1,721,065 research outputs found
Lessons Learned: Building Stronger Universities, Transforming and Transitions:Education as a Driver for Development
No full textThis chapter examines the lessons learned from research on educational transforma-tion conducted within the Building Stronger Universities project. BSU – GU is a long-term collaboration between the University of Gulu in Uganda and Danish universities.The project aims to transform education as a driver of community development innorthern Uganda. Education must change as society develops, and education is animportant vehicle for development. This chapter explores the successes and challenges presented in this edited volume on transforming education. It highlights the importance of continuing dialogue and research on decolonising education, addressing systemic inequalities and promoting local knowledge systems. The findings emphasise that to create more equitable, inclusive and empowering learning environments, the advancement of human actors, together with collaborative, interdisciplinary research, participatory methodologies, problem-based learning and digital technologies, can make a valuable contribution
Towards transforming Higher Education
Full text linkThe importance of education and quality learning for all is evident in the Sustainable Development Goal framework that aims at ending poverty, ensuring equality and providing decent work for all. Social reformers across the world have worked towards this widely shared aspiration for a long time; however, it has turned out to be a goal that has met many challenges. Situated in the Acoli Sub-Region, a rural poverty-ridden area in Northern Uganda, Gulu University has made a commitment towards this goal by preparing students for employability in future jobs through community engagement. The focus of the reform is on student-based learning assisted by the teacher, and hybrid learning with critical input from problem-based learning. However, educational reform requires deeper reflection on the design and implementation of education systems in search of qualified solutions to problems concerning teaching and learning performance in higher education. In this introduction we contribute to the discussion by critically exploring how to transform teaching and learning to accomplish the goal of community engagement. Methodologically, we draw on literature from within the higher education sector with a specific focus on how scholars have worked to address challenges of current systems. We also draw on our research and experience in implementing 10 years of teaching and research capacity building at Gulu University as documented in articles in this volume
Introducing Problem-Based Learning (PBL) in MA Programmes at Gulu University for Community Transformation: Reflections and Lesson
No full textCitizen involvement in climate projects: A critical discourse analysis of texts from three green cities
No full textFrom financial storm to green solutions: Anders Fogh Rasmussen's use of language regarding the financial crisis
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Annual reports: the evolution of a genre: A case study of Novozymes and DONG Energy
No full textThis project strives to determine to what extent the annual report genre has evolved over a period of nine years. This includes an ambition to determine what characterises annual reports as a genre, and furthermore how these characteristics have changed to meet new demands of the genre in 2011.This project uses genre theory to first of all define what constitutes a genre, but also how genres evolve and interact with each other in genre colonies, which in turn shapes the conventions and characteristics that define genres within a colony. Such characteristics include analysing textual features, which are composed of lexico-grammatical features and textual organisation. As a result of the importance of lexico-grammatical features, specific linguistic features are also considered in the effort to define the annual report genre’s characteristics. Another important characteristic of genre is found to be the social context it operates within, as a result of which this project argues that having a green profile, exhibiting social responsibility and helping to protect the environment are all key features of the social context the annual report genre exists within.To determine what defines the annual report genre, this project assumes the form of a case study set within a Danish context, with annual reports being analysed from Novozymes and DONG Energy. The analysis is based in reports from 2002 and 2011, with the aim of comparing the reports in order to determine what defined the annual report genre in 2002, in the context of Novozymes and DONG Energy, and how this has changed in 2011. This report argues that changes over this period of time can indicate an evolution of the annual report genre has taken place
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