Friday, July 3, 2015

[UNESCO CI News] CI highlights

Invitation: Workshop on "Import dependence and food and nutritional security implications: A case of pulses in India', on 10 July, at IHC New Delhi

Workshop on 'Import dependence and food and nutritional security implications: A case study of pulses in India'

Date: 10th July, 2015
Venue: TERI, India Habitat Centre, Lodhi Road, New Delhi 110003


Dear All,

The Energy and Resources Institute (TERI), New Delhi, had undertaken a project on 'Import dependence and food and nutritional security implications: A case of pulses in India'. The project was supported by DFID-UK. The broad objective of the study was to understand the domestic production, availability and import related challenges of pulses in India and its implications on nutritional security and suggest possible ways in overcoming these challenges in the medium and long run.
TERI would be organizing a dissemination workshop of the project on 10th July, 2015, at TERI, India Habitat Centre, Lodi Road, New Delhi. The objective of the workshop would be to share the key findings from the project  and seek inputs from the distinguished participants.  I am attaching with this email a background note along with the research questions, as well as the draft agenda.

In this regard we solicit your participation in the event and your valuable contributions to the deliberations.

A line in confirmation will be highly appreciated [to nitya@teri.res.in].

Nitya Nanda
Fellow, Centre for Global Agreements, Legislation and Trade (GALT)
Green Growth and Resource Efficiency Division
The Energy and Resources Institute (TERI)
India Habitat Centre
New Delhi 110 003

Tuesday, June 30, 2015

ICT in the Post-2015 Development Agenda (Special Edition) UNESCO Office in Bangkok

The ICT in Education Newsletter, June 2015, is now available. Please feel free to forward it to members of your networks.  To view online, click here.

 

http://www.unescobkk.org/fileadmin/user_upload/ict/ict-newsletter/Banner.jpg

 

ICT in the Post-2015 Development Agenda
(Special Edition)

June 2015 | UNESCO Bangkok Office

 

Dear readers,

Fifteen years ago 164 countries together with representatives from regional, international, non-government organizations, civil society and donor agencies assembled at the World Education Forum in Dakar, Senegal, and adopted the Framework for Action to guide the international community toward reaching the six Education for All goals. As this year marks the final year of the Education for All movement, we have witnessed much progress since April 2000, have learned many hard lessons, and are now taking stock of our achievements in order to better prepare for the post-2015 global education agenda.

In light of this historical movement, this newsletter issue is a special edition dedicated to the post-2015 development agenda and ICT's role in helping the international community achieve the newly set goals and vision for the future of education and development.

We hope you enjoy reading this edition!

Please let us know if you have any comments or suggestions.


 

http://www.unescobkk.org/typo3temp/pics/3aee15a5c4.jpg


Highlights:


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_60705e_11.gif.gif The Role of ICT in Achieving Lifelong Learning for All (by UNESCO Bangkok, ICT in Education)
This article provides an overview of the recent developments in international educational, such as the latest World Education Forum and the Qingdao Meeting, while also deconstructing the new more extensive education agenda and its relation to and hopes for ICT.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_60705e_11.gif.gif Has ICT a Role in Educational Reform? (by Jerome Morrissey, Chief Executive Officer, GeSCI)
This article explores the potential of ICT in education, as well as its unique features in contributing to the achievement of the post-2015 goals and filling in the gaps of present shortcomings. This piece also finally presents the author's 7 recommended considerations in holistically utilizing ICT in education.

Sub-Regional Corner: Asia-Pacific


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_b32d78_04.gif.gif A Review of Asia-Pacific Education and ICT Indicators (by UNESCO Bangkok)
This article provides an overview of Asia-Pacific demographics, education challenges, successes, as well as key ICT indicators in the backdrop of the Education for All Goals and the post-2015 development agenda.

Programmes and Projects:


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e67df2_21.gif.gif In line with the Qingdao Declaration which was adopted during the International Conference on ICT and Post-2015 Education in Qingdao, People's Republic of China in May 2015, we would like to invite readers to visit some of our previous newsletter editions relevant to the focus areas identified in the Qingdao Declaration: namely, open educational resources and open solutions, quality assurance and recognition of online learning, monitoring evaluation (in resources); accountability and partnerships, and international cooperation (in news and events).

·         For Open Educational Resources, click here to view the list of open and distance education projects for the marginalized, or click here for the Open Educational Resources page of UNESCO

·         For lifelong learning pathways, visit our edition on TVET, and non-formal learning for women

·         For online learning innovations, visit our MOOCs edition

·         For big data, visit our Big Data edition

News and Events:


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_732726_19.gif.gif Central Asia Symposium on ICT in Education (CASIE) 2015
In order to promote accountability and partnerships in the sub-region of Central Asia, 2015 will continue to examine policies, strategies, and initiatives to address the growing need for systematic teacher education and professional development in Central Asia as well as for the effective integration of ICT in teaching and learning.  

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_732726_19.gif.gif Open Call for Expressions of Interest: Research Network on New Digital Modes and Practices in Asia 
The Foundation for Information Technology Education and Development (Philippines), as part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program, seeks to develop a Research Network on New Digital Learning Modes and Practices in Asia. All eligible parties are invited to submit an expression of interest in one or more of the priority research areas (MOOCs, gamification and game-based learning, intelligent tutoring systems, mobile learning, and learning analytics).

Resources:


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif Toward Monitoring the Post-2015 Education Agenda by looking back on the EFA goals in Asia-Pacific (UNESCO-UIS)
This UNESCO-UIS-AIMS fact sheet provides the progress made toward EFA in the Asia Pacific region, shares the persisting challenges, and provides recommendations on using the latest data from the UNESCO-UIS.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif Post-2015 Education Indicators Consultation
In order to track the post-2015 education framework, UNESCO-UIS has released a new proposal for a set of appropriate indicators, developed through public consultations and feedback from various representatives of civil society, academia, development organizations, governments and other stakeholders. The new 42 thematic indicators will include six to ten to be used for the monitoring of the Sustainable Development Goals, while the rest will monitor progress towards the specific targets of the post-2015 education framework.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif World Development Indicators 2015
This main World Bank collection of development indicators features the latest global development data, including national, regional and global estimates.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif World Bank DataFinder Mobile Apps
This app provides World Bank data (since 2010) provides comparative charts of country indicators, create and save custom tables, available in four languages.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif Directory of Open Access Scholarly Journals in Education
The Education Research Global Observatory provides a current directory of open access journals in education.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_e551bc_40.gif.gif Monitoring and Evaluation of ICT in Education Projects
This Handbook provides a resource to policymakers who are looking for ways to measure impact of ICT on student achievement in developing contexts, as well as how to measure this impact, while considering the relevant issues at hand.

New Publications:


http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif Education for All 2000-2015: Achievements and challenges
The 2015 Global Monitoring Report provides an overall analysis of the progress made since 2000 towards the target goals of the Dakar Framework. It takes stock of lessons learned, identifies possible determinants of progress, and provides key lessons for shaping the post-2015 global education agenda.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif Asia-Pacific Regional Education for All Report: A Synthesis of the National EFA Reports
This UNESCO Bangkok publication the country reviews provided include a quantitative account of the progress made towards the six EFA goals. Additionally, it examines the enabling and constraining factors for progress, and recommendations to move forward toward the post-2015 education agenda.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif Unleashing the Potential: Transforming Technical and Vocational Education and Training
This brand new publication on TVET, intended as a resource for policy-makers to analyze trends and demands on education and training system, was created in response to the needs and challenges of education that require a global dialogue and action.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif Inside the News: Challenges and Aspiration of Women Journalists in Asia and the Pacific
UNESCO Bangkok with UN Women and the International Federation of Journalists has just released a regional study assessing the situation of gender equality in the media of Asia-Pacific 20 years after the adoption of the Beijing Declaration and Platform of Action.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif OECD Skills Outlook 2015: Youth, Skills and Employability
As young people continue to struggle to enter the labour market universally, this publication highlights the need for a more comprehensive approach toward improving their employability, especially in terms of collaboration between public and private sectors, and provides examples of successful policies.

http://www.unescobkk.org/uploads/RTEmagicC_706b0173da_a43db9_23.gif.gif OECD: E-Learning in Higher Education in Latin America
As the benefits of higher education are at the center of development discussions, the purpose of this report is to deconstruct the main challenges of higher education in Latin America as well as understand the role of ICT in transforming the field and positively influencing the region.

 
Next Issue:  The July issue will focus on the theme of ICT for Teacher Development. If our readers are interested in contributing to this edition, please do not hesitate to contact us.

Contact/Feedback: : ict.bgk@unesco.org

ICT in Education website: http://www.unescokk.org/education/ict

View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter      

 ICT in Education Fanpage

ICT in Education on Twitter

http://www.unescobkk.org/fileadmin/user_upload/ict/Logos/FB.jpg

http://www.unescobkk.org/fileadmin/user_upload/ict/Logos/Twitter.jpg

 

 

© UNESCO

For enquiries/feedback, email: ict.bgk@unesco.org
Visit the ICT in Education website: http://www.unescobkk.org/education/ict
View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter/
To unsubscribe from this email newsletter: https://lists.unesco.org/wws/signoff/ict-newsletter.bgk


UNESCO Asia and Pacific Regional Bureau for Education,
920 Sukhumvit Road, Prakanong, Bangkok 10110, Thailand

Disclaimer
The opinions expressed in the documents included in this newsletter are those of the authors and editors and do not necessarily reflect the policies or views of UNESCO, nor of any particular Division or Office. All rights to the resources included in this guide remain with their respective copyright owners, as indicated for each resource.

 

 

 

Monday, June 29, 2015

IE "Admission surge: As India Inc adopts ITIs, students make a beeline"

Admission surge: As India Inc adopts ITIs, students make a beeline
The examination fee was earlier charged only once depending on the duration of the trades but in the present system, it is charged semester-wise. The surge in enrollments last fiscal was driven mainly by the better performing ITIs where industry is actively involved as a participant.
by Anil Sasi  | Indian Express | June 30, 2015
The number of enrollments in Industrial Training Institutes or ITIs has seen an incremental surge of over 20 per cent in 2014-15, as against a nearly flat growth observed in each of two preceding years.
The surge in enrollments last fiscal was driven mainly by the better performing ITIs where industry is actively involved as a participant, including the ones supported by auto majors Maruti Suzuki and Mahindra & Mahindra as well as those where utilities such as NTPC Ltd are partners. The surge is despite a total of 103 ITIs being de-affiliated during the last two financial years due to non conformity with National Council on Vocational Training norms.
The fee system for ITIs was changed since the introduction of the semester system since the August 2013 session and the examination under the above pattern has been conducted since February 2014 onward.
The examination fee was earlier charged only once depending on the duration of the trades but in the present system, it is charged semester-wise.
The biggest contributor, though, is positive industry partnership. Maruti Suzuki – the country's largest carmaker, is working on plans to scale up its skill development activities across ITIs by setting up Automobile Skill Enhancement Centres or ASEC at 45 government-run ITIs across the country.
Each of these centres are be equipped with a model workshop to provide practical training, alongside which the company plans to also appoint full-time trainers, provide tools and equipment and forge partnerships with local Maruti Suzuki service workshops to upgrade skills of ITI students and make them job-ready. The trainees will be free to seek employment in any workshop, including those not servicing Maruti Suzuki vehicles. "With the growth in the number of vehicles on the roads, quality repair and maintenance offers a major employment opportunity," according to Pankaj Narula, executive director (service) at Maruti Suzuki. Students trained at the ASECs will be awarded an additional skill training certificate, an additional incentive.
ITI Solan is among the government-run ITIs where the motor mechanic trade and electrician trade have been upgraded by utility vehicles major Mahindra & Mahindra, resulting in a sharp increase in demand for the course. Under this partnership, M&M conducts programs on various aspects of automobile manufacturing and servicing — referred to as 'Mahindra  Special Technical Education  Programme for Students' or  'M – STEPS' — to student community  who are undergoing   certain specified and government recognised technical course. This is in addition to the regular syllabus prescribed to the Institute.
The involvement of third party monitoring agencies to carry out verification of infrastructure of vocational training providers, credentials of students, trainers and assessors, curriculum compliance and training delivery and assessment processes, is another reason being attributed for the improvement in the perception of government's skill development institutions.
Studies conducted earlier bear this out. The performance evaluation studies of ITIs providing training under Craftsmen Training Scheme carried out by Quality Council of India in 2011 have shown that placement rate in the ITIs which have been upgraded has increased between 80 to 99 per cent, whereas in other ITIs it is 40 to 50 per cent. A mid-term tracer study was conducted under the Vocational Training Improvement Project to measure labour market performance of graduates passed out from government ITIs. Based on this study conducted in 2011-12, 60 per cent of project ITIs' pass-outs find employment within one year of finishing training, as compared to baseline of 32 per cent conducted in Year 2006-07. Fresh studies are being undertaken to clock performance. In the Skill Development Report of National Skill Development Corporation and KPMG, 460 million is the demand of human resource across the 24 sectors including construction, IT, Textiles & Clothing, Food Processing, Retail, etc. in 2013. This number is expected to reach to 580 million by 2022 —a combination of entry level workforce as well as the existing workforce, which would need to be freshly skilled and upskilled.
As it works to expand skilling programmes through vocational training institutes such as the ITIs and technical colleges, the Centre is also planning a scheme for entrepreneurship development that would introduce specific courses in at least 5,000 colleges over the next three years. The scheme, besides focussing on colleges, also plans to target schools for building awareness as entrepreneurship as a career option. "We will be helping roll out entrepreneurship modules in at least 3,000 colleges across the country," Ajay Mohan Goel, executive vice president, Wadhwani Foundations, which signed a memorandum of understanding with the Ministry of Skill Development in January this year, said.

- See more at: http://indianexpress.com/article/business/business-others/admission-surge-as-india-inc-adopts-itis-students-make-a-beeline/

For mission 'Skilled India', ITIs to undergo makeover, tailor courses to needs
The ministry, will set up 1,500 new ITIs across the country and another 100-odd such centres in North East and Left Wing Extremism affected states.
by Surabhi | Indian Express | August 4, 2014

With a focus on creating jobs for youth, the government has decided to revamp the antiquated industrial training centres that will skill over 20 lakh youth annually and devise special courses based on industry needs.
The move is a part of the labour ministry's massive overhaul of the near obsolete Industrial Training Institutes (ITIs) and skill development institutes that would now be armed with revised curricula, new courses and an expanded reach across the country.
The ministry, will set up 1,500 new ITIs across the country and another 100-odd such centres in North East and Left Wing Extremism affected states, has also taken advice from Prime Minister Narendra Modi to locate some of these institutes in industrial clusters.
"Based on inputs from the Prime Minister, the new institutes will not only be set up in so far uncovered areas but majorly in industrial clusters so that students can be trained according to industry needs and  placed with these companies," said a senior official involved in the development, adding that the first preference to requests from industry.
But while these ITIs will be set up by the year-end, the ministry has also decided to allow the existing institutes to meet the immediate needs of industry by offering courses of their interest.
To this end, the ministry has also decided to formulate courses for the skill development institutes based on industry needs. Firms will have to sign agreements with the Directorate General of Employment and Training to avail these specialised courses and will recruit at least 80 per cent of the students for a minimum of six months. The specialised courses will be run for an 18 month period and based on their success in terms of placement will be continued on a permanent basis.
"There has already been a lot of interest from companies in sectors such as manufacturing, construction, chemical and even e-commerce. We will be holding discussions with industry chambers later this month," said the official.
Industries with at least 300 permanent workers can sign such MoUs with the DGET. The labour ministry is also banking on the over 2,500 industry bodies in the MSME sector to recruit the students.
PM Narendra Modi has stressed on his vision of transforming the country into a 'Skilled India' and the  government is expected to go much beyond the targets set by the  UPA government. Currently, there are 11,000-odd ITIs being run by the government as well as on PPP basis with a seating capacity of 15.5 lakh students.  The new ITIs being planned will train 4.5 lakh students.
The labour ministry is also fixing the biggest challenge before these ITIs in attracting students — outdated curricula that had little use for employers. "Starting this month, new courses will be offered to students. The existing courses have also been reviewed and revised to be in tune with modern industrial techniques," said another official.
While the full scale exercise is still on for all 11 sectors where skill training is given, the DGET has already revised 63 courses and also introduced 21  courses such as  mechanic auto body repair and painting, housekeeping services in hotels, beauty and spa services, welding and ITeS courses such as information technology, computer hardware and network maintenance, software testing assistance and data base system assistant.

- See more at: http://indianexpress.com/article/business/business-others/for-mission-skilled-india-itis-to-undergo-makeover-tailor-courses-to-needs/

UNEP publication “ABC of SCP: Clarifying Concepts on Sustainable Consumption and Production”

What is SCP?

 

Sustainable consumption and production (SCP) is about promoting resource and energy efficiency, sustainable infrastructure, and providing access to basic services, green and decent jobs and a better quality of life for all. The implementation of SCP as an integrated approach helps to achieve overall development plans, reduce future economic, environmental and social costs, strengthen economic competitiveness and reduce poverty.

Sustainable consumption and production is defined as "the use of services and related products, which respond to basic needs and bring a better quality of life while minimising the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life cycle of the service or product so as not to jeopardise the needs of future generations." Norwegian Ministry of Environment, Oslo Symposium, 1994.

SCP aims at "doing more and better with less," increasing net welfare gains from economic activities by reducing resource use, degradation and pollution along the whole lifecycle, while increasing quality of life. This change towards SCP involves different stakeholders, including business, consumers, policy makers, researchers, scientists, retailers, media, and development cooperation agencies, among others. It requires a systemic approach and cooperation among actors operating in the supply chain, from producer to final consumer. It involves engaging consumers through awareness-raising and education on sustainable consumption and lifestyles, providing consumers with adequate information through standards and labels and engaging in sustainable public procurement, among others.

Sustainable consumption has been recognized as an integral element of sustainable development and an issue of paramount importance. The UN Conference on the Environment and Development held in Rio de Janeiro in 1992 recognized sustainable consumption and production as an overarching theme to link environmental and developmental challenges. Agenda 21 states that the major cause of the continued deterioration of the global environment is the unsustainable patterns of consumption and production. Ten years later in 2002, world leaders signed the Johannesburg Plan of Implementation at the World Summit on Sustainable Development (WSSD). Chapter 3 of the Plan was devoted to "Changing Unsustainable Patterns of Consumption and Production" and declared that "fundamental changes in the way societies produce and consume are indispensable for achieving global sustainable development. All countries should promote sustainable consumption and production patterns." In 2012, at the UN Conference on Sustainable Development (Rio +20), countries recognized that fundamental changes in the way societies consume and produce are indispensable for achieving global sustainable development, and adopted the 10-year framework of programmes on sustainable consumption and production patterns.

For more information on main terms and concepts related to sustainable consumption and production and other terms associated with sustainable development, please download the UNEP publication "ABC of SCP: Clarifying Concepts on Sustainable Consumption and Production."

Source: http://www.unep.org/resourceefficiency/Home/WhatisSCP/tabid/105574/Default.aspx