au/professional-development http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program http://acs.org.au/migration-skills-assessment/professional-year-program Further Commitments to Good Practice Virtual College (http://acs.org.au/professional-development/Distance-Courses) accessed 1st March, 2014 The Industry Based IT Experience Project (ITBD) A collaboration between University of Melbourne/ACS/Industry comprising of two final units embedded within an MIS/MIT Graduate Certificate in Professional Practice (GCPP) A collaboration between Federal University/ACS/IBM embedding a 12 month internship within a Graduate Certificate http://acs.org.au/professional-development/Distance-Courses http://acs.org.au/professional-development/Distance-Courses http://acs.org.au/professional-development/Distance-Courses http://acs.org.au/professional-development/Distance-Courses http://acs.org.au/professional-development/Distance-Courses http://acs.org.au/professional-development/Distance-Courses Going Forward…possible areas for collaboration • Defining a common body of knowledge • Agreeing mutual recognition of standards for education in ICT - e.g. accreditation of ICT programmes http://acs.org.au/accreditedcourses-and-jobs, accessed 6th March, 2014 • Agreeing a common definition of professionalism http://acs.org.au/accreditedcourses-and-jobs http://acs.org.au/accreditedcourses-and-jobs http://acs.org.au/accreditedcourses-and-jobs http://acs.org.au/accreditedcourses-and-jobs http://acs.org.au/accreditedcourses-and-jobs Draft Common Definition of ICT professionalism • Has highly skilled technical knowledge and competence judged against a common body of knowledge • Has made a commitment to ongoing professional development, keeping up to date with advances in the profession • Has made a commitment to follow a code of ethics and professional conduct, which subjects him/her to sanctions for unprofessional conduct, demonstrating public accountability • Observes a high moral code which means the professional takes personal responsibility for his or her work, making good on any inadequacy or insufficiency Going Forward…possible areas for collaboration • Defining the ICT profession in light of the rapid changes in technology (Data scientists) • Codifying certain aspects of the ICT profession • Determining mutual recognition provisions for the ICT profession Going Forward IFIP IP3 • Internationally undertaking the collaboration identified in these slides Questions ?
Language:English
Score: 517552.5 - https://www.itu.int/en/ITU-D/R...ents/Brenda-ACS%20Slides-2.pdf
Data Source: un
Conclusions I - BACKGROUND What is the impact of this program? Pr im ar y O ut co m e Program starts Time What is the impact of this program? (...) What is the impact of this program? Time Pr im ar y O ut co m e Impact Program starts How to measure impact? (...) What is the impact of this program? Read India What is the impact of this program?
Language:English
Score: 517544.53 - www.ilo.org/wcmsp5/grou...s/presentation/wcms_418985.pdf
Data Source: un
Conclusions I - BACKGROUND What is the impact of this program? Pr im ar y O ut co m e Program starts Time What is the impact of this program? (...) What is the impact of this program? Time Pr im ar y O ut co m e Impact Program starts How to measure impact? (...) What is the impact of this program? Read India What is the impact of this program?
Language:English
Score: 517544.53 - https://www.ilo.org/wcmsp5/gro...s/presentation/wcms_418985.pdf
Data Source: un
Many of these activities require the use of a bus to shuttle students to and from the School and the venue, the cost of which is offset by the Off-Campus Education program as is the cost of our Program Administrator. This fee is an eligible expense under the Children’s Fitness Tax Credit program and therefore is tax receiptabie. Extra-curricular activities that take place after school are part of a different, voluntary program offering. 85. According to the correspondence from the school dated 28 November 2017, the school provided the breakdown of the co-curricular program fees as follows: special curricular events, field trips within commuting distance, music, robotics, visual arts, theatre, athletics fee, and salaries for co-curricular programs.
Language:English
Score: 517459.2 - www.un.org/en/internalj...dt/judgments/undt-2020-215.pdf
Data Source: oaj
These issues include, but not limited to, • Good Online Chatting and Social Networking Habits • Safe Internet Banking & Online Shopping • Online Investment Scams, Identity Thefts, Online Fraud and Phishing Scams • Protecting Your Computer against viruses, worms and other Malware Infections • Cyber Stalking, Cyberbullying and Online Harassment • Good Email Account Management and Dealing with Spam • Protecting privacy and personal information online The main objectives of CyberSAFE are • To enhance awareness on Cyber Safety among the general public and for them to know about the social and technological issues related to internet usage • To educate all Malaysian internet users on safe online habits • To impress upon the general public that cyber safety is the responsibility of everyone • For all Malaysian internet users to automatically think of/refer to CyberSAFE and Cyber999 when facing/dealing with cyber safety/information security issues Our target audience includes: • School Children o Primary o Secondary • Students o Colleges o University • Teachers o Teacher Training Colleges o ICT Teachers • Parents • Adults • Organizations CyberSAFE in Schools Program Background • The CyberSAFE in Schools Program is a collaboration between the Ministry of Education and the Ministry of Science, Technology & Innovation where CyberSecurity Malaysia is the program implementer • The Concept Paper for the CyberSAFE in Schools Program was presented and accepted in September 2009 during the Mesyuarat Ketua-Ketua Setiausaha, chaired by the KSN • Subsequently, a discussion was held between officials from both Ministries and CyberSecurity Malaysia on how to move this program forward and it was decided that a Launch be held • The target audience for this program are the primary and secondary school children as well as their teachers CyberSAFE in Schools Program – Objectives • Create awareness among the School Children of CyberSecurity Malaysia, it’s roles and responsibilities • Create awareness among the School Children on CyberSAFE and highlight issues related to cyber safety • Create awareness on current trends and threats • Get feedback from School Children on what they think the issues are and how they believe these issues can be addressed • Encourage School Children to engage themselves in promoting cyber safety and our CyberSAFE programs in their immediate community • Get buy-in from School Children for them to be engaged in CyberSAFE Programs and activities for 2010 and beyond CyberSAFE in Schools - Target Audience PRIMARY SECONDARY TOTAL SCHOOLS 7,655 2,189 9,844 STUDENTS 3,112,901 2,304,023 5,416,924 TEACHERS 219,766 166,265 386,031 (Statistics from Ministry of Education, Malaysia) CHALLENGES • It almost impossible to educate all, with current resources • Teachers are doing more than teaching; • Students are already burdened with a packed curriculum • Geography and remoteness of some schools make physical presence to educate very difficult ACHIEVEMENTS TO DATE Outreach Programs to Jan – Dec 2009 Jan - May 2010 Students 1750 2793 Teachers 735 329 Schools 155 15 SUMMARY OF PROGRAMS & ACTIVITIES FOR CYBERSAFE IN SCHOOLS PROGRAM • CyberSAFE in Schools Launch & Forum • CyberSAFE Awareness Talks in Schools • CyberSAFE Young Ambassadors Program – CyberSAFE Cadets Summer Camp • CyberSAFE Awareness Seminar for Teachers • CyberSAFE Ambassador Program for Teachers EXPECTED OUTCOMES FROM CYBERSAFE IN SCHOOLS PROGRAM FOR 2010 • INCREASE IN AWARENESS o Increase the awareness of the target audience on issues of cyber safety 2100 School Children & 600 Teachers • ENGAGEMENT IN CYBERSAFE PROGRAMS & ACTIVITIES o Engagement of students and teachers in future CyberSAFE programs and activities o Enrolment of volunteers in the CyberSAFE Ambassador program 160 School Children & 120 Teachers • INFORMATION GATHERING o Gathering of user and usage data through CyberSAFE Cyber Safety Awareness survey
Language:English
Score: 517332.6 - https://www.itu.int/council/gr...hild%20Online%20Protection.pdf
Data Source: un
Design of Education Program on Global Standardization 1. Target : Graduate students 2. Objective for designing education program Program to offer “knowledge concerning standardization” and “knowledge concerning negotiation and management” 3. (...) Minor Program is consisted of the selected subjects by sponsoring faculties. ≧30 credits 14 credits 8 credits Thesis Major Program Minor Program Discipline which he/she studies Interdisciplinary studies optioned by him/her Graduate Program for Advanced Interdisciplinary Studies Graduate Minor Program R eq u irem en ts Studying Area Completing the subjects (Master) 7 Situation of Opening the Education Program of Global Standardization 1.
Language:English
Score: 517332.6 - https://www.itu.int/en/ITU-T/a...0Apr_K-2013%20side%20event.pdf
Data Source: un
Among all programs for the prevention of violence, there were 22 programs that provide users with beds (accommodation programs). In this set of programs we have maternity home programs (8 programs), 13 programs of safe houses, shelters and crisis centers, as well as one counseling program that offers accommodation to users (Violence against disabled people, implemented by the Association of Disabled People of Slovenia Vision). (...) Among all programs for the prevention of violence, there were 22 programs that provide users with beds (accommodation programs).
Language:English
Score: 517315.77 - https://www.unwomen.org/sites/...274-Submission-Slovenia-en.pdf
Data Source: un
Microsoft Word - Milk-into-school Operation Management System.doc 1 Milk-into-school Operation Management System Professor Jiang Jian Ping Head of Expert Panel for Chinese “School Potable Milk Program” School Milk Program is an interrelated and complicated action. (...) In the future, we should go on improving the operation management of School Milk Program, and maintain the current success. The Program will be operated in a positive and stable way. (...) Milk-into-school Management Education authorities play a key role in School Milk Program because the Program is mainly operated in schools under supervision of education authorities.
Language:English
Score: 517243.46 - https://www.fao.org/fileadmin/...peration_Management_System.pdf
Data Source: un
Situation before KiVa™ • Bullying a big concern in society since 1990’s → Changes in legislation ’Right for a safe school environment’ (1999) ’Each school should have their own policy...’ (2003) • National trend data: No changes in ten years in the annual prevalence survey (School Health Promotion Study) 2 • Each school develops their own policy...?? self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program self-invented program RESOURCES?? (...) KiVa antibullying program in Italy: Evidence of effectiveness in a randomized control trial. (...) Effect of the KiVa anti-bullying program on adolescents’ depression, anxiety, and perception of peers.
Language:English
Score: 517220 - https://violenceagainstchildre...presentation_sanna_herkama.pdf
Data Source: un