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mariacallous · 8 months

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It is incontestable that the well-being of today’s children and youth will determine the future of the planet. For young people to develop and thrive, sound investments must be made across multiple sectors including health, nutrition, social protection, and education. The COVID-19 pandemic has both hampered progress toward meeting the sustainable development goals (SDGs) related to children and youth and highlighted the interconnectedness across these sectors. Pandemic-related setbacks have been observed in child and youth-centered targets in several domains including health (SDG 3), education (SDG 4), gender equality (SDG 5), and economic growth (SDG 8). UNESCO estimates that there are 244 million children and youth out-of-school, and progress at lowering this rate had already stalled before the pandemic (Global Education Monitoring Report Team and UNESCO Institute for Statistics, 2022)1. In just three years, learning poverty jumped from an already unacceptable level of 57 percent of 10-year-olds in low- and middle-income countries unable to read and comprehend a simple text in 2019 to 70 percent in 2022 (World Bank et al., 2022). Further complicating this is the fact that of the $5 trillion spent yearly around the globe on education, a mere 0.5 percent is spent in low-income countries while two-thirds is spent in the wealthiest nations (UNESCO, n.d.). And while improvements have been made in child malnutrition since the beginning of the century, in 2022 nearly a quarter of children under 5 (22.3 percent) were stunted (UNICEF, 2023). Almost half of all deaths of children under five are due to malnutrition, and those that survive chronic malnutrition in their childhood can be impacted for life. Stunted children are less likely to achieve in school, have diminished ability to learn, and are less likely to attain formal employment (UNICEF, 2023; Oot et al., 2016).

To address the learning crisis and other challenges facing children and youth (those 15-24 years of age) it is critical for governments, multilateral and bilateral funders, other donors, and implementers to have a clear understanding of program costs and cost breakdowns to inform financing decisions. The World Bank pointedly notes that “countries should develop and cost evidence-based plans for achieving their learning goals and a road map for financing those plans” to improve outcomes (Arias and Kheyfets, 2023, emphasis added). Cost data are a critical component of cost-effectiveness analysis, which is imperative to ensuring the best use of limited resources. Indeed, cost data are needed for advocacy, budgeting and planning, and resource allocation in all sectors. While cost is not the only factor to consider, it is a critical one that is often overlooked due to such issues as a lack of accessible high-quality cost data, low capacity to conduct cost analysis, an aversion to transparency, or simply low prioritization of data collection and analysis. Several studies have shown that even at the highest levels, most evaluations of programs and initiatives do not include cost data analysis (Brown & Tanner, 2019; Velez, 2020).

For nearly a decade, the Center for Universal Education (CUE) at the Brookings Institution has led the Childhood Cost Data initiative, a research project focused on the collection, analysis, and use of cost data to increase the volume and quality of funding for programs targeting children and youth. The initiative’s end goal is to improve learning and life outcomes for the youngest generation through these advancements. As part of this initiative, Brookings developed the Childhood Cost Calculator (C3), intended to facilitate cost analysis. This study introduces C3, the tool’s various dimensions and functionalities, and presents learnings from three case studies from piloting the calculator in the 3 education or early childhood development (ECD) sectors in Cambodia, Ghana, and Honduras. It concludes with suggestions for a way forward that supports funders, implementers, and researchers to better use cost data to make strides in tackling the multiple crises facing children and youth today.

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farfarahleeya · 6 months

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“In diversity, there is beauty, and there is strength” – Maya Angelou

What a wondrous thing it is when people come together and help each other. After all, if we were meant to be alone, there wouldn’t be other people in this universe with us (there wouldn’t even be other universes… but that’s a story for another time). This week let’s zoom in to crowdsourcing: the internet’s version of everyone coming together to help each other.

Though the term itself is pretty self-explanatory, I’m going to clarify it for the context of this discussion. Crowdsourcing is a tossed salad of opinions and ideas from people of various backgrounds, usually who are not affiliated with large brands. Today, crowdsourcing has transformed mere opinions into catalysts for progress. So now the question is, how does crowdsourcing impact innovation and problem-solving across industries? Let’s look at the Malaysian examples of how crowdsourcing has impacted the technology, education and creative industries.

☆。*。☆。☆。*。☆。☆。*。☆。

Tech This Out

Firstly, let’s look at Petronas’ Technology Challenges (Petroliam Nasional Berhad 2023). In the 15th Technology Challenge the inspection technique of non-metallic underground piping, showcased collective innovation. The challenge drew participation from diverse local and international entities, culminating in Electro Scan Inc.'s victory with the "Machine-Intelligent Pipe Condition Assessment" technology. This groundbreaking solution, using a low-voltage, high-frequency electrical current, eliminates the need for excavation when assessing non-metallic pipes. Petronas' recognition of this technology underscores the collaborative effort in advancing inspection methodologies.

Similarly, Malaysia's dedication to 5G progress is exemplified in the "Malaysia's 5G Innovation Challenge" (Low 2023). Ericsson's role in deploying a second 5G network highlights the country's commitment to embracing cutting-edge technology. Challenges in 5G deployment, such as diversity and complexity, prompt a two-pronged approach. Engaging with the broader ecosystem and initiatives like Open Radio Access Networks (Open RAN) prove instrumental. Manufacturing partners, like Jabil, significantly contribute by providing cost-effective and efficient production solutions. With over half of Malaysia's populated areas now covered by 5G, the evolving ecosystem anticipates rapid growth, fostering innovation and collaboration between wireless entities and manufacturing partners. The future of 5G in Malaysia appears promising, with collaboration playing a pivotal role in this technological evolution.

˚ ༘ ♡ ⋆ ｡ ˚ ❀ ˚ ༘ ♡ ⋆ ｡ ˚ ❀

The Study of Studies

Another notable sector is the education industry. Malaysia's adoption of the Inclusive Open Educational Resources (iOER) National Policy (UNESCO 2023) and the widespread availability of Massive Open Online Courses (MOOCs) (Department of Higher Education & Ministry of Higher Education 2023) exemplify crowdsourcing by tapping into the collective wisdom of diverse contributors. OER, shaped through a multistakeholder approach involving experts from 20 Malaysian public universities, civil society groups, and various institutions, demonstrates collaborative efforts to create inclusive and equitable educational resources.

Likewise, the extensive array of MOOCs, drawing from 20 local universities and engaging over 500 thousand students, showcases the collective contribution of educators and institutions toward accessible and free online learning. Both OER and MOOCs underscore Malaysia's commitment to crowdsourced educational content, where the collective input from various stakeholders enriches and democratises the learning experience.

✼　 ҉ 　✼　 ҉ 　✼ ҉ 　✼　 ҉ 　✼

The Artsy Creativity

The creative industry has harnessed the power of crowdsourcing through platforms like KITA BUAT and community-made street art in Malaysia. KITA BUAT, established in 2019, serves as a global hub connecting artists, gamers, musicians, and YouTubers. It enables them to showcase their creations on various mediums like wall prints and fashion apparel. Through KITA BUAT, individuals can open their stores, fostering a sense of community and self-expression.

Community-made street art, prevalent in cities like Kuching, showcases vibrant murals and graffiti, transforming urban spaces into dynamic canvases. Initiatives like the #Tanahairku Street Art project, supported by Petronas, unite artists nationwide to express their love for Malaysia through vibrant creations (Bong & Cheng 2019). These projects, such as 'Wild About Kuching' and 'Leaping Feline,' portray unity, heritage, and cultural diversity.

Both KITA BUAT and community-made street art exemplify how crowdsourcing in the creative industry empowers individuals, fosters collaboration, and transforms public spaces into vibrant reflections of shared identity and artistic expression.

⋇ ⋆ ✦ ⋆ ⋇ ⋆ ✦ ⋆ ⋇ ⋆ ✦ ⋆ ⋇

Now What?

Malaysia's crowdsourcing initiatives in tech, education, and the creative sector showcase the power of collaborative, community-driven efforts. From solving industry challenges to fostering inclusive education and vibrant street art, these endeavours reflect a collective spirit. So let us all explore these initiatives to witness the transformative impact of crowdsourcing in shaping a dynamic and innovative future ︵‿︵

︵‿︵‿ References ‿︵‿︵

Bong, K & Cheng, L 2019, Experience a delightful street art-sy tour of `inner’ Kuching city, DayakDaily, 6 February, viewed 3 November 2023, <https://dayakdaily.com/experience-a-delightful-street-art-sy-tour-of-inner-kuching-city/>.

Department of Higher Education & Ministry of Higher Education 2023, Massive Open Online Courses (MOOCs), Jabatan Pendidikan Tinggi, viewed 2 November 2023, <https://jpt.mohe.gov.my/portal/index.php/en/students/massive-open-online-courses-moocs>.

KITA BUAT 2020, About Us, KITA BUAT, viewed 3 November 2023, <https://kitabuat.my/about/>.

Low, CY 2023, Clearing 5G obstacles for broader adoption, Digital News Asia, 15 August, viewed 31 October 2023, <https://www.digitalnewsasia.com/business/clearing-5g-obstacles-broader-adoption>.

Petroliam Nasional Berhad 2023, Inspection Technique Of Non-Metallic Underground Piping, Petroliam Nasional Berhad, viewed 31 October 2023, <https://www.petronas.com/innovation-petronas/tech-challenge/past-technology-challenges/inspection-technique-non-metallic-underground-piping>.

UNESCO 2023, Malaysia adopts first national policy for inclusive Open Educational Resources, UNESCO, 20 April, viewed 2 November 2023, <https://www.unesco.org/en/articles/malaysia-adopts-first-national-policy-inclusive-open-educational-resources>.

#MDA20009 #week 8 #crowdsourcing #malaysia

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profesenciernes · 2 years

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Escuela inculsiva

La primera actividad está relacionada con la escuela inclusiva, os lo dejo aquí debajo:

La escuela inclusiva

La idea de crear una escuela inclusiva ha existido desde el siglo XIX, cuando se planteó la formulación de una escuela que pudiese adaptarse a todos, buscándose la equidad dentro de las instituciones educativas (Hernández, A.M. y Ainscow, M., 2018). Ya en 1989, con la celebración de la Convención sobre los Derechos del Niño, quedaron recogidas directrices para encaminar la educación hacia la propuesta equidad, así como se incluyeron los retos a los que habría que enfrentarse la escuela para su consecución (SGCTIE Ministerio de Educación y Formación Profesional, s.f.).

La UNESCO subraya este objetivo, así como el aprendizaje para toda la vida, en la Declaración de Incheon, que se propone este objetivo para la Agenda de 2030 (Foro mundial sobre la Educación, Incheon, Korea, s.f.), y las Naciones Unidas doblan este objetivo con el Objetivo de Desarrollo Sostenible (ODS) número 4 (Objetivos de desarrollo sostenible, s.f.), que une la educación de calidad e inclusiva con la pretensión de promover el desarrollo sostenible a nivel mundial. Los objetivos se centran en la inclusión de los grupos de riesgo y otros sectores vulnerables de la sociedad primero, buscando alcanzar una igualdad sin importar el trasfondo socioeconómico de los alumnos, como recoge el Informe de Seguimiento de la Educación en el Mundo elaborado en 2020 por la UNESCO (Global Education Monitoring Report, s.f.). Si bien los avances no pueden ser uniformes y globales, se han notado mejoras y se ha tomado cuenta de los fallos y deficiencias de algunas de las propuestas, y se han propuesto cambios y modificaciones para paliar dichas carencias y limitaciones.

Múltiples aspectos relacionados con la educación y las instituciones educativas han sido analizados para elaborar estrategias que promuevan la inclusión en las aulas, aunque es necesario un cambio social y no solo educativo para lograr una inclusión total. Es a través de la calidad que se pretende llevar al alumnado a un estado óptimo en el ámbito educativo, ignorando factores socioculturales, de género, y factores puramente individuales como sus capacidades y contextos personales (Gonzales, P., Vega M.A., 2018).

Uno de los factores que apoyan la diversidad es el buen ambiente de aula, que es necesario para la verdadera inclusión del alumnado, abogándose a los principios de convivencia y multiculturalidad. Un grupo heterogéneo puede ser cohesivo cuando los alumnos se ven como iguales entre sí, lo cual favorece el desarrollo de la convivencia pacífica fuera del aula. Un buen ambiente también propicia una mejor educación, ya que es más fácil impartir las clases en ambientes positivos que en los negativos (Hernández, A.M. y Ainscow, M., 2018).

Sobre el papel del docente en la escuela inclusiva hay mucho dicho, pero ya desde los inicios se habla de su importancia en el proceso educativo, considerando su figura como pieza angular del proceso (Delors, J., 1996). Su bienestar y formación resultan en una enseñanza de calidad, por lo que no hay que dejar de lado a este sector cuando se planea la integración de la escuela inclusiva en la sociedad.

Sin embargo, también se ha de tener en cuenta la familia y la comunidad del alumno como pieza clave para la instrucción inclusiva, pues toda la comunidad educativa debe participar de manera activa en el proceso (Morilla, P., 2016).

En Castilla y León se establece El Plan Marco de Atención Educativa a la Diversidad para Castilla y León 2003-2007 como marco general sobre el cual atender a la diversidad en las aulas de la comunidad, aunque se han ido añadiendo órdenes y resoluciones que amplían y concretan los márgenes de actuación posibles (Ojeda, A.I., 2015).

En general considero que la escuela inclusiva es una gran meta a alcanzar, con un noble planteamiento y cargada de buenas intenciones, pero que a la hora de ser aplicada topa con problemas y resulta así en carencias que repercuten directamente en los alumnos. El aspecto global de las propuestas resulta como es lógico en distintas aplicaciones incluso dentro del mismo territorio nacional, como puede verse en la tesis de Ojeda, y por tanto logra distintos resultados.

Sin embargo, no son las diferencias en la aplicación ni los resultados lo que yo considero uno de los grandes problemas de esta propuesta. A lo largo de todos los textos consultados se nombra una y otra vez legislación, nuevos estudios, correcciones en base a ellos, y así de manera cíclica, pero pocas veces se dan directrices claras a seguir. Por ser un proyecto global esto es necesario, pero de mismo modo la falta de una guía específica concreta nubla la meta final que proyecta la escuela inclusiva.

Ciertos aspectos de la inclusión, como la división del alumnado en grupos NEAE y NEE están muy estudiados y facilitan el aporte de medios y recursos para hacer posible la inclusión de estos alumnos. De igual manera destaca la atención sobre los grupos en riesgo de exclusión, como la estrategia nacional por la inclusión del pueblo gitano (SGCTIE Ministerio de Educación y Formación Profesional, s.f.). Todo esto supone una victoria en la carrera hacia la escuela inclusiva, son innegables los avances que han y siguen suponiendo, pero sus líneas de actuación se pretenden como amplias. Considero que es en los pequeños detalles donde la inclusión falla, y no solo en lo referente a los ejemplos dados. La burocracia que rodea al concepto de inclusión es muy extensa y estandarizada, y precisamente por la importancia que se le da, el peso que ejerce sobre el profesorado, es lo que hace que se falle en los detalles. Cuidar los contenidos y propuestas para que sigan la ley al pie de la letra roba atención a otras cuestiones, especialmente las que rodean a las aulas en sí, y pasar por alto cuestiones únicas de cada clase por centrarse en mantener el equilibrio individual-grupal de los alumnos al final impacta en ellos de manera negativa. Creo que hay prácticas más sencillas, a un nivel más bajo, que abogan por la inclusión inmediata que no se tienen en cuenta en las ya citadas propuestas. Me refiero a cuestiones sencillas como puede ser subtitular los vídeos que se proyectan en las clases, pero también otras con soluciones más complejas, como suponer que todos los alumnos cuentan con un ordenador y conexión a internet en sus casas. Especialmente en casos como estos queda constancia de cómo la falta de medios afecta en gran medida al resultado de este tipo de propuestas, pero muchas veces ni si quiera se tienen en cuenta porque se dan por hechas. Precisamente creo que ahí radica el error en la inclusión en las aulas, en pensar de grande a pequeño y solo desde la burocracia, en vez de desde el propio contexto que surge en cada aula.

Lo que esta reflexión pretende decir es que la inclusividad en las aulas es una noble meta, necesaria para la sociedad moderna, y cuya implantación resultaría altamente beneficiosa. La manera en la que se impone desde el ámbito legal es necesaria para su correcta implantación de manera general en el mundo, pero creo que no debería dejarse de lado la otra vertiente, la no globalizada, que depende de cada comunidad, y que parece ser enterrada tras montones de burocracia. Por tanto, resaltar el papel del docente en todo el proceso, que será quien se encargue al final del día de crear ambientes inclusivos dentro de cada aula, creando ambientes únicos desde las directrices dadas por la ley, pero sin olvidarse del aspecto único de su alumnado.

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tengomilpalabrasparati · 2 years

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El 4 de noviembre se celebra el Día de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (en inglés United Nations Educational, Scientific and Cultural Organization: UNESCO). Es un organismo especializado de las Naciones Unidas, cuya creación marcó el compromiso de mejorar la calidad de vida de las personas y promover la paz, mediante la cooperación internacional en el ámbito educativo, cultural, comunicacional y de la ciencia.

Orígenes y evolución de la UNESCO

La Unesco fue creada al finalizar la II Guerra Mundial, con la finalidad de reestablecer los sistemas educativos de aquellos países aliados impactados por la guerra y que no disponen de suficientes recursos para la ejecución de acciones en materia de educación y cultura, con el fin último de contribuir a la paz mundial y generar calidad de vida para sus ciudadanos.

En noviembre de 1945 se llevó a cabo una conferencia de las Naciones Unidas, con la participación de cuarenta y cuatro países, de los cuales treinta y siete aprobaron la fundación de la UNESCO. Se firmó la Constitución de la UNESCO, cuyo documento entró en vigor a partir del 4 de noviembre de 1946. Posteriormente, se inauguró su sede principal en el distrito VII de Paris, en el año 1958.

En la década de los años setenta se efectuaron una serie de planteamientos en torno al Nuevo Orden Mundial de la Información y Comunicación (NWICO), con tópicos referidos al control de los medios de comunicación por parte de los estados y la libertad de prensa.

Se elaboró el conocido Informe MacBride, en el cual se plantearon algunas medidas para la democratización de la comunicación. Este informe generó controversias por parte de los intereses de algunas de las grandes potencias, propiciando la desincorporación de algunos países como Estados Unidos, Reino Unido y Singapur.

En el año 2011 se aprobó la adhesión de Palestina como miembro del organismo, con la finalidad de promover el diálogo entre culturas, invertir en educación y revertir el extremismo violento y terrorismo. Ello generó nuevamente polémicas y desacuerdos por parte de algunos países, a lo que la UNESCO continúa en su labor de unificación de las naciones y profundización del universalismo fundamental.

Actualmente 195 países forman parte de esta organización internacional, así como 8 miembros asociados, aunando esfuerzos en orientar a las naciones para una gestión más eficaz en el aprovechamiento óptimo de sus recursos y de sus valores, promoviendo la paz y la diversidad cultural.

La Directora General de la UNESCO es Audrey Azoulay (Francia), designada desde el año 2017. La organización cuenta con 5 redes y 9 institutos.

¿Cuáles son los objetivos de la UNESCO como organización?

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De acuerdo a la naturaleza de este organismo su objetivo fundamental es el de contribuir a la paz mundial y al desarrollo de las naciones menos favorecidas, orientados fundamentalmente hacia los sectores de educación, ciencia y cultura. Veamos sus principales objetivos:

Erradicar el analfabetismo, procurando que no se excluya a la población infantil de la Educación Básica que contribuya a su crecimiento y desarrollo.

Salvaguardar el patrimonio cultural, estimulando la creatividad y la preservación de las tradiciones culturales de las naciones.

Fomentar el pluralismo y la diversidad de los medios de información, promoviendo la libre circulación de las ideas.

Programas y proyectos desarrollados por la UNESCO en el mundo

Los programas y proyectos que lleva a cabo actualmente la UNESCO contribuyen al logro de los objetivos de desarrollo sostenible definidos en el Programa 2030, aprobado por la Asamblea General de las Naciones Unidas en el año 2015. Te mencionamos algunas de las acciones ejecutadas por este vital organismo:

Preservación del patrimonio mundial de 167 países.

Coordinación de sistemas de alerta contra tsunamis y riesgos marinos en todo el planeta.

Coordinación de proyectos para garantizar una educación de calidad para todos.

Reconstrucción de los mausoleos de Tombuctú, destruidos por grupos armados durante el conflicto que tuvo lugar en el país entre los años 2012 y 2013.

Creación del laboratorio de investigación SESAME, en Medio Oriente.

Construcción de redes de jóvenes en nueve países mediterráneos.

Protección de 10 millones de km2 en todo el planeta.

En materia educativa estimula la construcción de escuelas y la dotación de equipo necesario para su funcionamiento, colaborando con la formación de docentes.

Programa Internacional para la Promoción de la Comunicación: tiene como finalidad promover la circulación de información a través de medios audiovisuales, fomentando la libertad de prensa, la independencia y el pluralismo de los medios de información.

Si quieres conocer más sobre la labor desempeñada por la UNESCO visita su página oficial.

"Puesto que las guerras nacen en la mente de los hombres y las mujeres, es en la mente de los hombres y las mujeres donde deben erigirse los baluartes de la paz" (Constitución de la UNESCO)

#4 de noviembre se celebra el Día de la Organización de las Naciones Unidas

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painthropologist · 2 days

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An essay on Southeast Asian tourism I wrote for my BA that's full of vitriol

I'm Southeast Asian. You'll see why.

SE547 (Southeast Asian Societies)

Essay: “‘Culture’ in Southeast Asia today is nothing but a tourist attraction.” Critically evaluate this statement by making reference to relevant ethnographic case studies

Student name: Natalia Lee (17881758)

Due: Monday 16 December 2019, 12pm

Word count: 2040

The proliferation of capitalism and globalisation in Southeast Asia from the 1970s has inevitably been the catalyst for an ever-expanding tourist economy in the region. Southeast Asian nations have become exotic, desirable holiday locales to tourists from developed countries. This essay focuses on the ways in which tourism in Southeast Asia today, informed by capitalist ideals, has shaped local cultural identities with regards to indigeneity, gender, and division of labour. Many of these factors stem from pre-existing local cultural practices, yet are reinforced by the need to accommodate culture for touristic appeal. In Southeast Asian nations such as Indonesia, the Philippines, and Thailand, tourism has greatly stimulated local economies yet has irreparably transformed local culture through rapid adaptation to meet the demands of tourists and governments. I discuss how Southeast Asians have risen to meet these demands, and how various aspects of culture and people themselves have become commodified in the face of a capitalist-driven tourist economy.

UNESCO defines culture as the ‘distinctive spiritual, material, intellectual, and emotional features of society or a social group (Anggraini, 2017: 150). This group identity has been articulated in different ways in the respective regions of Southeast Asia, but has morphed in the advent of modernity and capitalism. Culture, as such, has become commodified in many regards, with many traditional ways of life restructured to match the needs and wants of tourists. For example, traditional Balinese agrarian culture has been preserved to some extent by the desire for tourists to visit the Instagram-worthy rice paddies (Pedersen and Darmiasih, 2015: 151). Simultaneously, Bali’s tourist economy now thrives on providing other forms of non-traditional entertainment to tourists, such as nightclubs and surfing in Kuta (Anggraini, 2017). The tourist economy in Southeast Asia can therefore be viewed as a means of empowering locals through their participation with capitalism, globalisation, and modernity.

The rise in international tourism, especially towards Southeast Asia, can be attributed to the expansion of the Western industrial economy in the 1970s and 80s (Smith, 1990: 34). Capitalism’s influence inevitably reached Southeast Asia during this period, not only changing traditional modes of production (Ong, 1988: 29), but requiring locals to adapt and create new social identities to cater to the desires of tourists. The increased social mobility in both developed and developing nations around this period thus facilitated political and economic changes that have in turn reformed cultural practices and ways of life in order to accommodate the constant demand for tourist infrastructure and services (Smith, 1990: 38-9). From a politico-economic perspective, tourism can be viewed as a means of nation-building in Southeast Asia, with tourism being Indonesia’s third-most profitable economic sector in the late 1960s under the Soeharto regime (Adams, 2018). While the rapid growth of Southeast Asian tourist destinations has created greater social mobility for many locals from increased income and education, it has also reinforced greater structural inequalities, with the rift between poverty and affluence in Southeast Asia becoming more apparent under tourism’s influence. The economic growth accompanying the expanding tourism industry in Southeast Asia has given many an opportunity to facilitate upward social mobility regardless of existing class hierarchy, and influences the structure and formation of classes within a society.

Fagertun’s (2017: 338-341) ethnographic study of Jimbaran Bay in Bali discusses the ways in which class formation, based on economic advancement, impacted one Balinese couple, Bu Minah and her husband Pak Darsa. Due to the increasing popularity of Jimbaran among tourists, the couple were able to expand their small business into a hotel. However, business was uncertain due to the increased competition facilitated by an influx of work migrants into Jimbaran, leading to financial difficulties. Furthermore, traditional Balinese culture permits polygyny, whereby men can have multiple wives if they can afford it. Against Bu Minah’s wishes, Pak Darsa was able to afford a second wife with the money they had accumulated from their business, driving her away from the business and their children due to the traditionally patriarchal Balinese family structure. In this case, upward social mobility, enabled by a rapid increase in financial resources from tourism, bypassed the traditional Balinese-Hindu caste system and allowed the couple the financial freedom to enhance their lives. Economic capital breeds social capital, but pre-existing indigenous class and gender ideals still inform the ways in which structural inequality is created and maintained by the tourism industry in Southeast Asia.

One of the main reasons for tourism in Southeast Asian nations like Thailand is for tourists to experience entertainment in an “exotic” setting (Berger, 2013b: 15). Culture becomes a commodified novelty, where traditional practices like dance and musical performance are reduced to package tours, and ritual meaning is obscured by monetization (Fagertun, 2017; Picard, 1990; Acciaioli, 1985). In Indonesia, the term “cultural tourism” was first implemented by the Dutch during the colonial period and subsequently by the independent Indonesian government, as a means of turning the archipelago, especially Bali, into a global tourist destination (Berger, 2013a: 47; Picard, 1990: 42). Based on this logic, “adat [culture] is appropriated for the purposes of the state” and is therefore an impetus for attracting tourists (Acciaioli, 1985: 157). Today, the popularity of “cultural tourism” in the Southeast Asian region is reflective not only of tourist demands, but the willingness of locals to supply entertainment for these tourists, ranging from traditional performances and handicrafts, to more malign “commodities” including the sex trade. There is thus a symbiotic relationship between tourists and locals, where cultural norms and traditions become “a product of interactions” (Sinclair, 1997: 3). Pre-existing cultural contexts are therefore necessary to understand how and why these transactions take place, and closer examination reveals that institutionalised Southeast Asian cultural norms such as the male hegemony and the enduring influence of colonialism are just as much to blame for transforming “culture” in Southeast Asia into a commodity to be exploited by tourists and locals alike.

This brings into question the nature of “authenticity” in the “culture” marketed to tourists in Southeast Asia. There is a dual nature to the “authentic” culture practiced and experienced by locals, and the “culture” born from tourist demands- what Picard (1990: 43) describes as a dichotomy of “cultural pollution” and “cultural renaissance”. This pollution can be regarded as foreign influences on a society, while renaissance is the revived interest in one’s own culture and traditions (43). Alternatively, traditions and cultural identity have been adopted for political, social, or economic gain by some Southeast Asian peoples. Li (2000: 150) discusses how indigenous identity has been crafted as a political tool in Central Sulawesi, while “the invention of tradition” by self-identified indigenous groups are “a matter of optimal selection” in consumer terms. The consumption of indigenous culture by tourists can therefore be viewed as a created commodity designed to appeal to foreign notions of the exotic. However, cultural identity is not fixed, and is subject to the continuous “play of history, culture and power” (152). To quote Bishop and Robinson (1998: 5), “tourist privilege turns daily life into a spectacle” in Southeast Asia. Tourism’s impact is therefore a progression of culture as it is shaped by modernity and globalisation. Pre-industrial modes of production in Southeast Asia, such as rice farming in Bali and Vietnam, have thus adapted to profit from the tourist economy by marketing traditional agriculture as “exotic”.

Pedersen and Dharmiasih (2015: 151-2) note that the agricultural sector has become an important part of the central Indonesian and Balinese governments’ bid to promote tourism, particularly “eco-tourism” or “sustainable tourism”. The exoticisation of the past is reinforced by the internationally accepted industrialisation of urban areas, and tourists from developed countries flock to observe and participate in pre-colonial, traditional agricultural practices like rice farming in Bali (Fagertun, 2017: 333). Picard’s notion of “cultural pollution and renaissance” once again demonstrates how the culture of rice farming is “polluted” by tourism, while there is a “renaissance” in encouraging traditional farming practices to uphold images of Bali as a pristine, environmentally-conscious society. However, the increased push by the state and independent developers to modernise the island through infrastructural development has led to a significant marginalisation of farmers, involvement of external organisations, and an overall decline in agricultural activity reflected across Southeast Asia (MacRae, 2011).

The shifting role of agriculture as a subsistence economy to a tourist attraction, and the increasingly industrialised modes of production in Southeast Asia are significant. Agriculture and cash cropping were traditionally sectors in which women were permitted to work prior to their roles as factory workers in the 1970s (Ong, 1988: 32). Traditionally, women were also expected to adhere to the Southeast Asian cultural norm of traditionally looking after the family (Jeffreys, 1999: 186). Through participation in the workforce, women were able to challenge traditional values and attained increased social mobility (Truong, 1983: 536). However, the mass migration from rural to urban areas in order to participate in the workforce has created new structural inequalities, and the jobs available unskilled female labourers have led some women to participate in sex tourism as a more lucrative means of gaining economic, and therefore social capital. Truong (1983: 543) theorises that “mass prostitution reflects the structural crisis of the agricultural sector where women were traditionally active”. The role of gender is thus a crucial factor in understanding Southeast Asian culture beyond the veneer of tourism, and the processes underlying sex tourism are a means of analysing the structural inequalities and violence based on traditional notions of the social obligations of Southeast Asian women.

The phenomenon of sex tourism in nations like Thailand and the Philippines is revealing of how people are also commodified in the tourist trade, and how “local culture” is manifold and much deeper than what is marketed towards tourists. Prostitution of women and children in Southeast Asia is embedded in poverty and culturally-based notions of family obligation (Jeffreys, 1999: 180). Rural poverty today reinforces structural inequalities heavily influenced by economic processes, and the proliferation of rural prostitutes servicing urban areas as a means of survival has made countries like Thailand synonymous with a developed “culture” of sex tourism (Truong, 1986; Bishop and Robinson, 1998). Economic shifts from rural to urban areas in Southeast Asia have forced thousands of vulnerable women to migrate to cities like Manila and Bangkok to find work in order to support their families, as well as the women and children trafficked for purposes of sexual exploitation. In this “culture”, prostitution can be seen as a way for Southeast Asian women to participate in modernity, such as by “working with foreigners” (Bishop and Robinson, 1998: 9). Like any other economic mode of production, the popularity of sex tourism in Southeast Asia is a matter of supply and demand (Truong, 1986: 536). Institutionalised gender inequality, based on the lower status of women, and the historical normalisation of prostitution in Southeast Asia (Jeffreys, 1999: 186-7), implies that sex tourism is perpetuated by locals as much as tourists. A culture of concubinage, slave labour, and debt bondage in countries like Vietnam and Thailand (Truong, 1986; Jeffreys, 1999) make sex tourism a profitable enterprise to pimps and human traffickers (UNODC Global Report on Trafficking in Persons, 2016). Prostitution can therefore be viewed from the capitalist perspective as yet another form of labour, with bodies as an exchangeable commodity (Truong, 1983: 534). These are malevolent aspects to Southeast Asian culture that have become a tourist attraction, to the detriment of thousands of women and children.

Under the influence of capitalism, culture in Southeast Asia has been commodified, but not necessarily just for the benefit of tourists. In participating with modernity and globalisation, Southeast Asia has adapted its various “cultures” to meet the demands posed by governments, economies, and tourism. Traditional practices and indigenous identities have been restructured to appeal to the tourist market. Particularly in urban areas, structural inequalities and the marginalisation of the rural poor are evident, with traditional economic practices like agriculture suffering under domestic mass migration and redistribution of resources to more lucrative sectors like tourism. This is negotiated by locals by adopting tourist-focused business strategies to increase their social mobility, albeit with great risk involved. By participating in modernity, culture has become a tangible product that tourists seek in Southeast Asia, driven by the economic success of developed nations and their desire to seek the “exotic”.

References

Acciaioli, G. (1985). Culture as Art: From Practice to Spectacle in Indonesia. Canberra Anthropology, 8(1&2), 148 – 17

Adams, K.M. (2018). Revisiting "Wonderful Indonesia": Tourism, Economy and Society. In: Hefner, R.W (ed.) Routledge Handbook of Contemporary Indonesia. New York: Routledge, 197-207

Anggraini L.M. (2017) A Local Sense of Place for Cultural Sustainability: Reconstruction of Place Identity in Kuta, Bali. In: Saufi A., Andilolo I., Othman N., Lew A. (eds.) Balancing Development and Sustainability in Tourism Destinations. Singapore: Springer

Berger, A.A. (2013a). Bali Tourism. New York: Haworth Press.

Berger, A.A. (2013b). Thailand Tourism. New York: Routledge.

Bishop, R., Robinson, L.S. (1998). Points of Departure: Catalysts and Contexts. In: Night Market: Sexual Cultures and the Thai Economic Miracle. New York: Routledge: 1-15.

Fagertun, A. (2017). Labour in Paradise: Gender, Class and Social Mobility in the Informal Tourism Economy of Urban Bali, Indonesia. The Journal of Development Studies, 53(3), 313-345

Jeffreys, S. (1999). Globalizing sexual exploitation: sex tourism and the traffic in women. Leisure Studies, 18(3): 179-196

Li, T.M. (2000). Articulating indigenous identity in Indonesia: resource politics and the tribal slot. Comparative Studies in Society and History, 42(1): 149-79

MacRae, G. (2011). Rice Farming in Bali. Critical Asian Studies, 43(1): 69-9

Ong, A. (1988). The Production of Possession: Spirits and the Multinational Corporation in Malaysia. American Ethnologist, 15 (1): 28-42

Pedersen, L., Dharmiasih, W. (2015). The Enchantment of Agriculture: State Decentering and Irrigated Rice Production in Bali. The Asia Pacific Journal of Anthropology, 16(2): 141-156

Picard, M. (1990). "Cultural Tourism" in Bali: Cultural Performances as Tourist Attraction. Indonesia, 49(1): 37-74

Sinclair, M.T. (1997). Issues and theories of gender and work in tourism. In: Sinclair, M.T. (ed.) Gender, Work and Tourism. London: Routledge: 1-15

Smith, V.L. (1990). Geographical Implications of “Drifter” Tourism Boracay, Philippines. Tourism Recreation Research, 15(1): 34-42

Truong, T-D. (1983). The Dynamics of Sex Tourism: The Case of Southeast Asia. Development and Change, 14(4): 533-553

UNODC (2016). Global Report on Trafficking in Persons 2016. United Nations publication, Sales No. E.16.IV.6

#essay #writing #academia #tourism #decolonization #decolonisation #anthropology #public anthropology #research #social anthropology #asia #southeast asia

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5545321 · 7 days

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Vocational Education and Training Market Worth $896.01 Billion by 2029 - Exclusive Report by Meticulous Research®

According to a new market research report titled, 'Vocational Education and Training Market by Supplier Institution (Public, Private), User's Gender (Male, Female), and End User (Students, Office Workers) - Global Forecast to 2029', the vocational education & training market is expected to record a CAGR of 9.8% during the forecast period 2022–2029 to reach $896.01 billion by 2029.

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Vocational education & training (VET) is an essential component of education, playing an increasingly important role in response to global demand for high quality and skilled labor force. In recent years, VET has gained prominence in both developed and developing countries in response to the global economy, the pace of technological change, and the era of knowledge.

Furthermore, globalization generates new demand for a high-quality labor force empowered with new skills and knowledge. This can be seen in developing countries as they engage in modernization and industrialization. Therefore, the shortage of skilled labor needed to meet social requirements is common in many emerging economies.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), in 2020, Central and Eastern Europe had the largest share (about 19%) of the 15–24 years age group participating in VET. This region was followed by Central Asia, North America, & Western Europe, with about 15% and 9% of youth participating in VET. Also, South & West Asia and Sub-Saharan Africa had the lowest share, with less than 2% of youth participating in formal VET. Hence, the large participation of Europe, North America, and Asia in VET is expected to boost the growth of this market.

In addition, higher education largely remains a financially inaccessible privilege. Students can invest in their futures without investing in a bachelor's degree through vocational education. By enrolling in vocational education programs, students can earn degrees in high-demand fields like nursing, business, and engineering, leading to high-paying jobs. Still, many students believe that a bachelor's degree is the only path to success. To change this trend, California is spending $200 million to encourage more students to earn a vocational certificate instead of a bachelor's degree.

The U.S. Department of Education indicates that people with vocational education have a slightly higher employment rate than academic credentials. According to the Georgetown University Center on Education and the Workforce, over 30 million jobs pay an average of $55,000 a year and do not require a bachelor's degree. The healthcare industry alone creates millions of high-paying jobs that do not require students to study for four years.

Hence, the growing participation of the major regions in VET and growing investment by major countries are driving the adoption of VET.

The Impact of COVID-19 on the Vocational Education & Training Market

The COVID-19 pandemic has adversely hit many economies around the globe. The market for technology in the education sector has not been affected to a great extent, due to which the VET market is projected to recover at a faster rate post-COVID-19. During the COVID-19 pandemic, complete lockdowns and quarantine stopped the learners from physically accessing educational institutions. Technology helped bridge the gap between learners and learning. Students were provided with remote access to lectures and classes, giving rise to online learning.

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The e-learning/online learning concept was not new to the VET sector, though it received global traction during the pandemic. In Europe, the number of students learning either fully or mostly online increased to 92% in December 2020. VET & apprenticeship providers in Germany, Greece, Portugal, Romania, Spain, Turkey, and the U.K. are incorporating online platforms for learning and assessment. Hence, the increasing demand for online learning is a key trend supporting the growth of the VET market.

Furthermore, the COVID-19 pandemic increased the reliance on digital skills to unprecedented levels. This phenomenon is expected to boost the market's demand for a workforce with technical knowledge. According to a recent report by Microsoft Data Science, the global workforce is expected to grow as 190 million new technology-oriented jobs will be created over the next five years. Software development role accounts for a large part of this prediction, but roles in related fields like data analysis, cybersecurity, and privacy protection are also slated to grow substantially. Hence, the rising need for a technologically skilled workforce is expected to lead to a high demand in the VET market.

Key Findings in the Global Vocational Education & Training Market Study

The global VET market is segmented on the basis of supplier institution (public and private), user's gender (male and female), user's age group (16–24 years, 25–34 years, 35–44 years, and 45–54 years), end users (students and office workers), and geography. The study also evaluates industry competitors and analyzes the market at the regional and country levels.

Based on supplier institution, the public segment is expected to grow at the fastest CAGR during the forecast period. The high growth of this segment is attributed to factors such as higher student enrollment in public institutions due to cost-effective courses, better infrastructure, educational opportunities, and increasing government support for the public institutions.

Based on user's gender, in 2022, the male segment is estimated to account for the largest share of the VET market. An increasing number of male students are focusing on gaining high-quality and industry-specific skillsets for better job opportunities in the labor market, leading to the high growth of this market.

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Based on user's age group, the 16-24 years segment is expected to grow at the fastest CAGR during the forecast period. The high growth of this market is attributed to the increasing number of young adults opting for higher education, including tertiary education and vocational diplomas. Also, individuals aged 16–24 with upper secondary education and VET certification have access to more diverse job opportunities and comparatively better wages than those who have not completed their upper secondary education.

Based on end user, in 2022, the student segment is estimated to account for the largest share of the VET market. The large market share of this segment is mainly attributed to the rising demand for higher education in developing countries and the increasing adoption of e-learning. Moreover, the rising preference of students for work-based learning is increasing the demand for the VET market.

Based on geography, the Asia-Pacific region is expected to grow at the fastest CAGR during the forecast period. The rapidly developing economies of this region are focused on reducing the demand-supply gap in skilled workforce. In addition, various schemes are being launched to support VET for technical sectors and increase disposable income. These activities are expected to boost vocational education and increase market opportunities for key players operating in this region.

Key Players

Some of the key players operating in the global vocational education & training market are Adobe Inc. (U.S.), Articulate Global, LLC (U.S.), Blackboard Inc. (U.S.), Cegos Group (France), Cisco Systems, Inc. (U.S.), City & Guilds Group (U.K.), The Hewlett Packard Enterprise Company (U.S.), International Business Machines Corporation (U.S.), Microsoft Corporation (U.S.), and Lumesse Limited (U.K.).

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Key questions answered in the report-

Which are the high-growth market segments in terms of the supplier institution, user's gender, user's age group, end users, and countries/regions?

What is the historical market for vocational education & training across the globe?

What are the market forecasts and estimates for the period 2022–2029?

What are the major drivers, restraints, and opportunities in the global Vocational Education and Training Market?

Who are the major players in the global market, and what market share do they hold?

Who are the major players in various countries, and what market share do they hold?

How is the competitive landscape?

What are the recent developments in the global Vocational Education and Training Market?

What are the different strategies adopted by major players in this market?

What are the key geographic trends, and which are the high-growth countries?

Who are the local emerging players in the global Vocational Education and Training Market, and how do they compete with other market players?

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worldbookday · 22 days

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Message from Ms Audrey Azoulay, Director-General of UNESCO, on the occasion of World Book and Copyright Day, 23 April 2024

Books are invitations to travel and to encountering others: with each new page turned, another world appears before our eyes. On World Book and Copyright Day 2024, we wish to celebrate the power and beauty of books.Books, in all their forms, allow us to learn and to keep ourselves informed. They also entertain us and help us to understand the world, while offering a window into otherness.For books to be able to unleash their full potential, it is essential that they reflect the linguistic diversity of our world. However, this is far from being the case today; the majority of works are published in just a handful of languages, and digital technology raises the issue of linguistic homogenization. Yet every written language brings with it a particular worldview, with its symbols and its values. That is why, as part of the International Decade of Indigenous Languages (IDIL), launched in 2022, UNESCO is supporting the publication of books in both Indigenousand regional languages. Since 2023, we have been working with publishing houses around the world to publish What Makes Us Human, by Victor D.O. Santos and Anna Forlati – an illustrated children’s book which celebrates linguistic and cultural richness - in 14 languages, including Mapuche, Galician and Marathi. UNESCO also supports the book industry in Africa, particularly the sector devoted to books for young people. To help recount the history of slavery and discuss its reverberations in today’s world, in 2022 we launched the “Bintou & Issa” series in partnership with publishing house Langages du Sud. The goal of the series is to make children aware of the subject from an early age. Also in partnership with Langages du Sud, and on the occasion of the International Publishing and Book Fair in Rabat in May 2024, we will be launching the first volume of the Les Balades de Nour series. The bookinvites young Moroccans to learn about their UNESCO-listed cultural heritage from a different perspective. Finally, UNESCO supports the publishing sector and the power of reading through its network of World Book Capitals, designed to reinforce literacy education and promote the protection of copyright and freedom of expression. Strasbourg, France, has been designated the World Book Capital of 2024. The objective is to make books the preferred medium for both communicating the environmental concerns of our time and sharing the associated scientific knowledge. Finally, we are committed to supporting the fair remuneration of all those involved in the book industry, beginning with the authors. After all, behind every book there is an entire chain of know-how and skills which has led to its creation. On this day, UNESCO invites you not only to celebrate reading and culture, but also to make a commitment to their support.

Audrey Azoulay; UNESCO Director-General.

#authors #book #readers #worldbookandcopyrightday #unesco #statement #writer #writers #freedom of expression #protection of copyright #literacy education

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vogsfec · 1 month

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The Impact of AI on Social Justice Initiatives

In the hands of the right people, AI can have powerful impacts on social justice initiatives. From building personalized learning platforms tailored to different abilities to identifying patterns and creating interventions to decrease homelessness, the power of machine learning can help create more equitable and sustainable systems of care.

These applications, however, can also raise ethical questions about how to balance the scales of justice in the context of AI. For example, if an AI tool used for evidence analysis is not properly trained and validated, it could have an unintended negative impact on overburdened law enforcement officers or marginalized communities by making their cases less tenable.

In a world of rapidly advancing technology, how do we make sure that the benefits of AI are accessible to everyone? This question is a central one in the emerging field of AI for social change.

Across the globe, organizations are using technology to tackle social justice challenges and promote equality in a variety of sectors. Some of the most transformative applications of AI are those aimed at addressing issues such as housing, health care, and education.

By empowering marginalized communities with the knowledge of how their data can be collected and analyzed to address issues like homelessness, healthcare, or criminal justice, AI has the potential to have positive, widespread social change. Likewise, the ability of AI to address inequalities in the workforce and in education can also improve access to tech ogle opportunity and create more equitable learning environments.

Yet, AI for social justice must be designed with a deep understanding of the complexities that come along with technological innovation. This is why the recent movement in AI ethics emphasizes the need to move beyond values and principles and into practical strategies for mitigating unintended consequences. The UNESCO’s Women4Ethical AI platform is a great example of an initiative that focuses on this.

To mitigate the harms of AI, effective mitigation strategies typically include “human in the loop” interventions — humans involved in the design and implementation of AI solutions who can flag issues such as algorithmic bias or automation bias. This requires cross-functional teams of domain experts, engineers, product managers, user-experience researchers, legal professionals, and others to ensure that the AI is being used responsibly.

To this end, we must ensure that every person has practical and intellectual access to AI. This means, for example, that individuals should be able to appeal decisions made by an AI system or even have the option of vetoing its use altogether. In the context of the many forms of algorithmic bias that continue to plague search engines and recommendation systems, this is especially important for marginalized technology website communities. The future of AI for social change is bright, but only if we can ensure that everyone has equal opportunity to leverage its power for good. Ezra Tefera MS GHPM'22 is the program director of Racial Justice x Tech Policy (RJxTP), which aims to bring diverse research and educators together to solve the root causes of digital inequality by leveraging new tools and technologies such as artificial intelligence.

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saharaground · 1 month

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Ambulance Services in Khulna District.

Khulna is one of the 64 districts of Bangladesh, a prominent southwestern district, which holds the rank of being the third largest city in Bangladesh. The district's economy thrives on the Sundarban, the world's largest mangrove forest and a UNESCO World Heritage Site, which provides a unique ecosystem and sustains various livelihoods. But as for healthcare sectors, they lack the progress needed to deal with the current health issues. Access to quality healthcare services remains a concern in some remote and rural areas of the district. Limited availability of specialised medical facilities and healthcare professionals can hinder the overall healthcare delivery. Public awareness and education about healthcare practices are also areas that may require attention.

There are a few agencies who provide emergency ambulance services, and there are a good number of hospitals available in Khulna District.

Khulna Medical College Hospital

Khulna City Medical College Hospital

Shaheed Sheikh Abu Naser Specialized Hospital

Islami Bank Hospital, Khulna

Ad-Din Akij Medical College Hospital

Khulna Healthcare Hospital Private Ltd

CMH Combined Military Hospital, Khulna

Jinnat Hospital & Diagnostic Center

Khulna Shishu Hospital

Khulna Diabetic Hospital

Nargis Memorial Hospital (Pvt) Ltd

Zohra Memorial Hospital & Diagnostic Center

Specialized Hospital

Prince Hospital Khulna

Infectious Diseases Hospital

Rasheda Memorial Hospital & Diagnostic

Cure Home General Hospital

Bangladesh Eye Hospital, Khulna

Khulna Pongu and General Hospital

250 Bedded General Hospital Khulna Bangladesh

Gazi Medical College & Hospital

Rainbow Heart and General Hospital

Khanjahan Ali Hospital

Khulna Sadar Hospital

Upazila Health Complex, Fultola

T.B Hospital

Surokkha Hospital and Diagnostic

Sami Hospital

South Zone Private Hospital

Khulna Life Care Hospital

Amira Banu Begum Maternity Hospital, Khulna

Digholia Upazila Health Complex, Khulna

Zahurul Haque Hospital

Khulna University Medical Center

Division Police Hospital

Khulna BNSB Eye Hospital

DAPS Hospital and Diag

Shandhani Clinic and Diagnostic Complex

Anwara Memorial Hospital and Diagnostic Center

Upazila Health Complex, Dumuria, Khulna

Community Respiratory Center, Khulna

KU & RDC Hospital

Khulna Eye Hospital

Upojila Health Complex, Rupsha, Khulna

Doctors Point

Afzalia Estate Kidney, Khulna

BRAC Maternity Center (BMC), Rupsha Niala, Khulna

Upazila Health Complex, Dacope, Khulna

Khulna Regional Cancer Hospital & Research Institute

Khulna City Hospital

General Hospital

BNS Upasham

M.R Central Hospital & Diagnostic Center, Zero Point, Bothiaghat, Khulna

National Hospital & Diagnostic Center

Balidanga UH & FWC. Batiaghata, Khulna

While some hospitals in Khulna have the capacity to support critical patients and offer ambulance services, the majority face challenges in providing advanced medical care. Many struggle with the availability of sophisticated equipment and a shortage of specialised doctors. As a result, a significant number of patients find it necessary to seek medical attention from doctors outside Khulna or get admitted to hospitals near Dhaka. Ensuring optimal medical treatment during transit becomes crucial in such cases.

To ensure the wellbeing of all sorts of patients, the emergency healthcare services provide all ambulance support necessary, such as,

Regular or Basic Ambulances

ICU Ambulances

NICU Ambulances

Air Ambulances

ASL (Advanced Life Support) Ambulances

Dead Body Carrier Ambulances

These ambulances offer comprehensive technical assistance essential for maintaining the stability of patients. They cater to individuals with a range of healthcare needs, from regular concerns to critical conditions, and possess the capability to provide essential support for critically ill neonates and adults, equipped with advanced life support apparatus. Each ambulance is staffed with nurses, Emergency Medical Technicians (EMTs), and paramedics, ensuring the continuous monitoring and maintenance of patients' health. The primary goal of these ambulances is to guarantee that patients receive the appropriate and necessary treatment during transport.

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mariacallous · 2 years

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Millions of children recently began their new school year—some of them for the first time in three years—and their learning will be shaped by the 62 million teachers welcoming them. October 5 is UNESCO’s annual World Teachers’ Day and, so, teachers merit a closer look.

Research typically finds that teachers are the most important component of formal education, and quality instruction one of the biggest contributors to student learning. A 2018 World Bank report on global and regional assessments in Africa found that teacher knowledge, teaching practice, and instructional time were the “most consistent sources of impact on student learning.” Teachers often get to know—and become invested in—children and their families for months, sometimes years at a time and teachers’ efforts not only influence students’ academic achievement but also their long-term success and well-being.

Teachers are also costly. Teacher salaries and benefits comprise the largest line item in any government’s education budget: about 75 percent of the education budget in the U.S. and 55 to 75 percent in low- and middle-income countries (LMICs). In fact, most LMICs spend about 10 percent of their entire government budget on teachers.

Even though teachers are essential to education success and constitute large parts of public sector budgets, there is a shortage of qualified teachers and currently an exodus of teachers from the profession. UNESCO estimates that nearly 69 million additional teachers will need to be recruited by 2030 for primary and secondary education alone. In the United States, many districts are facing a critical teacher shortage this fall. Teacher preparedness is a further challenge. In sub-Saharan Africa, 35 percent of primary teachers and half of all secondary teachers do not meet minimum qualification requirements.

The reasons for the shortage and lack of preparedness are complicated and result from interconnected topics such as school conditions and teacher policies; status, recruitment, and demographics of teachers; retention challenges; and both preservice teacher preparation and in-service professional development contours. In many places, teaching is a low-paid profession and is treated as easy-in/easy-out, nontechnical work. The COVID-19 pandemic exacerbated existing strains on teachers and as a result many left or are considering leaving due to health fears, societal disrespect, a lack of professional autonomy, and the effects of burnout.

The importance of quality teacher professional development

We believe the two most pressing issues here are (1) recruiting, preparing, and retaining sufficient numbers of qualified teachers; and (2) improving the way education offers teachers continuing and effective professional development. That first issue is particularly complex and requires confronting intertwined realities such as the unfairly low status of teaching as a profession, frequently untenable work conditions, and the lack of promotion opportunities. These cannot be addressed without transforming whole education systems, which requires engaging with the complex combination of a country’s commitment to education, its overall financial health and donor relationships, its political economy, and various longstanding cultural and gender histories. The tasks can seem, frankly, overwhelming.

The second issue is slightly easier to undertake: the need to design and deliver high-quality teacher professional development (TPD) to all teachers in ways that allow them to grow and learn more, stay up-to-date, and succeed in their work of supporting children to learn and grow in the 21st century.

Increasing the knowledge and skills of teachers to prepare children to thrive is essential. Improving TPD at scale will improve teaching and learning for whole populations, keep effective teachers in the profession longer, and contribute to the success of the many promising education innovations currently being developed and implemented. Just about every education innovation—including those connected to ed tech, foundational literacy and numeracy, and socioemotional development—requires modifying and improving teacher practices. TPD also provides an important opportunity for focusing on equitable teaching and learning, inclusive instruction, and curricula that correspond directly to students’ lives and goals.

Yet, education reformers struggle to design and deliver TPD across regions or whole countries. Almost every partner that the Millions Learning project at the Center for Universal Education has collaborated with has faced challenges scaling teacher training within their broader education scaling efforts. Even when their initiatives are not primarily focused on teacher training, preparing and supporting teachers to deliver the initiatives at large scale and with impact carries challenges—including those related to capacity, affordability, equity, and sustainability. Given this, it is clear that educational improvement requires reckoning with how to scale TPD effectively, efficiently, and equitably.

Not as easy as it might sound

Over the past 20 years, the fields of teacher education and professional development have learned a lot, and small-scale teacher development efforts can be very good. However, this body of research, theories, and best practices has often not translated into quality, cost-effective TPD at large scale.

What works at small scale does not automatically work at large scale. Identifying and training sufficient numbers of teacher instructors who are familiar with the local contexts and who can provide ongoing, in-person mentoring or coaching that fits the particular teacher’s situation is difficult, as is reaching large numbers of teachers in meaningful ways. Economies of scale can result in diluted effects.

High-quality TPD is expensive. But cheap TPD’s effects often quickly fade or are washed out by the system. Quantity and quality often oppose each other. Hybrid models might offer one opportunity for striking this balance.

Policymakers—especially at the national government and district levels—struggle to find good information on how to put evidence-based TPD into practice. It is too often assumed that any TPD program will automatically work, that teacher attendance equals teacher learning, or that delivering quality TPD is simple. In fact, none of those is true.

It is tempting to assume technology will solve the challenges of scaling TPD, but technology “will not make a bad teacher professional development program better. The use of technology can, in fact, make TPD programs worse,” such as when the technology frustrates or alienates the participants or excludes those without access or know-how.

Common approaches to assessing TPD efforts are insufficient. Most large-scale TPD programs are currently evaluated by way of teacher attendance numbers, participant feedback surveys, or quick self-reports at the conclusion of the training, which result in a dearth of information on whether the training is having concrete, extended, positive effects on teachers and students. Conducting longitudinal, mixed-methods studies of TPD quality or the effects of different models is rarely incentivized.

How to move TPD forward?

Designing, adapting, and scaling quality TPD is not simple, but it is critical—and therefore an area on which we in Millions Learning have chosen to focus. Offering lasting, effective teacher development at scale requires knowledge of the particular teachers themselves and contemporary theories of adult learning, experimentation with innovative training models that include in-person coaching and project-based learning, and smart uses of technology. It also requires thoughtful research, meaningful partnerships among TPD groups and their government partners, and a long-term commitment.

We at Millions Learning look forward to embarking on just such a project in the coming months. There are many wonderful TPD efforts and teams out there and we wish to work with them, learn alongside them as they test out different scaling strategies, and support their ability to improve education by way of increased teacher quality, retention, and impact on our world’s students. We believe that teachers can change the world—and we hope to contribute to that indispensable goal.

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visamintglobal · 2 months

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Unlocking Opportunities: Discover Job Openings in Malta, Europe's Hidden Gem!

European countries are highly sought-after for their employment opportunities, educational excellence, and exceptional quality of life. Among these, Malta stands out as an exceptional destination. Nestled in the Mediterranean Sea, Malta is an enchanting island with pristine beaches and diverse landscapes.

This Southern European gem is currently experiencing economic growth, leading to a demand for both skilled and unskilled workers. With a limited local workforce, Malta heavily relies on foreign talents to fuel its thriving economy. This creates a promising scenario for Indians already residing in Malta and those aspiring to study or work in this picturesque nation.

Under the Specialist Employee Initiative (SEI), various highly skilled job positions are available, designed to attract foreign workers with the necessary qualifications and work experience in their respective fields. Here are some of the sectors with open positions in Malta:

Accounting and bookkeeping clerks

Administrative and executive secretaries

Advertising and marketing professionals

Building construction laborers

Car, taxi, and van drivers

Chefs

Contact center information clerks

General office clerks

Managing directors and chief executives

Manufacturing laborers not elsewhere classified

Messengers, package deliverers, and luggage porters

Office supervisors

Security guards

Shop sales assistants

Software developers

Waiters

Beyond its economic appeal, Malta is renowned for its status as a tourist hotspot. The island boasts historical landmarks, crystal-clear blue waters, and a vibrant cultural scene. The captivating island of Gozo, known for its scenic beauty and historical sites, is a significant attraction for tourists. Valletta, the capital city of Malta, is not only a UNESCO World Heritage site but also celebrated for its impeccably preserved historic architecture.

For international students, Malta proves to be an excellent study destination. Numerous universities and institutions offer a diverse array of courses spanning arts, humanities, sciences, engineering, and medicine. Many of these educational institutions have partnerships with top British universities, enriching the academic experience for students.

In essence, Malta is not just a place to explore job opportunities but also a destination that offers a rich blend of cultural experiences, historical wonders, and top-notch education.

Furthermore, Malta is viewed as a gateway to employment opportunities and higher education in other European and Western countries. Studying and working in Malta not only offer valuable experience but also serve as a stepping stone for individuals aspiring to pursue further education or employment in various European nations. The Schengen visa is a requisite for entry into Malta, and VisaMint Overseas Services stands ready to assist with all visa-related needs, including application and documentation, serving as a reliable partner for a smooth process.

#MaltaEducation #MaltaJobs #MaltaCareers #JobOpportunitiesMalta #MaltaEmployment #EducationInMalta

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hardynwa · 3 months

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Poor education funding fueling kidnapping — ASUU

The Academic Staff Union of Universities, Akure zone, compromising of the leadership of academic staff members of public universities in Osun, Ondo and Ekiti States, on Monday decried poor funding of the education sector. Addressing journalists ahead of the zonal meeting of the union held in Obafemi Awolowo University, Ile-Ife, Osun State, ASUU Akure Zonal Coordinator, Dr. Adeola Egbedokun, said poor funding of education was contributing to the rising wave of violent crimes, especially kidnapping in the country. Egbedokun who was flanked by ASUU chairmen of OAU, Anthony Odiwe, Federal University of Technology, Akure, Pius Mogaji, Ekiti State University, Sola Afolayan, Federal University, Oye-Ekiti, Abayomi Fagbuagun, and University of Medical Sciences, Ondo, Abraham Oladebeye, also accused the federal government of reneging on its promise to discard Integrated Personnel Payroll and Information System for paying university lecturers. He said, “The government is insincere about funding education. They are insincere because how can successive administrations arrange several meetings where agreements were signed and such agreements would not be implemented? What has taken us to this particular quagmire is that the government failed to own up to the agreements signed with ASUU. “At this point again, we have to talk about the 26% budgetary allocation which of course is the yardstick set by UNESCO. If the government is sincere, definitely government will definitely know that it is the only solution to the present problem that we find ourselves in. “Most of these people that are creating insecurity, the hoodlums, perhaps it was because they didn’t have sufficient education. If education had been properly funded, definitely there wouldn’t have been any need for agitation from members of staff because they would have been paid. “Presently as we talk some people are hiding in the bush looking for who to kidnap because the government has surreptitiously removed them from having education. Education happens to be the only saving grace for people to live a good life. “If this continues, we are talking about economic hardship, it won’t be a case of what ASUU is going to get, but it is going to be the case of what is going to be the next accident for the nation.” Speaking further, Egbedokun said the use of IPPIS to pay part of the withheld salary of ASUU members was against the agreement reached with the union, adding that many of its members are still being owed several months of promotion arrears, ranging from 6 to 36 months. Demanding immediate release of promotion arrears of ASUU members, the ASUU Coordinator, also reaffirmed the earlier decision of the union rejecting enforcement of Core Curriculum and Minimum Academic Standard, saying the development of curriculum remains an exclusive duty of the Senate of each university. He chided the government for disregarding agreement tailored towards the welfare of the lecturers and the universities, noting that despite the good intention of ASUU, the government has continued to unleash hardship on the university system, noting that Nigerians should not blame the union for continuous industrial unrest on campus. Read the full article

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5545321 · 7 days

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Vocational Education and Training Market Worth $896.01 Billion by 2029 - Exclusive Report by Meticulous Research®

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Hence, the growing participation of the major regions in VET and growing investment by major countries are driving the adoption of VET.

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