International Conference on Education 46Th Session
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International Conference on Education 47Th Session
ED/MD/103 Final report International Conference on Education 47th session Geneva 8 – 11 September 2004 UNESCO International Bureau of Education (i) TABLE OF CONTENTS Page AGENDA ................................................................................................................................. (iii) PART I - PROCEEDINGS OF THE CONFERENCE A. Opening ceremony ................................................................................................. 1 B. Organization of work – Methodology .................................................................... 2 C. Celebration of International Literacy Day ............................................................. 3 D. Closing ceremony .................................................................................................. 4 E. Award of the Comenius Medal .............................................................................. 5 F. Side-meetings.......................................................................................................... 5 PART II - DOCUMENTS ISSUED BY THE CONFERENCE A. General report ......................................................................................................... 7 B. Message from the 47th session of ICE and proposed priorities for action ........................................................................... 11 ANNEXES I. Opening address by H.E. Mr Fabian Osuji, Minister of Education of Nigeria II. Opening address by Mr Koïchiro Matsuura, Director-General of UNESCO III. Opening address by H.E. -
Third Convocation Lectures Speeches
Covenant University Canaan Land, Ota, Nigeria. 3rd Convocation Ceremony Address African Universities in the 21st Century: Attaining Global Relevance An address delivered by Professor Michael Omolewa, OON Nigeria's Ambassador/Permanent Delegate to UNESCO President of the 32nd Session of the General Conference of UNESCO Paris, FRANCE. AT THE THIRD CONVOCATION CEREMONY OF COVENANT UNIVERSITY, OTA, OGUN STATE, NIGERIA # 1 6 African Universities in the 21st Century: Attaining Global Relevance By Professor Michael Omolewa INTRODUCTION I give God the Glory for His Grace to make this presentation on a most topical subject. For the Lecture, I would seek to identify the state of African universities today as my starting point. I would then attempt to invite you to join me in retracing our steps as we examine the development of the universities in Africa, starting with Fourah Bay College in Sierra Leone, and highlighting the key moments in university education in Africa. I would hopefully attempt to draw attention to the unique place occupied by the first generation universities such as the University of Ibadan, Makerere University, as well as the University of Legon which have produced award- winners and eminent African leaders, professionals, international civil servants and several other African intellectual and educative elite. # 2 3rd Convocation Ceremony, Special Lectures and Speehes I shall then observe how the flame begins to flicker and how new dreams are dreamt leading to the conception and birth of private universities such as Covenant University, Redeemer's University, Babcock University and others in the category. I shall conclude with a discussion of the challenges of building the universities for today and tomorrow, and suggest some broad initiatives for the universities of Africa for the 21st century global village. -
Early Childhood Education in Europe Achievements, Challenges and Possibilities
COVER CHILDHOOD12/08/0915:39Page1 and territories around theglobe. and territoriesaround touniversityin171countries pre-school andeducationworkersfrom teachers, professors than 30 million more Education Internationalisthe globalunionfederationrepresenting ISBN 978-92-95089-00-6 www B-1210 Brussels duRoiAlbertII 5, boulevard Inter Education .ei-ie.or national g EARLY CHILDHOOD EDUCATION IN EUROPE and Possibilities Achievements, Challenges Education inEurope Early childhood Education International September 2009 Faculty ofEducation Halle-Wittenberg Martin-Luther-University Dr MathiasUrban Report by COVER CHILDHOOD 12/08/09 15:39 Page 2 Photo credits : Dennis Sinyolo brochure 112 PAGES OK 12/08/09 15:53 Page 1 Education International Early Childhood Education in Europe Achievements, Challenges and Possibilities Report by Dr. Mathias Urban Martin-Luther-University Halle-Wittenberg Faculty of Education Parts of chapter 2 of this report were prepared by: Maria O’Dwyer, PhD - Framework Research - Ireland September 2009 brochure 112 PAGES OK 12/08/09 15:53 Page 3 EARLY CHILDHOOD EDUCATION IN EUROPE FOREWORD Children have a right, as expressed in the Universal Declaration of Human Rights and the Convention on the Rights of the Child, to receive education, and Early Childhood Education (ECE) must be considered part of that right. Education International strongly believes that early childhood education is of great value to all children and should be available to all. It provides a sound basis for learn- ing and helps to develop skills, knowledge, personal competence, confidence and a sense of social responsibility. Therefore, every child, including children from deprived socio-economic backgrounds and other disadvantaged groups, should have access to early education services of good quality. -
University of Ibadan Library Balancing Life Equation with Continuing Education
UNIVERSITY OF IBADAN LIBRARY BALANCING LIFE EQUATION WITH CONTINUING EDUCATION An inaugural lecture delivered at the University of Ibadan on Thursday, 02 July, 2015 By DEBORAHADETUNBIEGUNYONU Professor of Continuing Education, Faculty of Education, University of Ibadan, Ibadan, Nigeria. UNIVERSITY OF IBADAN LIBRARY UNIVERSITY OF IBADAN Ibadan University Press Publishing House University of Ibadan Ibadan, Nigeria. © University of Ibadan, 2015 Ibadan, Nigeria First Published 2015 All Rights Reserved ISBN: 978 - 978 - 8456 - 83 - 4 UNIVERSITY OF IBADAN LIBRARY Printed by: Ibadan University Printery The Vice-Chancellor, Deputy Vice-Chancellor (Administra- tion), Deputy Vice-Chancellor (Academic), The Registrar and other Principal Officers, Provost of the College of Medicine, Dean of the Faculty of Education, Deans of other Faculties and Postgraduate School, Dean of Students, Distinguished Ladies and Gentlemen. Preamble I give God all the honour and adoration for the opportunity to stand before this distinguished audience to give the fifth inaugural lecture from the Department of Adult Education. , My joy knows no bound because all the previous four inaugural lectures were delivered by men. I am, therefore, the first female from the Department to present an inaugural lecture. Incidentally, I am also the first female professor in the Department. All these previous lectures had largely focused on using education to seek and promote better living for people and among people. To achieve this, the pioneering lecture of Professor Tomori in 1973 underscored the importance of language as the main pillar of support for education. Professor Akinpelu's lecture (1983) proposed certain reforms expected to take place in the nation's educational system to make it relevant to the ideals of that time.' Taking a similar perspective, Omolewa (1987) advocated the use of historical or rear-view mirror approach in the development of the formal and non-formal Nigerian educational system. -
Determinants of Literacy in Africa - a Panel Data Study
Determinants of Literacy in Africa - A panel data study Master Thesis Author: Martin Pehrsson Spring, 2012 Supervisor: Therese Nilsson Abstract Adult literacy is often taken for granted in industrialized countries. Developing countries still struggles with a large portion of their population not being able to read or taking active part in the productive sector. The African continent have the highest numbers of illiteracy. The aim of this thesis is to look at the factors contributing to this fact and investigate which factors determinates adult literacy in Africa. Three economical theories provide a framework for the assignment: Human-capital theory, The New Institutional Economics and the Education production function, with a special emphasis on the colonial impact in Africa. Through the use of panel regressions is literacy explained by economic development, health status, quality of education and institutional variables. The estimated result shows that adult literacy is strongly affected by primary enrollment rates, government’s expenditure on education and fertility rates. Keywords: Adult literacy, Africa, panel data study, Colonial background, Human- capital theory Table of contents List of Abbreviations ...................................................................................................... 5 1 Introduction ............................................................................................................. 6 1.1 Research question ............................................................................................ -
Xtera® Selected As the Supplier for the ARBR Subsea Cable System
1/23/2018 Xtera® Selected as the Supplier for the ARBR Subsea Cable System Xtera® Selected as the Supplier for the ARBR Subsea Cable System January 23, 2018 09:00 ET | Source: Xtera HONOLULU and ALLEN, Texas, Jan. 23, 2018 (GLOBE NEWSWIRE) Xtera®, a provider of innovative subsea fibre optic solutions, today announces it has been selected as the supplier of the ARBR submarine fibre optic cable system developed jointly by Seaborn Networks and the Werthein Group. The 2,700 km open system, 4fibre pair, 48Tbps, direct PoPtoPoP subsea cable will connect Argentina and Brazil. The ARBR subsea cable system will allow for direct onward connectivity to New York, via the Seabras1 system, thereby providing a lower latency route between the commercial and financial centers of Buenos Aires, São Paulo, Rio de Janeiro and New York. The ARBR cable is fully funded and on an accelerated implementation schedule to bring valuable new capacity on an underserved route, providing important new connectivity to this region. “This award further consolidates Xtera’s position as a strong player in the regional submarine market segment and is a significant endorsement of Xtera’s differentiated product offering,” says Stuart Barnes, Chairman and Chief Strategy Officer, Xtera. “Our four pillars of product and service offerings encompass subsea systems technologies, wet and dry upgrades, IP licensing, and OEM / specialist units to selected markets. Xtera is further defined by its flexible approach to system partnering and contracting structures that ensure the best value for investment and a solution aligned to each customer’s need.” The ARBR subsea cable system will utilize Xtera’s fieldproven submarine repeaters with hybrid EDFARaman design, enabling a robust optimized transmission system. -
Political Will and Strategic Planning in Theimplementation of Universal Basic Education in Nigeria: the Obafemi Awolowo Example
Political Will and Strategic Planning 41 JER Journal of Education and Research KUSOED March 2015, Vol. 5, No. 1, pp. 41-55 DOI: http://dx.doi.org/10.3126/jer.v5i1.13057 Political Will and Strategic Planning in theImplementation of Universal Basic Education in Nigeria: The Obafemi Awolowo Example Akinjide Aboluwodi* Faculty of Education, Adekunle Ajasin University Akungba-Akoko, Nigeria Abstract In Nigeria, the introduction of Universal Basic Education is meant to reduce the problem of illiteracy, ignorance and povertyto the barest level; a goal it shares with the goals of the World Conference on Education For All. It is meant to aid rapid national economic and political development. Its implementation has become a major challenge; hence its success has been marginal across the country. Among the factors identified as hindering its success are lack of political will on the part of government, absence of strategic planning, inaccurate data, politicisation of the programme and improper funding. Back in 1955, the then Prime Minister in Western Nigeria1 Obafemi Awolowo introduced a similar programme, Universal Primary Education with strong commitment and determination. The same commitment, determination and political will that helped Awolowo meet the objectives of his programme arewhat the government can apply to sustain and advance the current Universal Basic Education programme. Keywords: Universal basic education, strategic planning, political will, implementation policy, economic and political development Introduction Dabney once remarked that “universal education is not a blessing, but a bane to the cultural norms of a nation” (as cited in Simpson, 2006, p. 51). This remark was made in response to the statistics he obtained on criminal activities of some American children decades ago. -
Preamble : Appreciation to the Organisers Who Must Have Been Inspired to Give Me the Privilege of Much Appreciated Honour to Share My Views on the Subject Of
RD 3 CONFERENCE OF THE ASSOCIATION OF WEST AFRICA UNIVERSITIES (AWAU) 22ND -26TH TO NOVEMBER, 2015 TURBULENCE IN UNIVERSITY EDUCATION "ROLES OF UNIVERSITIES IN THE PROMOTION OF GOOD GOVERNANCE, DEMOCRACY AND DEVELOPMENT IN WEST AFRICA" BY MICHAEL OMOLEWA [email protected] Emeritus Professor of Education, University of Ibadan; and Emeritus Professor of History and International Studies, Babcock University PREAMBLE : APPRECIATION TO THE ORGANISERS WHO MUST HAVE BEEN INSPIRED TO GIVE ME THE PRIVILEGE OF MUCH APPRECIATED HONOUR TO SHARE MY VIEWS ON THE SUBJECT OF 1 "ROLES OF UNIVERSITIES IN THE PROMOTION OF GOOD GOVERNANCE, DEMOCRACY AND DEVELOPMENT IN WEST AFRICA" COMMENDATIONS TO AWAU AND THE ORGANISERS OF THE CONFERENCE. WEST AFRICA WAS INTRODUCED TO MODERN UNIVERSITY SYSTEM SINCE THE UNANIMOUS VOTE OF THE SENATE OF THE UNIVERSITY OF DURHAM ON 16 MAY 1876 WHICH ESTABLISHED FOURAH BAY COLLEGE IN FREETOWN, SIERRA LEONE, AS AN AFFILIATE OF THE UNIVERSITY. THE FIRST UNIVERSITY IN SOUTH AFRICA WAS FOUNDED IN 1877 BUT HAD A CHARTER AS FULL UNIVERSITY FROM THE VERY FOUNDATION. FOR WEST AFRICA THERE HAS BEEN A REGULAR INTERACTION THROUGH TRADE, COMMERCE, INTER-MARRIAGE AND LANGUAGE DIFFERENCE WAS NOT A PROBLEM. UNFORTUNATELY EARLIER UNIONS WERE FREQUENTLY DISSOLVED AS THE AIRWAYS, 2 CURRENCIES CEASED. THAT IS WHY AWAU MUST BE COMMENDED AND ENCOURAGED TO SURVIVE THOSE WHO BEGAN THE EXPERIMENT. THE INDIGENOUS EDUCATIONAL SYSTEM IN AFRICA BEFORE THE COMING OF THE MODERN UNIVERSITY, THE INDIGENOUS EDUCATIONAL SYSTEM HAD ALREADY MADE PROVISION FOR THE PROMOTION OF GOOD GOVERNANCE AS DEMONSTRATED BY THE EXCELLENT ARRANGEMENT FOR CONSULTATION, LEARNING BY DOING, DIALOGUE AND NEGOTIATION. -
Annual Report and Financial Statements Annual Report and Financial Statements 2016 BOARD of DIRECTORS
2016 Annual Report and Financial Statements Annual Report and Financial Statements 2016 BOARD OF DIRECTORS Chairman Marcos Marcelo Mindlin Vice-Chairman Gustavo Mariani Director Ricardo Alejandro Torres Damián Miguel Mindlin Diego Martín Salaverri Clarisa Lifsic Santiago Alberdi Carlos Tovagliari Javier Campos Malbrán Julio Suaya de María Alternate Director José María Tenaillon Juan Francisco Gómez Mariano González Álzaga Mariano Batistella Pablo Díaz Index Alejandro Mindlin Brian Henderson Gabriel Cohen Annual Report 4 Carlos Pérez Bello Glossary of Terms 8 Gerardo Carlos Paz Consolidated Financial Statements 166 SUPERVISORY COMMITTEE Glossary of Terms 168 President José Daniel Abelovich Consolidated Statement of Financial Position 172 Statutory Auditor Jorge Roberto Pardo Consolidated Statement of Comprehensive Income (Loss) 174 Germán Wetzler Malbrán Consolidated Statement of Changes In Equity 176 Alternate Statutory Auditor Marcelo Héctor Fuxman Consolidated Statement of Cash Flows 180 Silvia Alejandra Rodríguez Tomás Arnaude Notes to the Consolidated Financial Statements 183 AUDIT COMMITTEE Report of Independent Auditors 344 President Carlos Tovagliari Contact 348 Regular Member Clarisa Lifsic Santiago Alberdi Annual Report Contents Glossary of Terms 8 1. 2016 Results and Future Outlook 12 2. Corporate Governance 19 3. Our Shareholders / Stock Performance 25 4. The Macroeconomic Context 28 5. The Argentine Electricity Market 30 6. The Argentine Oil and Gas Market 53 7. Relevant Events for the Fiscal Year 67 8. Description of Our Assets 80 9. Human Resources 110 10. Corporate Responsibility 113 11. Information Technology 118 12. Quality, Safety, Environment & Labor Health 119 13. Results for the Fiscal Year 122 2016 Annual Report 14. Dividend Policy 148 To the shareholders of Pampa Energía S.A. -
Audit Report, Consolidated Annual Financial Statements, and Consolidated Management Report All for the Year Ended December 31, 2010
AUDIT REPORT, CONSOLIDATED ANNUAL FINANCIAL STATEMENTS, AND CONSOLIDATED MANAGEMENT REPORT ALL FOR THE YEAR ENDED DECEMBER 31, 2010 TELEFÓNICA, S.A. AND SUBSIDIARIES COMPOSING THE TELEFÓNICA GROUP CONSOLIDATED FINANCIAL STATEMENTS (CONSOLIDATED ANNUAL ACCOUNTS) AND CONSOLIDATED MANAGEMENT REPORT FOR THE YEAR ENDED DECEMBER 31, 2010 TELEFÓNICA GROUP CONSOLIDATED STATEMENT OF FINANCIAL POSITION AT DECEMBER 31 (MILLIONS OF EUROS) ASSETS NOTE 2010 2009 A) NON-CURRENT ASSETS 108,721 84,311 Intangible assets (Note 6) 25,026 15,846 Goodwill (Note 7) 29,582 19,566 Property, plant and equipment (Note 8) 35,797 31,999 Investment properties 5 5 Investments in associates (Note 9) 5,212 4,936 Non-current financial assets (Note 13) 7,406 5,988 Deferred tax assets (Note 17) 5,693 5,971 B) CURRENT ASSETS 21,054 23,830 Inventories 1,028 934 Trade and other receivables (Note 11) 12,426 10,622 Current financial assets (Note 13) 1,574 1,906 Tax receivables (Note 17) 1,331 1,246 Cash and cash equivalents (Note 13) 4,220 9,113 Non-current assets held for sale 475 9 TOTAL ASSETS (A + B) 129,775 108,141 EQUITY AND LIABILITIES NOTE 2010 2009 A) EQUITY 31,684 24,274 Equity attributable to equity holders of the parent 24,452 21,734 Non-controlling interests (Note 12) 7,232 2,540 B) NON-CURRENT LIABILITIES 64,599 56,931 Non-current interest-bearing debt (Note 13) 51,356 47,607 Non-current trade and other payables (Note 14) 2,304 1,249 Deferred tax liabilities (Note 17) 6,074 3,082 Non-current provisions (Note 15) 4,865 4,993 C) CURRENT LIABILITIES 33,492 26,936 Current interest-bearing debt (Note 13) 9,744 9,184 Current trade and other payables (Note 14) 19,251 14,023 Current tax payables (Note 17) 2,822 2,766 Provisions (Note 15) 1,675 963 TOTAL EQUITY AND LIABILITIES (A+B+C) 129,775 108,141 The accompanying Notes 1 to 25 and Appendices I to VI are an integral part of these consolidated statements of financial position. -
5Th European Conference on African Studies African Dynamics in a Multipolar World ©2014 Centro De Estudos Internacionais Do
! ECAS 2013 5th European Conference on African Studies African Dynamics in a Multipolar World ©2014 Centro de Estudos Internacionais do Instituto Universitário de Lisboa (ISCTE-IUL) ISBN: 978-989-732-364-5 THE CHALLENGES OF TEACHING FRENCH AND GERMAN IN ENGLISH- SPEAKING COLONIAL AFRICA: THE NIGERIAN EXPERIENCE, 1859-1960 Michael Omolewa International African Institute, UK. Emeritus Professor At The University Of Ibadan, Nigeria [email protected] The challenges of teaching french and german in english-speaking colonial Africa: the nigerian experience, 1859- 1960! Abstract The paper examines how the teaching of French and German was introduced to Nigeria from 1859, when the first secondary school was founded, and the ensuing development under the British colonial rule, which encouraged the promotion of English language. It discusses how Nigerian students and teachers, on their own, and in spite of the absence of encouragement from the native speakers of the languages, took advantage of the available facility for learning the foreign languages. The paper ends in 1960, when Nigeria attained political independence and was free to formulate its own educational policy including the teaching and learning of the African, European and other foreign languages. Key words: Indigenous languages, examinations, school performance, colonialism, Independence. 1731 Michael Omolewa The challenges of teaching french and german in english-speaking colonial Africa: the nigerian experience, 1859- 1960! Introduction Language is a powerful social and political tool used for the transmission of knowledge and the acquisition of skill, attitudes and values. Language is far more than being an important and effective component of the education process. It is a symbol, an identity for communication. -
Any Redistribution of This Information Is Strictly Prohibited. Copyright © 2017 EMIS, All Rights Reserved. a Euromoney Institutional Investor Company
Any redistribution of this information is strictly prohibited. Copyright © 2017 EMIS, all rights reserved. A Euromoney Institutional Investor company. 2 › Latin American M&A picked up pace in the last sector was oil & gas, which saw two transactions, quarter of 2016 with 386 deals - the highest the more notable of which was Russian oil major quarterly amount during the year but still slightly Rosneft’s purchase of 23% in PetroMonagas for less than in the last quarter of 2015. Overall for USD 500mn. the year the announced deals were 1,456. › M&A in Central America and the Caribbean was › Argentina and Chile were the chief contributors largely unchanged from last year, with a total of for the increased deal flow in Q4 with 40 and 52 129 deals in 2016 (4 deals less y/y). The largest deals, respectively. In Argentina, deal activity transaction was Liberty Global’s purchase of remained flat y/y in the last quarter, while in regionally-focused counterpart Cable & Wireless Chile the number of deals rose by 27%. Communications for USD 4bn (excl. debt). › M&A activity in Brazil, Mexico and Colombia remained mostly unchanged on a quarterly base in the last three months of 2016 but annual drops were reported in all countries. › In Peru (104 deals in 2016, 10 less y/y), a couple of larger deals albeit for small stakes happened in Q4 – notably the additional acquisition of 5.6% in local retailer Falabella by its Chilean parent, and the purchase of 1.6% in gas operator TgP by Spanish sector player Enagas.