Sentences with phrase «global knowledge society»

And, in the context of a rapidly changing global knowledge society, Daly believes education needs updating to establish a more «relational research and practice agenda».

The Conference of the European Higher Education Area Ministers was followed by a meeting with Ministers from different parts of the world in the Second Bologna Policy Forum on «Building the Global Knowledge Society: Systemic and Institutional Change in Higher Education» that was concluded with the Vienna Bologna Policy Forum Statement.

The Ministers of Higher Education and heads of delegation of the countries, institutions and organisations participating in the Second Bologna Policy Forum in Vienna, 12 March 2010, held a dialogue on systemic and institutional changes in higher education in the developing global knowledge society.

Under the theme «Flattening the World: Building a Global Knowledge Society,» more than 11,000 scientists, educators, journalists, and others explored ways to encourage research across borders.

Not exact matches

The new manifesto urges humanity to «leave behind the magical thinking and myth - making that are substitutes for tested knowledge of nature,» notes that religions «have their origins in pre-urban nomadic and agricultural societies of the past» and are irrelevant to the «postindustrial global information culture that is emerging,» and calls for a World Parliament.

We work and look for a global society with life quality, with informed happy citizens exercising their rights and duties, based on the principles of sustainable development and democracy; integrated; upholding values of solidarity, equity and justice; open to changes; respectful regarding traditional knowledge and cultural diversity; committed with the production and consumption of organic and biodiverse products.

It is a membership based association that provides a space for civil society to meet, share knowledge and create initiatives to advocate for more democratic global health governance.

I focus on three issues: (i) using the Global Sustainable Development Report (GSDR) process to bridge SDGs and scientific communities, (ii) choosing targets, indicators, and roadmaps related to STI, and (iii) the imperative of building knowledge - based societies.

We need to move collaboration beyond data sharing and create knowledge that is relevant to the global society.

At Queen's University we have advanced our knowledge of these layered materials and have made some major discoveries, which could help to tackle many global challenges within our society.

In order to promote the quality of the dialogue on the new roles and challenges of scientific knowledge within today's global society, in partnership with the Hungarian Academy of Sciences and the Hungarian Government, UNESCO and ICSU organised the first World Conference on Science in Budapest, Hungary in 1999.

The forthcoming Forum - focusing on «Knowledge and Future» - will not only mark the tenth anniversary of the first World Conference on Science, but will also look forward and give us a strategic vision of the future of science in the global society of the 21st century.

He will demonstrate through the examples of close global collaborations across public institutions and academia are the way society is going to realize the potential as genomic knowledge is being converted into applied science.

Uppsala University — quality, knowledge, and creativity since 1477 World - class research and outstanding education of global benefit to society, business, and culture.

The American Astronomical Society (AAS) acknowledges the AGU's careful review of the current body of knowledge using sound scientific methodologies, and recognizes its collective expertise in scientific subfields central to assessing and understanding global change.

«One of the key goals of the WSF is to ensure that evidence - based knowledge feeds into policies applied on a global, regional and local level to foster transitions to more sustainable societies»

In addition, as part of a global network of INNF sponsored programs, each one offers students an opportunity to broaden their knowledge of other cultures and societies.

The bimonthly journal is the official publication of the SSSA, an international scientific society that fosters the transfer of knowledge and practices to sustain global soils.

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There exists incontrovertible data from studies of the Global Science Report launched by UNESCO Director - General, Dr. Irina Bokova that «records for the first time where and how existing ocean science capacities are empowering society and generating knowledge to conserve ocean resources.»

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In our increasingly globalized society, having knowledge about the world and understanding diverse perspectives or cultures is essential, however many youth do not have the opportunity to develop the skills, knowledge and perspectives needed for our global age.

Today's students require the knowledge, skills, and dispositions to participate as citizens in a global society.

The framework is applicable across cultures and practices, focusing on the skills, knowledge and contexts that help all children everywhere to become engaged global citizens who contribute to society.

RTC Institute offers school - centered learning, global and local technology connections for educators, and career development programs assuring that all are equipped with 21st century skills and knowledge necessary for a healthy society, workplace and global citizenship.

Our vision is to provide your child with the skills and knowledge necessary to thrive in high school and beyond by providing them with a rigorous college preparatory education that will allow for them to compete both academically and economically in a global society.

Are schools emphasizing the knowledge and skills that students need in a global society — or are they actually undermining their strengths by overemphasizing high - stakes testing and standardization?

Aligned with college and work expectations; Clear, understandable and consistent; Include rigorous content and application of knowledge through high - order skills; Build upon strengths and lessons of current state standards; Informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Evidence - based.

But do all these «multiple measures» really lead us to achieve the three most often cited goals of testing: building proficiency in basic skills, closing achievement gaps, and fostering the top - notch knowledge and skills that students will need in a competitive global society?

WHEREAS, the over-reliance on high - stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators» efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking and deep subject - matter knowledge that will allow students to contribute and thrive in a democracy and an increasingly global society and economy; and

Baboquivari Unified School District, in partnership with families and communities, prepares students as leaders by providing a high quality educational environment where students excel with skills and knowledge needed to compete in a global society while retaining traditional values, cultures, and heritage.

The Indian Oasis - Baboquivari Unified School District, in partnership with families and communities, prepares students as leaders by providing a high quality educational environment where students excel with skills and knowledge needed to compete in a global society while retaining traditional values, cultures, and heritage.

Our scholarly engagement efforts provide service and knowledge that impact our global society.