Sentences with phrase «stakeholders in the global education»
This Congress will bring together approximately 200 stakeholders in global education, in particular international organisations, governments, parliamentarians, local and regional authorities, civil society organisations, as well as educators from Europe and beyond, using the principle of «quadrilogue» and a holistic approach to global education.
http://www.globaleducationmagazine.com/
OECD and the Center for Global Education worked with academics, educators, and stakeholders in the global education field over several years to define global competence for primary and secondary education.
Not exact matches
If you are a fintech investor, a company actively raising capital or key decision maker / stakeholder in technology and capital markets innovation initiatives and programs, FFCON18 is a must attend event delivering the most comprehensive thought leadership, education, networks, investment and pitching opportunities to 500 + global participants.
About Blog The World Endometriosis Society (WES) advances evidence - based standards and innovations for education, advocacy, clinical care, and research in endometriosis and related disorders, in collaboration with its stakeholders and global partners to improve the lives of all affected women and their families.
This event builds on the efforts of the North - South Centre (NSC) and other stakeholders to promote global education since the Maastricht Congress Declaration (2002) which established a European strategy framework for improving and increasing global education in Europe to the year 2015.
The Global eLearning ecosystem consists of the stakeholders (learners, teachers, developers and designers), the eLearning industry, service, content and technology providers, the government, the local and international organizations who are collaboratively working to uplift education in the 21st century way.
Each of the panelists remarked on the importance — in all areas of global education — of working together with stakeholders in order to tackle a problem, find a solution, and reach an objective outcome.
In Teaching and Learning for the Twenty - First Century (which has been published in Chinese, Portuguese, and Spanish editions as well), Reimers, Chung, and global colleagues interviewed education researchers and stakeholders in Chile (in a chapter by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon - Seng Tan and Ee - Ling Low), and the United States (by Chung and ReimersIn Teaching and Learning for the Twenty - First Century (which has been published in Chinese, Portuguese, and Spanish editions as well), Reimers, Chung, and global colleagues interviewed education researchers and stakeholders in Chile (in a chapter by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon - Seng Tan and Ee - Ling Low), and the United States (by Chung and Reimersin Chinese, Portuguese, and Spanish editions as well), Reimers, Chung, and global colleagues interviewed education researchers and stakeholders in Chile (in a chapter by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon - Seng Tan and Ee - Ling Low), and the United States (by Chung and Reimersin Chile (in a chapter by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon - Seng Tan and Ee - Ling Low), and the United States (by Chung and Reimersin a chapter by Cristián Bellei and Liliana Morawietz), China (by Yan Wang), India (by Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal), Mexico (by Sergio Cárdenas), Singapore (by Oon - Seng Tan and Ee - Ling Low), and the United States (by Chung and Reimers).
Although the observations that follow are based mainly on UK experience, similar trends appear to be emerging across global education systems: increased public accountability in tandem with greater autonomy for schools; an urgent imperative to close the opportunity gap between affluent and poorer communities; national, public or state authority over schools being replaced by stakeholder communities or not - for - profit mission - driven organisations impatient with endemic failures of the status quo.
About Blog The World Endometriosis Society (WES) advances evidence - based standards and innovations for education, advocacy, clinical care, and research in endometriosis and related disorders, in collaboration with its stakeholders and global partners to improve the lives of all affected women and their families.
At least 35 people participated in the EcoChallenge as part of Team Centres of Expertise on Education for Sustainable Development, a global muti - stakeholder network of organizations that facilitate learning towards sustainable development.
About Blog The World Endometriosis Society (WES) advances evidence - based standards and innovations for education, advocacy, clinical care, and research in endometriosis and related disorders, in collaboration with its stakeholders and global partners to improve the lives of all affected women and their families.
About Blog The World Endometriosis Society (WES) advances evidence - based standards and innovations for education, advocacy, clinical care, and research in endometriosis and related disorders, in collaboration with its stakeholders and global partners to improve the lives of all affected women and their families.