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Book Review: Identity, Pedagogy and Technology-enhanced Learning: Supporting the Processes of Becoming a Tradesperson
No full textIdentity, pedagogy and technology-enhanced learning supporting the processes of becoming a tradesperson is a good place to start if you want to understand the practice of vocational education and training (VET). Each chapter includes a summary of relevant research, references an extensive bibliography, and introduces various frameworks to make sense of, and support the application of, the concepts discussed. It covers modern use of technology in trades teaching and VET research and the author illustrates points with evidence from her own experience
Report of the Benchmarking of Technology-Enabled Learning at Jaramogi Oginga Odinga University of Science and Technology
Get PDFThis report presents the findings of the TEL benchmarking carried out at the Jaramogi Oginga Odinga University of Science and Technology (JOOUST) during September -
November 2022. It provides an overview of the methodology, the validated self-study report and an action plan developed by the JOOUST team
Viable Learning Pathways Back into Schooling for Out-of-School Youths in Cameroon
Get PDFThe share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment or training among the population of the corresponding age group: youth aged 15–24, people aged 15–29, or both age groups. The data show an increasing proportion of Cameroonian youth NEET. Incomplete schooling is likely to be one of the causes of their status. According to the Census and Economic Information Centre (CEIC) statistics, the share of youth NEET has been steadily increasing among female youth and fluctuating among male youth. There are about three times more female than male youth NEET. This report therefore explores the challenge of out-of-school children and youths in Cameroon. Various attempts have been made in the past to address the challenge but have not had significant impact on improving the situation. This report therefore proposes the establishment of a virtual open school — Cameroon National Open School (CAMNOS) — that can provide a virtual backbone for both online and blended provision, with the latter making use of existing day schools as after-hours support centres
Artificial Intelligence and Open Education: A Critical Studies Approach
No full textWebinar on Artificial Intelligence and Open Education: A critical studies approach presented by Dr Wayne Holmes, Associate Professor in the UCL Knowledge Lab at University College London and a leader in researching how technology can be used to reimagine teaching and learning on Artificial Intelligence and Open Education. May 2, 2023
Gender Profile 2023: Grenada
No full textThe Gender Country Profile outlines a country’s available data and rankings regarding gender equality. The profile is first a summary of the country’s demographic overview and rankings within established global indices for sustainable development and gender equity. The profile then follows the World Economic Forum Global Gender Gap Index framework to provide statistics on each country in detail
Report on Pacific TVET Toolkit Regional Practitioners’ Workshop
Get PDFThis report provides a summary of proceedings and key messages from the Pacific TVET Toolkit Regional Practitioners Workshop in October 2023. A more detailed record of information outputs from the group discussions including photographs is also available. The recommendations in this report draw on all information and suggestions shared through the workshop discussions. As such, if any questions arise in relation to the impetus for recommendations, the more detailed record should be accessed
Editorial: Learners as Focus in ‘Learning for Development’ (L4D)
No full textThe JL4D focuses on research and case studies oriented to innovation and how does it contribute to development. In the past years, the dominant themes have been OER supporting TEL, the concept of L4D itself, and innovative technology applications to address contextual needs. As Mays (2023) points out “we need to keep thinking about the why (learning for development) and the how (technology-enabled) and keep evaluating what we are achieving (lessons of experience and research) in order to close the feedback loop into improved practice”. Within this framework, a major focus of L4D is the learner, and how learners are innovating and leveraging resources (especially technology-enabled learning resources) for self and community development. The present issue of the Journal is devoted to focusing on learners in ‘learning for development’
Baseline Study on Technology-Enabled Learning at the Mahatma Gandhi Institute
No full texthis report presents the findings of a baseline survey conducted at the Mahatma Gandhi Institute, Mauritius to strengthen implementation of technology-enabled learning (TEL). The majority teachers and students have access to smartphone. The campus has Wi-Fi, but there is need of higher bandwidth to support blended learning. There is limited preparedness for TEL at the institutional level. While the basic IT skills are there, both students and teachers need advance training to use technologies effectively for teaching and learning. The study provides a baseline for comparing progress of technology integration in teaching in future
SDG’s and The Potential of Generative AI and Large Language Models: Enhancing the Effectiveness of Teaching and Research Support in Agricultural and Veterinary Universities
No full textPresented by Dr Venkataraman Balaji, COL Vice President at 3rd International Conference of Agricultural Librarians and Users Community (ICALUC - 2023), "Agricultural Libraries And Sustainable Development Goals: The Way Forward", on 5-6 October, 2023. Organized by Punjab Agricultural University, Ludhiana, Punjab and the Association of Agricultural Libraries and Documentalists Of India (AALDI)
Video message accepting ICDE Honorary Membership
No full textVideo message by Professor Asha Kanwar accepting ICDE Honorary Membership at the ICDE World Conference 2023, Costa Rica, 10 November 2023