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Math Eyes to See Math in Everything We Do
Hosted by the American Institutes for Research Washington Opening Our Math Eyes To See Math In Everything We Do July 12th — July 15th 2015 Proceedings of the 22nd International Conference of Adults Learning Mathematics — A Research Forum (ALM) Edited by Anestine Hector-Mason, Linda Jarlskog and David Kaye AIR is one of the world's largest behavioral and social science research and evaluation organizations. AIR’s mission is to conduct and apply the best behavioral and social science research and evaluation towards improving peoples’ lives, with a special emphasis on the disadvantaged. For more information visit www.air.org. The 22nd Adults Learning enhancement of teaching Mathematics – A Research and learning in higher Forum (ALM) international education Dublin, Ireland conference was hosted by Aspiring through Education the American Institutes for Dr. Roosevelt Johnson, Research (AIR) in Alexandria, Deputy Associate Virginia. The conference showcased Administrator for Education, international perspectives related to the The National Aeronautics teaching and learning of and Space Administration (NASA) Washington, numeracy and mathematics. District of Columbia. International experts in Mathematics in Our Lives numeracy and mathematics Dr. Freeman A. Hrabowski, President, University convened at the conference of Maryland, Baltimore County, Maryland with a focus on five key Numeracy: a Prerequisite for Sustainability discussion topics: Ms. Marilyn Waite, Environmental Sustainability (1) adult numeracy concepts, theories and Engineer; Owner, Sustainable Visit, Paris, France practice; and Beijing, China. (2) science technology engineering and Real-World Problem Solving Through M in STEM mathematics (STEM); Dr. Padmanabhan Seshaiyer, Director, Center for (3) numeracy and diversity; Mathematics Professional Outreach and (4) numeracy and literacy; and Educational Technology, George Mason (5) numeracy and the workforce. -
PASA 2005 Final Report.Pdf
PAN AFRICAN SANCTUARY ALLIANCE 2005 MANAGEMENT WORKSHOP REPORT 4-8 June 2005 Mount Kenya Safari Lodge, Nanyuki, Kenya Hosted by Pan African Sanctuary Alliance / Sweetwaters Chimpanzee Sanctuary Photos provided by Tacugama Chimpanzee Sanctuary – Sierra Leone (cover), PASA member sanctuaries, and Doug Cress. A contribution of the World Conservation Union, Species Survival Commission, Conservation Breeding Specialist Group (CBSG) and Primate Specialist Group (PSG). © Copyright 2005 by CBSG IUCN encourages meetings, workshops and other fora for the consideration and analysis of issues related to conservation, and believes that reports of these meetings are most useful when broadly disseminated. The opinions and views expressed by the authors may not necessarily reflect the formal policies of IUCN, its Commissions, its Secretariat or its members. The designation of geographical entities in this book, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of IUCN concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Prepared by participants in the PASA 2005 Management Workshop, Mount Kenya, Kenya, 4th – 8th June 2005 W. Mills, D. Cress, & N. Rosen (Editors). Conservation Breeding Specialist Group (SSC/IUCN). 2005. Pan African Sanctuary Alliance (PASA) 2005 Workshop Report. Additional copies of the Pan African Sanctuary Alliance (PASA) 2005 Workshop Report can be ordered through the IUCN/SSC Conservation -
Reforms of the Gabonese Education System: What Challenges?
RESEARCH ARTICLE Reforms of the Gabonese Education System: What challenges? MBA Eyeghe Jean Paulin1 1Ministry of National Education of Gabon, Gabon *Corresponding author: Ependja Towaka Antoine: [email protected] Abstract: Citation: Mba E. JP (2021) Reforms In the field of education, the idea that an educational system can of Gabonese Education System: What challenges?. Open Science improve is not just an act of faith. Empirical research in social Journal 6(1) sciences and organizational management has shown that such Received: 2nd November 2020 improvement can only be achieved through reforms and their th efficient implementation. However, studies have shown that, in a Accepted: 30 November 2020 similar social context, certain approaches produce opposite nd Published: 22 March 2021 effects. This article presents an overview of the reforms of the Gabonese education system from the 1960s to the present day. It Copyright: © 2021 This is an open access article under the terms of has examined the main administrative acts that have framed the the Creative Commons Attribution content of its reforms, highlighting significant advances in terms License, which permits unrestricted use, distribution, and reproduction of material and social achievements. We noted that the in any medium, provided the Gabonese education system from the 1960s to the 1970s original author and source are credited. increased the schooling of young people to more than 90%. Twenty years later, the system was dysfunctional in terms of a Funding: The author(s) received no specific funding for this work shortage of qualified teachers, classrooms and quality of education. Added to this is the high rate of repetition and school Competing Interests: The author has declared that no competing failure. -
2020 Sustainability and Transparency Report
2020 2020 SUSTAINABILITYSUSTAINABILITY ANDAND TRANSPARENCYTRANSPARENCY REPORTREPORT The terms FSC® and Forest Stewardship The term PEFCTM used herein is a registered Council® used herein are registered trade- trademark of the Program for the Endorse- marks of the Forest Stewardship Council, ment of Forest Certification Schemes Updated version from 18.05.21 A.C. (FSC® C004141). (PEFCTM 15-31-0090). Content Precious Wood's Highlights 2020 4 Our sustainability and transparency report 6 A challenging year 7 Shared value as core of our business 8 Certification as an inherent part of our business ethics 9 Impact on the UN Sustainable Development Goals 10 SOCIAL PERSPECTIVE 12 Our employees - our most important capital 13 Women at Precious Woods 14 Occupational health, safety and training 15 Social responsibility and education 16 Local communities and development 18 Science for sustainability 19 PROJECTS 20 ENVIRONMENTAL PERSPECTIVE 22 Sustainable forest management to protect the forests 23 Wildlife protection 26 Watercourses as a source of life 28 Landscape-level approach to biodiversity conservation 29 Carbon stock, CO2 emission & bioenergy 30 Wildfire monitoring and management 33 Drinking water and water treatment 34 Fuels, chemicals and pest management 35 ECONOMIC PERSPECTIVE 36 Industrial development and cooperation 37 Wood supply and volumes 39 TRANSPARENCY 40 Our business ethics guidelines 41 FPIC, grievance and whistleblowing procedures 42 Procurement and independent suppliers 46 Supply chain and traceability systems 47 Precious Wood's Highlights 2020 20 20 View over our Gabonese forest concession 4 Gabon Visit of the Minister of Forests Prof. Lee White at Precious Woods – CEB 5 Our sustainability and transparency report Not all changes every year, and this is also why you might find several chapters that have not been changed or only slightly adapted from last year’s report. -
World Bank Document
The views expressed in these papers are those of the authors SW P-1 96 and do not necessarily reflect those of the Wlorld Bank. Public Disclosure Authorized INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOP1INT Working Paper No. 196 Investment in Education; National Strategy Options for Developing Countries Public Disclosure Authorized John Simmons Mark Blaug Arnold Harberger Samuel Bowles Dean Jamison Martin Carnoy Ernesto Schiefelbein Remi Clignet Marcelo Selowsky Ronald Dore Michael Todaro Edgar Edwards Public Disclosure Authorized The papers review the main feature of educational systems in developing countries and the investment issues. Options for national educational strategies are proposed. They were discussed at a workshop jointly sponsored by the Development Economics Department and the Education Department of the IBRD held in Washington in October, 1973. Reports of rapporteurs suggest the nature of the discussion. Population and Human Resources Division Education Department Development Economics Department Central Projects Staff Development Policy Staff Public Disclosure Authorized February 1975 TABLE OF CONTENTS Page Contributors iii Summary Nutrition and Other Early Factors Marcelo Selowsky, Pre-School Age Investment in Human 4 Capital Rapporteur's Comments 21 Migration and Fertility Michael P.Todaro, Education, Migration and Fertility 21 Rapporteur's Comments 31 Internal Efficiency Dean Jamiaon, Radio and Television for Education in Developing Countries 7 Ronald Dore, Deschool? Try Using Schools for Education 50 First: The -
Bilan Scientifique Annexes
BILAN SCIENTIFIQUE ANNEXES 2007 2012 PARIS JOURDAN SCIENCES ECONOMIQUES – UMR8545 CNRS – ENS – EHESS – ECOLE DES PONTS PARIS TECH – INRA Bilan scientifique - Annexes UMR8545 | 2007 - 2012 Sommaire ANNEXE 1 : LISTES DES PUBLICATIONS ET DES PRODUCTIONS........................................................................ - 3 - Liste des publications .............................................................................................................................- 5 - PSE Working Papers............................................................................................................................- 41 - ANNEXE 2 : RAYONNEMENT ET ATTRACTIVITE ECONOMIQUES....................................................................... - 57 - Conférences EEP.................................................................................................................................- 61 - Colloques et workshops organisés ou co-organisés par un chercheur de PSE ..................................- 64 - Séminaires – Groupes de travail organisés par PSE...........................................................................- 71 - Invités à PSE (hors invités seminaires)..............................................................................................- 170 - Existence de collaborations suivies avec d’autres laboratoires .........................................................- 178 - Participation à des comités éditoriaux, à des comités scientifiques de colloques ou de congrès, à des instances d’expertise scientifique..............................................................................- -
Education and Subjective Well-Being. Observations from Madagascar
MISCELLANEA GEOGRAPHICA – REGIONAL STUDIES ON DEVELOPMENT Vol. 25 • No. 3 • 2021 • pp. 188-193 • ISSN: 2084-6118 • DOI: 10.2478/mgrsd-2020-0056 Education and subjective well-being. Observations from Madagascar Abstract This paper examines the association between education and subjective Małgorzata Klein well-being (SWB). To this end, the data collected during the My Baobab Foundation’s (FMB) operations in Madagascar in 2007–2020 are analyzed a posteriori. The paper offers some insight into what is required for a low- income country to follow the pathway to education, and examines how Faculty of Geography and Regional Studies, educational efforts can translate into an improvement in SWB. University of Warsaw, Warsaw, Poland e-mail: [email protected] Keywords Subjective well-being (SWB) • education • developing countries • Madagascar Received: 22 April 2020 © University of Warsaw – Faculty of Geography and Regional Studies Accepted: 2 March 2021 “Happiness can also be here.”1 education can influence happiness, and if so, in what way(s), and to what extent. The key to answering this question, according Introduction to the author, lies in using appropriate definitions for the basic This paper examines the impact of education on subjective terms “education,” “influences,” and “happiness.” Once this well-being (SWB) in developing countries. These regions have has been done, it is obvious, he claims, that education has attracted a paucity of research in this area, despite being most an enormous influence on SWB. The definition of “education” in need of it, and the results of what few studies have been needs to be expanded to include non-formal education, self- conducted are equivocal and inconclusive. -
Raoul Kone (Côte D'ivoire Ministry of Education)
From Evidence to Action PEC, le Programme d’Enseignement Ciblé in Côte d’Ivoire M. Raoul Kone Deputy Chief of Staff, MENET-FT 1 Outline 1. Challenge 2. TaRL Inspiration 3. Opportunity 4. The Model/s 5. Getting Started 6. Learning, iterating, adapting and growing 7. What’s next 2 Challenge: Most children enrolled in school, but learning levels remain low • In 2014, over 95% of Ivorian children between ages 6 to 16 were enrolled in school but learning levels remain low: • 88.3% of pupils can’t read at the end of 1st grade* • 47,3 % can’t read or write at the end of primary school ** • 73,1 % can’t do basic calculations at the end of primary school** Source: * Direction de la Veille et du Suivi des Programmes (DVSP) paru le 14 janvier 2016 ** PASEC 2014 Performances du Système Educatif Ivoirien – Compétences et Facteurs de Réussite au Primaire 3 Challenge: Performance gaps in rural areas Student performance in urban and rural • 66% of primary schools located in rural areas- end of primary school (grade 6) areas* 600 500 • End of primary school: 400 • lower reading skills compared to counterparts in urban areas 300 • Lower math skills** 200 100 0 Source: French Mathematics *MENET/DSPS/SDS&P/ANNUAIRE STATISTIQUE DU PRIMAIRE 2014-2015 Average score of students in urban areas **PASEC 2014, p. 145, Tableau B4.26 Average score of students in rural areas 4 TRECC: an opportunity to adapt, pilot and scale new approaches in Côte d’Ivoire • Jacobs Foundation launched the Transforming Education in Cocoa Communities (TRECC) initiative – TRECC works with cocoa and chocolate industry partners, the Ivorian government, researchers, local organizations and entrepreneurs to boost quality of education in Ivory Coast – The initiative will test in Côte d’Ivoire 10 models from around the world that have been proven effective on topics related to education and early child development and vocational training. -
Medium Term Plan 2016––2020 2
1 Improving Children’s Learning— Transforming Their World Our Medium Term Plan 2016––2020 2 Contents 3 The Jacobs Foundation—our vision for 2020 4 From excellent projects to systemic change 5 Jacobs Foundation 2020—our strategic goals 6 Understanding how children learn 7 … We are building a learning organization 8 Improving early childhood education and care 9 … We will share knowledge 10 Transforming children’s learning in Ivory Coast 11 … We will make our funding go further 12 People are the foundation of change … The Jacobs Talent Network … The Jacobs University 3 The Jacobs Foundation— our vision for 2020 The Jacobs Foundation was established in 1989 by Klaus J. Jacobs and his family. We seek to benefit future generations by providing children and young people with better opportunities for development, so that they can become productive and socially responsible members of society. By 2020, we aim to have become the key organization linking excellent research with improving, globally, the development of children and young people under the age of 12. That means focussing our efforts on effective implementation, dialogue and advocacy. As a research-informed organization, we will base our funding decisions on solid evidence and will use comprehensive approaches to secure systemic change. We are focussing on three big themes. Our first priority, “Science of Learning”, is to fund new research into how individual children can learn better. Our second priority theme is “Early Childhood Education and Care”. This focusses on developing exemplary best practice in the northern hemisphere, in Switzerland and Germany, with the learning disseminated to other European countries. -
30 Years Contributing to Education and Training in Africa Ushirika Wa Maendeleo Ya Elimu Barani Afrika
Ushirika wa Maendeleo ya Elimu Barani Afrika Association for the Development of Education in Africa Association pour le développement de l’éducation en Afrique Associação para o Desenvolvimento da Educação em África 30 Years Contributing to Education and Training in Africa Ushirika wa Maendeleo ya Elimu Barani Afrika Association for the Development of Education in Africa DE A Association pour le développement de l’éducation en Afrique Associação para o Desenvolvimento da Educação em África ADEA’s 30th Anniversary Commemorative Booklet Our Common Voice, Our Common Success. Copyright © 2019 - Association for the Development of Education in Africa (ADEA) ISBN N°13: 978-92-9178-141-6 First edition. All rights reserved. Reproduction and/or distribution is prohibited without the prior consent of ADEA. DE A Association for the Development of Education in Africa (ADEA) African Development Bank Group (AfDB) Immeuble CCIA Plateau, Avenue Jean-Paul II 01 BP 1387 – Abidjan 01 Côte d’Ivoire www.adeanet.org Send feedback to [email protected] Published and distributed by ADEA and Éditions Ganndal (Conakry – Guinée). First print: June 2019. [email protected] www.editionsganndal.blogspot.com A French edition of this booklet, titled “ADEA - 30 Ans de contribution à l’éducation et la formation en Afrique”, is available too. ISBN N°13: 978-92-9178-141-6. Cover design, text design and composition: Stefano De Cupis and Mamy Rijason Razafimahatratra. Proofreading: Shem Okore Bodo, Joel Elegbe Bola, Stefano De Cupis, Aloïse Prosper Faye, Raky Gassama, Youssouf Toure, Aliou Mamadou Sow ADEAnet @ADEAnet ADEA Channel ADEA Photos Table of Contents Foreword ........................................................................................... 5 Acknowledgements ......................................................................... -
Gabon MINIMAL ADVANCEMENT – EFFORTS MADE but CONTINUED PRACTICE THAT DELAYED ADVANCEMENT
Gabon MINIMAL ADVANCEMENT – EFFORTS MADE BUT CONTINUED PRACTICE THAT DELAYED ADVANCEMENT In 2019, Gabon made a minimal advancement in efforts to eliminate the worst forms of child labor. The government convicted two individuals of child trafficking and successfully extradited from the Republic of Congo a prominent businessman and parliamentarian accused of trafficking children for commercial sexual exploitation. However, despite new initiatives to address child labor, Gabon is receiving an assessment of minimal advancement because it continued a regression in practice that delayed advancement to eliminate child labor. The government failed to provide evidence it conducted worksite inspections during the reporting period. Labor inspections are a key tool for identifying child labor violations, and their absence makes children more vulnerable to the worst forms of child labor. Children in Gabon engage in the worst forms of child labor, including in commercial sexual exploitation, sometimes as a result of human trafficking. Children also engage in child labor in domestic work. Gabonese law lacks prohibitions against the use of children in illicit activities and the minimum age for work provisions only apply to children in formal employment relationships, which does not conform to international standards that require all children to be protected by the minimum age for work. In addition, labor inspectors do not have the authority to assess penalties, and they lack the basic resources necessary to conduct investigations. I. PREVALENCE AND SECTORAL DISTRIBUTION OF CHILD LABOR Children in Gabon engage in the worst forms of child labor, including in commercial sexual exploitation, sometimes as a result of human trafficking. Children also engage in child labor in domestic work. -
Cbr Policy Development and Implementation
CBR POLICY DEVELOPMENT AND IMPLEMENTATION Editors Sally Hartley Joan Okune Published by University of East Anglia Norwich 1 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Foreword Foreword 2 3 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Acronyms Used Editorial 4 5 CBR POLICY DEVELOPMENT AND IMPLEMENTATION CONTRIBUTORS Contributors PINDA AKOUA BOWESSIDAJAOU Pinda is an expert technician in Physiotherapy having undergone intensive training in Lomé at the National School of Medical ADEWALE ADEOYE Auxiliaries (ENAM) and the Clinikum University of Berlin and Freeburg in Germany. She heads the Disabilities and Trauma Adewale Adeoye is a PhD student at the Faculty of Health, Program on Prevention/Rehabilitation and has been Director of University of East Anglia, United Kingdom. His PhD thesis is on the National Centre of Orthopaedic Appliances & Physiotherapy “Developing an Evidence Base for Community-Based (CNAO) of Lomé-TOGO since March 2001. The CNAO Rehabilitation; an example from Uganda”. This revolves around programme covers the whole country with support from WHO, providing evidence to justify Community-Based Rehabilitation Handicap International, ICRC Special Fund for the Disabled; (CBR) programme as well as develop viable tool to measure Ministry of education, Social Affairs, Sports and Hobbies; Federation effectiveness of such programmes. He is also assists in research of Disabled Associations. and documentation for Community Based Rehabilitation Africa Network (CAN), He has an MPH degree from University of Dundee, U.K. He previously practiced medicine in Nigeria and was ALFRED ANGAMAN KADIO involved in various community health developmental projects Mr. Angaman is presently Head of the Rehabilitation services at relating to paediatric care such as immunisation, nutritional the Ministry of Social Welfare in Ivory Cost.