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Manifesto for Cultural Education in the Midlands.
#1
The 2019 Forum will be hosted by the University of Warsaw, Poland on 14-15 February 2019. Its primary target audience are vice-rectors for academic affairs, deans, programme directors, academic staff and researchers interested in learning and teaching. The Forum also welcomes the participation of students, policy-makers and other stakeholders in higher education.On behalf of the whole University community, a warm welcome to you all! Thank you for choosing to contribute to this dialogue. Thank you for choosing to come and join us at the University of Warsaw! Welcome home. This is your space too.
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#2
We are pleased to invite you to participate in the 7th Taiwan-Thailand Higher Education Forum (2019) which will take place on July 22 – 23, 2019 in Bangkok, Thailand. The Forum will be hosted jointly by King Mongkut’s University of Technology Thonburi (KMUTT) and Office of the Higher Education Commission (OHEC) Thailand.The aim of Taiwan-Thailand Higher Education Forum is to bring together leading academicians, research scholars, and industrial experts to share their experience and ideas about all aspects of higher education. The theme of the Forum is “Taiwan-Thailand Partnership for Fostering Innovative Learning, Outcome-based Education, and Skill Development Through Industry Collaborations”.
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#3
Tabular data are shown from the American Community Survey (ACS) conducted by the US Census Bureau. The 2017 data is a summary of surveys conducted over the prior 5 year period (2013-2017). Each table contains the following data: Population of School-Age Children in the 3-17 yr old and 5-17 year old age ranges. For each population, data presented include the number of students enrolled, number of students not enrolled, and the percentage of not enrolled students. Separate tables are shown for:We believe that each country should be assuring that all children are educated. Each child has a right to a quality education so they can become who they are meant to be. We never know which children will grow up
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#4
A report from UNESCO summarizes the recent global information on 263 million children not in school. This number represents 1/5 of the global population eligible to attend primary and secondary schools settings of any kind. In addition, there are more than 125 million young children who lack basic reading and writing skills. Furthermore, it is estimated that at least 60 million children are refugees and/or “on the run” from oppression and other traumatizing issues. Their chances for success in life are less likely than their educated peers and their risk of undesirable conditions is likely to be greater.
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#5
We, as ambassadors for WEF-USA and the World Education Forum (Global), have our work cut out for us. It is also clear that collaborations among and between world educators, associations, policy makers and learning communities can and will make a difference in bridging this global, national, and humanistic divide! Together we can share challenges and successful strategies as we bring this relatively unknown issue to the forefront of our conversations and subsequent actions.We believe that each country should be assuring that all children are educated. Each child has a right to a quality education so they can become who they are meant to be. We never know which children will grow up
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#6
Digital Competence and Multilingualism have been acknowledged as key skills for the 21st century by EU. Digital Literacy was included as one of the eight essential skills, in the Recommendation on Key Competences for Lifelong learning. In the EC’s 2010 Digital Agenda for Europe, Digital Literacy is one of its seven pillars. However, most Language Teachers lack sufficient Digital Competences and they cannot use all available digital tools to advance their teaching practices and their professional development. Furthermore, they detain their students’ digital skills since they avoid using new innovative digital tools in their teaching practice. Organizations delivering language training often lack the knowledge of deployment and the sustainable use of information and communications technology (ICT), even if their staff obtains the right digital competences. All these result in not being able to fulfill National and EU educational policy goals regarding digital education.
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#7
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