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
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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