What motivates young activists – and what empowers them to drive for change? This episode of Beyond School Books features two young people who are working to build bridges between different communities.
See more at: http://www.educationandtransition.org/resources/podcast-79-two-young-activists-on-driving-change/
Find out more about open source software and open educational resources (OER), so that you can use them in your teaching and learning.
Read more at: http://onlineanddistancelearning.com/open-source
Kneading and shaping dough is second nature to Madam Chua Chay Cheng. The 92-year-old hawker, after all, sold traditional Teochew snacks for more than 40 years.
After her husband, a cook, died in 1971, she became a hawker to support her eight children, who were between seven and 15 then.
Her story of resilience is celebrated by Mr Sinma DaShow, 39, in the last
chapter of his book, Not For Sale: Singapore's Remaining Heritage Street Food Vendors, which focuses on 10 women hawkers. The book's launch is part of this year's Singapore HeritageFest.
Partially funded by the National Heritage Board, the book, which includes black-and-white photographs, took 21/2 years to produce. Co-authored by Singapore-based photographer Jim Orca, 39, it is being sold for $88 on website
DFID is exploring the analytical frameworks used to assess the support market system for startup businesses in the ICT and agribusiness sectors. The review of analytical frameworks will help inform a Terms of Reference (ToR) for carrying out startup ecosystem assessments in Ghana and Kenya. This Helpdesk Request supports this effort by providing an overview of the analytical frameworks, not by outlining the forms of startup support available for these sectors.
The frameworks of interest include “M4P and other frameworks and methodologies that have been used to evaluate the 'ecosystem' for innovative, technology-oriented startup businesses in a particular country.” The ToR will be for a project assessing the forms of “support available locally for entrepreneurs in both the ICT and agribusiness sectors including university-run programmes, business incubators/accelerators, training providers and financiers (angel investors and VCs).” The analytical frameworks would need to help evaluate existing institutions, gaps in the provision of support and ways in which the ecosystems may best be strengthened. To reiterate: the request is for a discussion of available frameworks, not for startup ecosystem assessments.
Read more at: http://zunia.org/post/analytical-frameworks-for-assessing-ict-and-agribusiness-ecosystems-for-application-in-ghana-an
IT “roadmap” needed to help schools’ quest for knowledge society
Macau has the environment, the facilities, and the territorial size suitable to create a digital education system that will help Macau’s development towards a knowledge-based society, a scholar said in an international conference on Information and Communications Technology (ICT), often also called Information Technology (IT).
“The local government has done a great job in investing in ICT infrastructure. It shows the government’s commitment to creating the ICT enabling environment,” said Sanjay Nadkarni, Director of Research and Associate Professor at the Emirates Academy of Hospitality Management, Dubai, who is also a Visiting Research Fellow at the City University. “And what we educators should do is to complement this effort by doing research that demonstrates which kinds of technologies are good for what type of courses,” he added.
Information and Communication Technology (ICT) provides enormous opportunities and avenues for national development. Women in particular are not supposed to use ICT for marketing and advertising alone, but to use the technology for information gathering and sharing of knowledge. There is, therefore, the need for the country to adequately train women in the use of ICT.
See more at: http://www.ghanabusinessnews.com/2013/07/15/women-empowerment-in-ict-a-step-towards-development/
South Africa's Council for Scientific and Industrial Research (CSIR) is providing multimedia tablets and training to 160 teachers at 11 schools in the Eastern Cape as part of a project that aims to develop a mobile teaching model that can be applied countrywide.
The CSIR's Meraka Institute said on Friday that it had completed a one-year pilot phase in which 17 teachers at Arthur Mfebe Senior Secondary School in Cofimvaba were trained in using digital content on tablets to support traditional teaching and learning.
A comprehensive mobile learning curriculum had been developed for this purpose, the CSIR said, and learnings from the pilot phase were being applied in the first phase of the project, which would see tablets rolled out to 11 additional schools over the next two years.
The rollout began on Friday, and would be followed by a second phase, starting in 2014, in which tablets would be rolled out to a further 14 schools.
Read more at: http://allafrica.com/stories/201307231235.html
Download and read syntheses of key lessons drawn from evaluation and completion reports on your mobile readers. The Independent Evaluation Department has converted 20 of its information briefs into ebooks that you can load on your tablets or smartphones. Titles include: Evaluation Lessons of a Global Financial Crisis for Asia and ADB; Sharpening the Operational Focus on Inclusive Growth; Improving Project Success through Effective Communication and Participation; Improving Road Safety in Asia and the Pacific.
Link: http://www.smashwords.com/profile/view/adbevaluation ;
This report analyzes the growth and evolution of applications for mobile phones, focusing on their use in agriculture, health and financial services, as well as their impact on employment and government. It also explores the consequences for development of the emerging “app economy”, summarizing current thinking and seeking to inform the debate on the use of mobile phones for development. It’s no longer about the phone itself, but about how it is used, and the content and applications that mobile phones open.
Read more at: http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLOGIES/0,,contentMDK:23190786~pagePK:210058~piPK:210062~theSitePK:282823,00.html
