Causes of Climate Change Impacts of Climate Change WORKSHOP Developing a Pan-Africa Indigenous Knowledge

Size: px
Start display at page:

Download "Causes of Climate Change Impacts of Climate Change WORKSHOP Developing a Pan-Africa Indigenous Knowledge"

Transcription

1 Causes of Climate Change Impacts of Climate Change WORKSHOP Developing a Pan-Africa Indigenous Knowledge Systems-Informed Climate Service Platform and Strategy for Natural Resource Management and Sustainable Livelihood Indigenous Knowledge Adaptation and Mitigation Strategies June 2017 Durban, South Africa

2 1 P a g e Prof. Hassan.O. Kaya Prof. Joseph. Z. Matowanyika DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa (Chair and Convener) Indigenous Knowledge Systems, Environment and Lifelong Learning, Chinhoyi University of Technology, Zimbabwe Dr. Mayashree Chinsamy Dr. Yvette E. Smith DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa Dr. Richard R. Muita Mr. Faustine Ninga Institute for Meteorological Training and Research, Nairobi, Kenya United Nations Programme (Environment), Dar es Salaam, Tanzania Mr. Protus Onyango Dr. David E. Smith Pan-African Media Alliance for Climate Change, Nairobi, Kenya DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa Core Indigenous Knowledge Systems Working Group Members 1

3 2 P a g e TABLE OF CONTENTS TABLE OF CONTENTS... 2 BACKGROUND TO WORKSHOP... 3 THE VALUE PROPOSITION OF A PAN-AFRICA INDIGENOUS KNOWLEDGE SYSTEMS-INFORMED CLIMATE CHANGE PLATFORM... 5 DEVELOPING A PAN-AFRICA IKS-INFORMED CLIMATE INFORMATION SERVICE (CIS) KNOWLEDGE MANAGEMENT AND COMMUNICATION STRATEGY... 8 Terms of Reference:... 8 ACTION PLAN FOR AN IKS-INFORMED CIS KNOWLEDGE MANAGEMENT AND COMMUNICATION STRATEGY ( )

4 3 P a g e BACKGROUND TO THE WORKSHOP IN ADDIS ABABA The African Climate Policy Center (ACPC) of the United Nations Economic Commission for Africa (UNECA) organized a knowledge management (KM) partnerships and communications workshop in Addis Ababa (Ethiopia) from 24 to 26 May 2017 in Addis Ababa, Ethiopia. The workshop took place within the context of the Weather and Climate Information Services (CIS) for Africa (WISER) Programme. The thinking behind establishment of WISER is that: Africa s increasingly variable weather and climate threatens development. Agriculture and food security, water, energy, infrastructure, and health are already sensitive to weather related shocks. Rising temperatures, changing rainfall patterns and climate-related disasters (especially floods and droughts) will erode gains in poverty reduction and set back economic development The WISER programme is composed of two components: The East Africa component whose implementation is led by the UK Met-Office; and The Pan-African component led by ACPC. The objective of the WISER Pan-African component is to strengthen the governance and enabling environment for climate information services uptake and use in Africa, including evidence on impact, donor coordination, and protocols for sharing data. In order to deliver on the foregoing objective, Knowledge Management (KM) was identified as an important link to facilitate harnessing information and knowledge and to ensure channelling to beneficiaries across the African continent. Further, KM has to work closely with the communications efforts to ensure that climate information and knowledge address specific needs of beneficiaries, and are delivered in a timely manner, in the right language and format, and using the most efficient dissemination channels. The objectives of the WISER Knowledge Management (KM) partnerships and communications workshop in Addis Ababa (Ethiopia) May 2017, were to: 1. Convene key WISER Pan-African and East Africa KM partners, including knowledge networks and beneficiaries, to agree on modalities for a knowledge collaboration partnership ; 2. Share lessons from participants representing climate information and development KM functions, in both the Pan-African and East Africa WISER components ; 3. Identify the key elements of a KM strategy for supporting a robust CIS delivery; 4. Led by the East Africa component, discuss the knowledge management implications of CIS co-production; 5. On basis of stakeholder mapping by the Pan-African component, explore a mechanism for identification of knowledge gaps, in line with the needs of climate information beneficiaries in Africa. 3

5 4 P a g e FOLLOW-UP WORKSHOP IN DURBAN As a follow up to the implementation of key actions from the WISER workshop in Addis Ababa, the Department of Science and Technology (DST)- National Research Foundation (NRF) Centre in Indigenous Knowledge Systems (CIKS) at the University of KwaZulu-Natal, Durban (South Africa), took the initiative to convene a workshop of IKS stakeholders from East and Southern Africa from 14 to 15 June 2017 in Durban, South Africa, to develop a Pan-African IKS-informed Climate Information Service (CIS) Knowledge Management platform and Communication Strategy within the Pan-African WISER component. Details of the platform and strategy are provided in the following sections. 4

6 5 P a g e THE VALUE PROPOSITION OF A PAN-AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS-INFORMED CLIMATE CHANGE PLATFORM During the workshop discussions among the different stakeholders at the WISER workshop in Addis Ababa (24-26 May 2017), the importance of African Indigenous Knowledge Systems in climate change information service was emphasized. This was meant to make conventional weather services more relevant and accessible to African local communities. The argument advanced was that indigenous knowledge weather forecasting practices are inbuilt African indigenous cultures, established after long years of observation of their respective natural environments. It is mostly the only knowledge accessible, affordable and actionable source of weather and climate information for sustainable community livelihood. Most African local communities tend to perceive conventional weather information as unreliable and untimely. African local communities in their diverse ecosystems and cultures make use of biotic indicators to predict future weather conditions. However, research also reveals increasing pessimism about the viability of indigenous weather forecasting mechanisms. This is attributed to a number of factors: Extinction of some biotic species that were used for weather forecasting; Expansion of modern education and monotheistic religions which undermines the claimed rationality of indigenous knowledge; Precarious survival of indigenous weather forecasting skills is further undermined by poverty; Lack of clear knowledge transfer mechanisms and poor documentation of IK-related climate information. Therefore, the limitations of indigenous and conventional weather information service systems necessitate the need for research on the status of indigenous weather forecasting practices among different African ecosystems and cultures and ecosystems before they vanish beyond possible recovery; and integrating the experience of modern science and indigenous knowledge for more rigorous weather forecasting. It is this consideration which led to the initiative of developing a Pan-African Indigenous Knowledge Systems-Informed Climate Change Information Service (CIS) platform. Development of the platform took the following aspects into account: 1. Why such a platform? African IKS pertaining to weather have not been fully integrated in climate change information services. This has led to existing weather information services to lack relevance to local communities. The platform will serve as a coordinating tool for interfacing conventional/existing weather information services and indigenous knowledge systems-based climate (change) information services. This will make conventional weather information services more culturally and ecologically relevant and accessible; The platform will assist in building an interactive multi-media database informed by the nature and processes of production, sharing, storage and application of IKS-informed climate information which are culturally and linguistically specific. 5

7 6 P a g e 2. Why will it work? The holistic and multidisciplinary nature of IKS provides the platform with the opportunity to engage diverse stakeholders from across disciplines, cultures and ecological zones for the sustainability of the platform. The complementarity of knowledge systems makes the platform a unique tool for climate change research, innovation, policy development and human capital development. The interactive multi-media database will have the capacity to synthesize modern climatic information systems informed by community-based knowledge systems that will be applicable across biomes and regions. The identified gaps and strengths of the two climate information systems will be accommodated by the complementarity of the knowledge systems to mitigate impacts of climate change and variability. 3. How will such platform help Africa better understand climate change and policy taking and making: The development of the a Pan-African Indigenous Knowledge Systems-Informed Climate Information Service (CIS) platform is in line with the broader objectives of the Weather and Climate Information Services for Africa (WISER) Pan-African component which includes the strengthening of climate information governance and providing an enabling environment for climate information services uptake and use in Africa; The platform will provide an understanding of the importance of IKS in explaining critically the symbiotic relationship between ecosystems and human dynamics for climate change adaptation and mitigation. This includes the correlation between habitat, ecosystem services, culture including language, natural resources and their collective impact on community livelihoods in terms of food security and nutrition and energy needs in the face of climate change and variability; The research and documentation of African cultural and ecological histories, including indicators of natural early warning systems and innovative adaptation strategies to climate variability and change will provide a clear and broad conceptualization of climate change and variability in the African context across time. This will provide foundation for devising policy strategies which are culturally and ecologically specific. It will also identify IKS-based commonalities in ecologically and culturally comparable zones for climate change policy development and implementation. The holistic and multidisciplinary nature of an IKS and climate change platform gives stakeholders from diverse backgrounds including disciplines, sectors and cultures across the continent, an opportunity to engage in innovative climate information service policy development; The involvement of local communities, as producers and end users of climate information, at all stages of developing the IKS climate change platform creates community ownership and sustainability of the process including policy development and implementation. This will mitigate the disjuncture between policy makers and communities. 6

8 7 P a g e 4. Structure of the Platform Secretariat DST-NRF CIKS Link to related platform Pan Africa IKSinformed CC Platform Partners and collaborators Registered members Thematic Working Groups The Secretariat DST-NRF CIKS will be the Secretariat for the platform - vested with leading, coordinating, convening and communication roles Platform members The platform will consist of registered members with clear roles Working Groups Thermatic working groups will be established to work on various aspects, to inform the platform Partners/collaborators Partners and collaborators form an important part of the platform, including support for implementation of various actions Links Establishing links with related platforms and the wider community to improve cross learning among platform members 7

9 8 P a g e DEVELOPING A PAN-AFRICAN IKS-INFORMED CLIMATE INFORMATION SERVICE (CIS) KNOWLEDGE MANAGEMENT AND COMMUNICATION STRATEGY In the context of the outcomes of the Knowledge Management (KM) partnerships and communications workshop held in Addis Ababa (Ethiopia) from 24 to 26 May 2017, IKS was identified as one of the major component in developing both a partnership framework and a strategy to guide the KM and communication work within the Pan-African WISER programme. The strategy is an important tool in operationalizing the platform, especially through mapping out key start up activities that will inform the platform. This is outlined in detail as follows: Terms of Reference: As part of the core team the IKS stakeholders took the initiative to develop a consolidated IKSinformed CIS Knowledge Management and Communication strategy which took into account the WISER key components to address the following: 1. Collaboration between East Africa and Pan-African components in KM The partnering of the East Africa and Pan-African components will address the objectives of WISER on the issue of climate change and variability. This will be done through the interface of IKS-informed CIS with existing CIS to strengthen the governance and provide an enabling environment for CIS uptake and use in Africa, including evidence on impact, donor coordination, and protocols for sharing data. 2. Guidelines for engagement with other initiatives such as BRACED, FCFA etc. Multi-trans disciplinary, multi-sectoral and holistic nature of an IKS-informed CIS provides a platform to work with other stakeholders; (ii) Mobilisation of community-based governance structures; (iii) Leveraging of local human and natural resources, local institutions, NGOs at grassroot level, producers and end-users of IKS-informed CIS; (iv) Engage proactive communication channels and plans (PAN-African Media Alliance for Climate Change (PAMACC) Climate for Development for Africa (CLIMDEV-Africa) and local community radio stations such as Radio Network (RANET), African Women s Development Fund (AWDF), Women s Leadership and Training Programme (WLTP), Association of Media Women in Kenya (AMWIK), social media platforms e.g. Cell phones, Whatsapp, Facebook, Twitter, Media Centres (e.g. newspapers, local languages), Young African Lawyers Programme, Climate Action Network (CAN), ForumCC, regular knowledge sharing through consultative meetings, webinars, training workshops, conferences). 3. Alignment with other KM strategies and processes in CIS This will be done through joint planning meetings and information sharing in IKS-informed CIS activities that are relevant. This will target stakeholders (scientists) who influence policy, carry out research and documentation to humanize CIS through case studies that involve African local rainmakers and climatologists, and identify strategic partners (individuals and organizations) to expand networks across disciplines and sectors: 8

10 9 P a g e Through close coordination and collaboration with established initiatives and institutions at national, regional, continental and international levels; Participation in the ongoing human capacity development initiatives such as curriculum development, short courses and training; Regular review of various knowledge management strategies and processes in CIS; Formalized partnerships, networking and communication with ongoing initiatives for KM brokerage; Interface IKS-related climate information with conventional CIS to facilitate the transformation of existing CIS to become more accessible and relevant to local communities. This complementarity will be achieved through co-production and codesign for strengthening and improving CIS with due consideration for Intellectual Property Rights (IPR); Creating a one-stop interactive-georeferenced multi-media IKS-informed CIS database, which is culturally and linguistically acceptable; Develop joint monitoring, evaluation and learning strategies that produce specific IKSinformed CIS with clear indicators, best practices and models. 4. Build on experiences of other KM initiatives in CIS (e.g. the Africa Adapt) Conduct national, regional, continental and international baseline studies to identify the experiences of other IKS-informed CIS KM initiatives (Meta-analysis); Conduct field research to document cultural and ecological histories, e.g. IKS-informed CIS early warning systems and innovative adaptation strategies; Collate case studies from non-documented platforms (Universities and other research institutions databases); Undertake a SWOT (Strength Weaknesses Opportunities and Threats) analysis of other KM initiatives in CIS; Develop matrices reflecting the interconnectedness and symbiosis between IKS- Informed CIS and other KM initiatives in order to identity entry points for different initiatives; Take advantage of infrastructure developed by other KM and communication initiatives. 5. Mechanisms for reporting back on the performance of the IKS-Informed CIS platform. Facilitating continuous participation of all stakeholders in co-production and codesign in the performance and relevance of the IKS-informed CIS platform; Regular monitoring and reporting of IKS-informed indicators and best practices; Feedback from end-users through multi-media channels; Annual, intermediate and end-term performance evaluation of the IKS-informed CIS; Biannual internal meetings. 9

11 10 P a g e 6. Mechanisms for engaging the wider CIS community (communications) a. The IKS-informed CIS will be representative and gender sensitive in its endeavor to: Develop and implement a consultation strategy as a mechanism to engage the wider CIS community; Produce an accessible and relevant IKS-informed multimedia system; Use integrated information and communication technologies and platforms; Address targeted diverse end user groups and stakeholders; and Be culturally and linguistically acceptable in terms of norms and values. b. Participate and organize exhibition events; c. Engage strategically with journalists and the media in general. The Strategy answers the following questions: 1. What will the strategy achieve? Pan-African IKS-informed Climate Information Service (CIS) Knowledge Management and Communication Strategy will encompass a synthesis of climate knowledge systems, which includes IKS, citizen science and conventional climate science. This will mitigate the disjuncture between knowledge producers and end users: a. Interface IKS-related climate information with conventional CIS to facilitate the transformation of existing CIS to become more accessible and relevant to local communities; b. Strengthening of local communities as end users of ecological infrastructure for successful development and implementation of climate information services; c. Preservation of IK-related climate information comprising three sets of attributes (i) culture (ii) factual knowledge (iii) articulated KM systems; d. Build on experiences of other KM initiatives in CIS (e.g. the Africa Adapt); e. Devise a holistic and multi-disciplinary stakeholders IKS-informed approach to climate change research, innovation, policy development, and human capital development; f. Integrating IKS informed climate change information and conservation initiatives which are culturally and ecologically specific for sustainable livelihoods; g. Provide stakeholders from diverse backgrounds with an opportunity to engage in innovative policy development in an IKS-informed CIS strategy; h. Enhance IKS-informed CIS research, innovation and human capital development; i. Map IK-related climate change resources (natural and human, climatic and non-climatic stressors) as hotspots and best practices for dissemination to wider audience/stakeholders. Consolidate community-based structures (traditional leadership, women groups, youth groups, traditional health practitioners) to build a foundation for a community-owned and sustainable IKS-informed CIS; j. Promote coordination and partnerships among IKS-targeted stakeholders to complement CIS; k. Facilitate integration of IKS- informed CIS into educational and lifelong learning systems as part of contributing to Sustainable Development Goal (SDG 4); 10

12 11 P a g e l. Facilitate the translation of broad definitions of climate science into locally acceptable and accessible CIS; m. Enhance networking, regional collaboration and cross learning on IKS-informed CIS; n. Governance, Monitoring and Evaluation of IKS climate change information; o. Strengthening mechanisms for engaging with the wider IKS-informed CIS community. 2. Which audience/s will it address? Taking into consideration the holistic and community-based nature of IKS-informed CIS there is need to engage with all stakeholders including: farmers and other community members, opinion leaders, urbanized and rural communities, women and youth organizations, traditional leaders, traditional health practitioners, schools, researchers, policy and decision-makers, government departments, specialist users of climate information, transport sectors, communication experts, and the media, funders and donors (resource mobilization), development agencies, traders, conservation NGOs, tourism sector, energy sector. 3. How will communications be integrated? Develop an accessible and relevant IKS-informed communication multimedia system. This will use integrated information and communication technologies and platforms that target diverse co-producers, end user groups and stakeholders that are culturally and linguistically acceptable in terms of norms and values: a) RANET (local community radio stations), social media platforms e.g. Cell phones, Whatsapp, Facebook, Twitter, Media Centers (e.g. newspapers, local languages) b) Local community structures: village/town criers, traditional leaders, women groups, youth groups, religious organizations, civic organizations, schools, extension workers, community-based social networks, political parties, development agencies, c) Use of relevant contextual language, terminologies, art forms (visual, performing, paintings, ceramics, indigenous games); d) International, regional communities meetings on climate change, e.g. UNESCO cultural heritage platforms; e) Indigenous environmental and climate lexicons and dictionaries in local languages; f) Shared communication systems / languages; 4. a) How will KM be used to engage users and producers? Through co-production and co-design of research, innovation, human capital and knowledge brokerage activities. b) How will information cascade from users to policy? a) Train communication experts and workers in IKS-informed CIS and in linguistically and culturally acceptable norms and values; b) Use of existing information platforms and networks to engage; share knowledge and experiences; 11

13 12 P a g e c) Use of creative arts (performing, paintings, ceramics, indigenous games); d) Translate IKS-informed CIS knowledge into policy and action including policy briefs, consultative meetings with policy and decision makers and advisors. c) KM value chains: a) Consider the pathways and stakeholders involved in sourcing information, packaging, storage and dissemination; b) Research, innovation, human capital development, enterprise development, legal (IPR); c) Multi-facetted approach to communicate IKS-informed CIS using the following channels: local community radio stations (RANET), social media platforms e.g. Cell phones, Whatsapp, Facebook, Twitter, Media Centres (e.g. newspapers, local languages); d) Use of existing information platforms and networks to engage, share knowledge and experiences (village meetings, traditional councils, traditional leaders, creative arts, village criers, village markets, transport hubs, mobile phones, local newspapers, radio); e) Identify strategic partners (individuals and organizations) to expand knowledge networks and KM systems across disciplines and sectors; f) Establish an IKS-informed leadership to coordinate knowledge, communication networks and KM systems; g) Capacitate relevant stakeholders. 12

14 13 P a g e ACTION PLAN FOR AN IKS-INFORMED CIS KNOWLEDGE MANAGEMENT AND COMMUNICATION STRATEGY ( ) OBJECTIVES ACTIVITIES MILESTONES INDICATORS (With 1. Interface IKS-related climate information with conventional CIS to facilitate the transformation of existing CIS to become more accessible and relevant to local communities. 2. Strengthening of local communities as end users of ecological infrastructure for successful development and implementation of climate information services 3. Preservation of IKrelated climate information comprising three sets of attributes (i) culture (ii) factual knowledge (iii) articulated KM systems; 4 Build on experiences of other KM initiatives in CIS (e.g. the Africa Adapt) Co-production and co-design of IKSinformed CIS Facilitate continuous participation of local communities as end users i. Documentation of cultural and ecological histories ii. Establish a resource database hub iii. Link with the Global Climate Observing Systems in countries so that data from all sources becomes available for improved forecasting systems; iv. Enrich existing CIS infrastructure through interfacing with IKS i. Undertake a SWOT (Strength Weaknesses Opportunities and Threats) analysis of other KM initiatives in CIS; i. IKS-informed CIS Platform launched ii. Co-production and co-design protocols developed iii. Reports iv. Field Manuals generated v. PG students supported i. Engagement workshops organized per country i. Comprehensive Research Report (Year 1-2) ii. Database established (Year 2) iii. Formalized communication iv. Formalized linkage system i. Comprehensive Research Report (Year 2-3) ii. SWOT analysis report iii. Draft conceptual matrix (Year 1) Timeframes) i. Completed web-based platform (end of year 1) ii. A viable protocol document (end of year 1) iii. Comprehensive report (end of year 1) iv. Field Manuals v. At least 3 PG students per country (end of year 3) i. At least 2 workshops per country (Year 1-3); ii. Number of workshops participants (Year 1-3) i. Completed Research Report ii. Number of signed MOUs iii. Operational linkage system i. Comprehensive Research Reports; TIMELINES RESPONSIBILITY CIKS, PAMACC, UKZN * CIKS, PAMACC, CIKS, PAMACC, CIKS, PAMACC,

15 14 P a g e OBJECTIVES ACTIVITIES MILESTONES INDICATORS (With Timeframes) ii. Conduct national, regional and ii. Comprehensive SWOT international baseline studies to analysis Report (Year 1 identify the experiences of other IKSinformed and 2); CIS KM initiatives (Meta- iii. Detailed Draft Matrix analysis); completed iii. Conduct field research to document cultural and ecological histories, e.g. KIS-informed CIS early warning systems and innovative adaptation strategies. iv. Collate case studies from nondocumented platforms (Universities and other research institutions databases); v. Develop matrices reflecting the interconnectedness and symbiosis between IKS-Informed CIS and other KM initiatives in order to identity entry points for different initiatives; 5 Devise a holistic and multidisciplinary stakeholders IKS-informed approach to climate change research, innovation, policy development and human capital development; i. Undertake stakeholders mapping to guide project implementation ii. Convene technical working sessions with platform developers; iii. Organise consultative stakeholder meetings; i. Stakeholders mapping report ii. technical working sessions iii. Specifications of platform iv. Stakeholder consultation plan i. Number of signed MOUs (Year 1) ii. Stakeholders mapping report (End of Year 1) iii. Number of Technical working sessions (Year1) iv. Detailed Specifications of platform (End of Year 1) v. Completed Stakeholder consultation plan (End of Year 1) TIMELINES 2017 RESPONSIBILITY CIKS, PAMACC,

16 15 P a g e OBJECTIVES ACTIVITIES MILESTONES INDICATORS (With Timeframes) 6 Integrating IKS informed i. Conduct baseline research on i. Research outputs / Technical i. Detailed Research climate change ecosystem infrastructure and reports (Year 1-3) outputs / Technical information and indicators of ecosystem health; ii. Initial strategy consultation (Year 1) reports (Year 1-3) conservation initiatives ii. Develop and implement integration ii. Initial strategy which are culturally and strategy (including community consultation (End of ecologically specific for stewardship programmes) Year 1) sustainable livelihoods. 7 Provide stakeholders from diverse background with an opportunity to engage in innovative policy development in an IKSinformed CIS strategy; 8. Enhance IKS-informed CIS research, innovation and human capital development 9. Map IK-related climate change resources (natural and human, climatic and non-climatic stressors) as hotspots and best practices for dissemination to wider audience/stakeholders. Consolidate communitybased structures (traditional leadership, women groups, youth groups, traditional health practitioners) to build a i. Hold multi-stakeholder and sectoral dialogues; ii. Develop a joint policy concept paper to present to policy and decision makers i. Develop and operationalize resource mobilization strategy (Proposal writing; organizing fundraising events; identify strategic partners) ii. Engage ministries and development agencies responsible for finance to access funding for IKS-informed CIS i. Conduct desktop review and surveys ii. Develop georeferenced maps and databases (national and regional) iii. Develop impact database and a risk atlas i. Multi-stakeholder and sectoral dialogues ii. Policy briefs i. Resource mobilization strategy ii. Donor mapping exercise completed iii. Incorporation of IKS-CIS platform in national budgets i. Review and survey reports ii. Interactive databases iii. Draft impact database and a risk atlas i. At least 1 Multistakeholder and sectoral dialogue (End of Year1); ii. Approved policy briefs i. Number of potential funders ii. Number of fundraising events iii. Amount of funds secured iv. Viable number of governments engaged i. Comprehensive Review and survey reports ii. Interactive databases operational iii. Draft impact database and a risk atlas produced TIMELINES RESPONSIBILITY CIKS, PAMACC, UKZN CIKS, PAMACC, CIKS, PAMACC, CIKS, PAMACC,

17 16 P a g e OBJECTIVES ACTIVITIES MILESTONES INDICATORS (With Timeframes) foundation for a community-owned and sustainable IKS-informed CIS 10 Promote coordination and partnerships among IKS-targeted stakeholders to complement CIS 11 Integrate IKS- informed CIS into educational and lifelong learning systems as part of contributing to Sustainable Development Goal (SDG 4); 12 Facilitate the translation of broad definitions of climate science into locally acceptable and accessible CIS ; i. Constitute coordination hubs ii. Establish coordination frameworks iii. Organise an annual coordination meetings to share cross-cutting experiences i. Reviewing and developing curriculum ii. Identify institutions as champions iii. Develop reference material iv. Engage with relevant accreditation institutions (WMO/WIPO) v. Updating the curricula for SADC universities to include short courses, modules, tailor-made regional (environmental and sustainable) (Southern African Universities) on meteorology (climatology, climate forecasting) for DRR, inculcate IKS in meteorology and existing programmes in southern and eastern Africa training workshops (17 countries, 2 people per country) i. Organize community discussion forums to devise accessible and acceptable local environmental dictionaries ii. Develop popular versions of broader definitions of climate science (creative arts) (fundraising strategy) i. Coordination hubs and frameworks established ii. Annual meeting convened i. IKS-informed CIS study areas identified ii. Comprehensive curriculum training materials iii. Lesson plans iv. Accredited programmes v. Regional (1) and national (4) training programmes (Year 1-3) i. National community discussion forums; ii. Local environmental dictionaries; iii. -Popular versions i. At least 4 coordination hubs ii. At least 1 annual meeting of all coordination hubs Number of persons supported / trained i. National community discussion forums (Year 1-3) ii. Local environmental dictionaries (Year 1-3) iii. Popular versions TIMELINES RESPONSIBILITY CIKS, PAMACC, CIKS, PAMACC, CIKS, PAMACC,

18 17 P a g e OBJECTIVES ACTIVITIES MILESTONES INDICATORS (With Timeframes) 13 Enhance networking, i. Participation in regional and i. Participation in regional and i. Participation in regional collaboration and international forums to promote IKSbased international forums regional and cross learning on IKSinformed CIS ii. Networks and partnerships international forums CIS ii. Establish Network and partnership established (Year 1-2) forum (regional and pan-african, ii. Networks and global) to create knowledge and partnerships awareness established (Year 1-3) 14 Governance, Monitoring and Evaluation of IKS climate change information 15 Strengthening mechanisms for engaging with the wider IKSinformed CIS community i. Develop a governance, monitoring and evaluation IKS climate change information strategy ii. Engaging institutional and communitybased structures) and incorporate the counterpart systems; iii. Develop decision support tools i. Develop and operationalize communication strategy (what messages you want to communicate, what audience do you want to target, how to package information and what channels will be used). i. Draft governance, monitoring and evaluation strategy formulated ii. Formalized agreements iii. Critical mass of institutional and community-based structures engaged iv. Completed review reports i. Draft communication strategy formulated ii. Press conferences, iii. Quarterly magazines iv. Video productions v. Documentaries vi. Social media vii. Press briefs, viii. Sustained media coverage i. Comprehensive Draft governance, monitoring and evaluation strategy formulated (Year 1) ii. Formalized agreements (Year 1) iii. Critical mass of institutional and community-based structures engaged (Year 2-3) iv. Detailed review reports completed i. Traffic to web-based platform (Year 1-3) ii. Number of press conferences and briefs (Year 1-3) iii. Number of magazines (editions), articles, videos and documentaries produced (Year 1-3) TIMELINES RESPONSIBILITY CIKS, PAMACC, CIKS, PAMACC, CIKS, PAMACC, *CIKS (Department of Science and Technology National Research Foundation Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal (UKZN), South Africa); PAMACC (Pan-African Media Alliance for Climate Change, Kenya); CUT (Chinhoyi University of Technology, Zimbabwe); UNDP-Tanzania (United Nations Development Programme, Tanzania); IMTR (Institute for Meteorological Training and Research, World Meteorological Organisation RTC, Kenya)

19 18 P a g e

How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011

How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011 How can climate change be considered in Vulnerability and Capacity Assessments? - A summary for practitioners April 2011 Why this document? The aim of this document is to provide inspiration for practitioners

More information

Regional Bureau for Education in Africa (BREDA)

Regional Bureau for Education in Africa (BREDA) United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory

More information

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia

Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Held in Brasilia Image: Brett Jordan Report Improving the impact of development projects in Sub-Saharan Africa through increased UK/Brazil cooperation and partnerships Thursday 17 Friday 18 November 2016 WP1492 Held in

More information

Programme Specification

Programme Specification Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master

More information

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017

COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING. Version: 14 November 2017 1 COMMUNICATION STRATEGY FOR THE IMPLEMENTATION OF THE SYSTEM OF ENVIRONMENTAL ECONOMIC ACCOUNTING Version: 14 November 2017 2 1. Introduction The objective of this communication strategy is to increase

More information

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln

2015 Academic Program Review. School of Natural Resources University of Nebraska Lincoln 2015 Academic Program Review School of Natural Resources University of Nebraska Lincoln R Executive Summary Natural resources include everything used or valued by humans and not created by humans. As a

More information

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000

Dakar Framework for Action. Education for All: Meeting our Collective Commitments. World Education Forum Dakar, Senegal, April 2000 Dakar Framework for Action Education for All: Meeting our Collective Commitments Text adopted by the World Education Forum Dakar, Senegal, 26-28 April 2000 Dakar Framework for Action Education for All:

More information

Monitoring & Evaluation Tools for Community and Stakeholder Engagement

Monitoring & Evaluation Tools for Community and Stakeholder Engagement Monitoring & Evaluation Tools for Community and Stakeholder Engagement Stephanie Seidel and Stacey Hannah Critical Path to TB Drug Regimens 2016 Workshop April 4, 2016 Washington, DC Community and Stakeholder

More information

Stakeholder Engagement and Communication Plan (SECP)

Stakeholder Engagement and Communication Plan (SECP) Stakeholder Engagement and Communication Plan (SECP) Summary box REVIEW TITLE 3ie GRANT CODE AUTHORS (specify review team members who have completed this form) FOCAL POINT (specify primary contact for

More information

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context

Drs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and

More information

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica.

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.

More information

UNEP-WCMC report on activities to ICRI

UNEP-WCMC report on activities to ICRI 1. General Information Members Report ICRI GM 24 - MR/UNEP-WCMC INTERNATIONAL CORAL REEF INITIATIVE (ICRI) General Meeting Monaco, 12-15 January 2010 UNEP-WCMC report on activities to ICRI Presented by

More information

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work

Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Productive partnerships to promote media and information literacy for knowledge societies: IFLA and UNESCO s collaborative work Dr. Maria-Carme Torras IFLA Governing Board Member; library director, Bergen

More information

Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values

Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean Mission. Core Values Meek School of Journalism and New Media Will Norton, Jr., Professor and Dean 2009-2010 Mission The School of Journalism and New Media at the University of Mississippi has as its primary mission the education

More information

MSc Education and Training for Development

MSc Education and Training for Development MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate

More information

Transferable Indigenous Knowledge (TIK): Education Process and Policy

Transferable Indigenous Knowledge (TIK): Education Process and Policy Transferable Indigenous Knowledge (TIK): Education Process and Policy Rajib Shaw E-mail: shaw@global.mbox.media.kyoto-u.ac.jp Web: http://www.iedm.ges.kyoto-u.ac.jp/ Defining TIK Idea Workshop 2007 Indigenous

More information

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT

Programme Specification. BSc (Hons) RURAL LAND MANAGEMENT Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained

More information

Interview on Quality Education

Interview on Quality Education Interview on Quality Education President European University Association (EUA) Ultimately, education is what should allow students to grow, learn, further develop, and fully play their role as active citizens

More information

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center XXV meeting of the EQF Advisory Group 4-6 June 2014, Brussels MONTENEGRIN QUALIFICATIONS

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST)

Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST) Chapter 13: Education For Sustainable Development: The Case Of Masinde Muliro University Of Science And Technology (MMUST) Patricia Kariaga, Mary Goretti Kariaga and Vitalis Ogemah (Musinda Muliro University

More information

Tanga Dairy Platform: Case study teaching note

Tanga Dairy Platform: Case study teaching note Tanga Dairy Platform: Case study teaching note Produced in association with this article: Cadilhon, J.J., Ngoc Diep Pham and Maass, B.L. 2016. The Tanga Dairy Platform: Fostering innovations for more efficient

More information

Davidson College Library Strategic Plan

Davidson College Library Strategic Plan Davidson College Library Strategic Plan 2016-2020 1 Introduction The Davidson College Library s Statement of Purpose (Appendix A) identifies three broad categories by which the library - the staff, the

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Director, Intelligent Mobility Design Centre

Director, Intelligent Mobility Design Centre ROYAL COLLEGE OF ART ROLE DESCRIPTION Post: Department: Senior Research Fellow Intelligent Mobility Design Centre Grade: 10 Responsible to: Director, Intelligent Mobility Design Centre Background The Royal

More information

Annex 4 University of Dar es Salaam, Tanzania

Annex 4 University of Dar es Salaam, Tanzania Inception Report for Growth and Employment Platform First phase (August 2011- July 2013) 15 November 2011 Annex 4 University of Dar es Salaam, Tanzania Content: 1. Action plan 2. PhD Courses 3. PhD Scholarships

More information

Expanded Learning Time Expectations for Implementation

Expanded Learning Time Expectations for Implementation I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,

More information

City of Roseville 2040 Comprehensive Plan Scope of Services

City of Roseville 2040 Comprehensive Plan Scope of Services City of Roseville 2040 Comprehensive Plan Scope of Services The WSB Team will provide the following services related to the City of Roseville 2040 Comprehensive Plan as described in the attached Professional

More information

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015

Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 Interim Review of the Public Engagement with Research Catalysts Programme 2012 to 2015 A report for Research Councils UK March 2016 FULL REPORT Report author: Ruth Townsley, Independent Researcher Summary

More information

DEPARTMENT OF SOCIAL SCIENCES

DEPARTMENT OF SOCIAL SCIENCES Department of Social Sciences Operations Manual 1 (12) DEPARTMENT OF SOCIAL SCIENCES Operations Manual 1.0 Department of Social Sciences Operations Manual 2 (12) CHANGE PAGE This is the change page of

More information

JICA s Operation in Education Sector. - Present and Future -

JICA s Operation in Education Sector. - Present and Future - JICA s Operation in Education Sector - Present and Future - September 2010 Preface Only five more years remain for the world to work towards achieving the Millennium Development Goals (MDGs) by 2015. Developing

More information

No educational system is better than its teachers

No educational system is better than its teachers No educational system is better than its teachers Investment in quality educators has a very high multiplier effect: every good teacher benefits an entire class, year after year, and when those bettereducated

More information

Michigan State University

Michigan State University Michigan State University Dean of the College of Agriculture and Natural Resources Michigan State University (MSU), the nation s premier land-grant university, invites applications and nominations for

More information

Global Convention on Coaching: Together Envisaging a Future for coaching

Global Convention on Coaching: Together Envisaging a Future for coaching IGCP National Symposium August 23, 2008 Global Convention on Coaching: Together Envisaging a Future for coaching Michael Cavanagh GCC Steering Committee 2 Overview: 1. What is the GCC? 2. What did it produce?

More information

SACMEQ's main mission was set down by the SACMEQ Assembly of Ministers as follows:

SACMEQ's main mission was set down by the SACMEQ Assembly of Ministers as follows: THE SOUTH AND EASTERN AFRICA CONSORTIUM FOR MONITORING EDUCATION QUALITY (SACMEQ) 1.0 Background The South African Consortium for Monitoring Education Quality (SACMEQ) is a collaboration between the International

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

BIODIVERSITY: CAUSES, CONSEQUENCES, AND CONSERVATION

BIODIVERSITY: CAUSES, CONSEQUENCES, AND CONSERVATION Z 349 NOTE to prospective students: This syllabus is intended to provide students who are considering taking this course an idea of what they will be learning. A more detailed syllabus will be available

More information

Education: Professional Experience: Personnel leadership and management

Education: Professional Experience: Personnel leadership and management Cathie Cline, Ed.D. Education: Ed.D., Higher Education, University of Arkansas at Little Rock, December 2006. Dissertation: The Influence of Faculty-Student Interaction on Graduation Rates at Rural Two-Year

More information

EDUCATION. Department of International Environment and Development Studies, Noragric

EDUCATION. Department of International Environment and Development Studies, Noragric EDUCATION Department of International Environment and Development Studies, Noragric Making friends for life 2 NORWEGIAN UNIVERSITY OF LIFE SCIENCES Bachelor Study Programmes International Environment and

More information

Introduction of Open-Source e-learning Environment and Resources: A Novel Approach for Secondary Schools in Tanzania

Introduction of Open-Source e-learning Environment and Resources: A Novel Approach for Secondary Schools in Tanzania Introduction of Open-Source e- Environment and Resources: A Novel Approach for Secondary Schools in Tanzania S. K. Lujara, M. M. Kissaka, L. Trojer and N. H. Mvungi Abstract The concept of e- is now emerging

More information

PROJECT PERIODIC REPORT

PROJECT PERIODIC REPORT D1.3: 2 nd Annual Report Project Number: 212879 Reporting period: 1/11/2008-31/10/2009 PROJECT PERIODIC REPORT Grant Agreement number: 212879 Project acronym: EURORIS-NET Project title: European Research

More information

Addressing TB in the Mines: A Multi- Sector Approach in Practice

Addressing TB in the Mines: A Multi- Sector Approach in Practice Addressing TB in the Mines: A Multi- Sector Approach in Practice Regional Dialogue: Portability of Social Benefits for Mineworkers in Southern Africa Tom Mogeni, World Bank, 27 March 2015 What do we know

More information

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok Hyeun-Suk Rhee, Ph.D. Director United Nations APCICT-ESCAP Brief on APCICT APCICT :

More information

Community engagement toolkit for planning

Community engagement toolkit for planning Community engagement toolkit for planning August 2017 State of Queensland. First published by the Department of Infrastructure, Local Government and Planning, 1 William Street, Brisbane Qld 4000, Australia,

More information

3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment. Arizona State University

3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment. Arizona State University 3. Improving Weather and Emergency Management Messaging: The Tulsa Weather Message Experiment Kenneth J. Galluppi 1, Steven F. Piltz 2, Kathy Nuckles 3*, Burrell E. Montz 4, James Correia 5, and Rachel

More information

David Livingstone Centre. Job Description. Project Documentation Officer

David Livingstone Centre. Job Description. Project Documentation Officer David Livingstone Centre Job Description Project Documentation Officer Location: Reporting to: Responsible for: David Livingstone Centre, Blantyre Learning Officer / Centre Manager Volunteers, student

More information

Curriculum Vitae. Welfare Economics (with emphasis on poverty analysis) Econometrics (With emphasis on microeconometrics)

Curriculum Vitae. Welfare Economics (with emphasis on poverty analysis) Econometrics (With emphasis on microeconometrics) 1 Curriculum Vitae Personal Details: Name: Nationality, Sex: Adolf Faustine Mkenda (PhD) Tanzania, Male. Date of Birth: 1963 Occupation: Education -Senior Lecturer in Economics, University of Dar es Salaam

More information

CONFERENCE MOBILIZING AFRICAN INTELLECTUALS TOWARDS QUALITY TERTIARY EDUCATION. 5th 6th July 2017 Kigali, Rwanda.

CONFERENCE MOBILIZING AFRICAN INTELLECTUALS TOWARDS QUALITY TERTIARY EDUCATION. 5th 6th July 2017 Kigali, Rwanda. CONFERENCE MOBILIZING AFRICAN INTELLECTUALS TOWARDS QUALITY TERTIARY EDUCATION 5th 6th July 2017 Kigali, Rwanda www.sdgcafrica.org Agenda Wednesday, 5th July 2017 Room: MH1 & MH2 Master of Ceremonies:

More information

MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH

MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF BOLOGNA: ECTS AND THE TUNING APPROACH EUROPEAN CREDIT TRANSFER AND ACCUMULATION SYSTEM (ECTS): Priorities and challenges for Lithuanian Higher Education Vilnius 27 April 2011 MODERNISATION OF HIGHER EDUCATION PROGRAMMES IN THE FRAMEWORK OF

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Innovating Toward a Vibrant Learning Ecosystem:

Innovating Toward a Vibrant Learning Ecosystem: KnowledgeWorks Forecast 3.0 Innovating Toward a Vibrant Learning Ecosystem: Ten Pathways for Transforming Learning Katherine Prince Senior Director, Strategic Foresight, KnowledgeWorks KnowledgeWorks Forecast

More information

Self-archived version. Citation:

Self-archived version. Citation: Self-archived version Citation: Kautola, H., Hyttinen, T., Kakko, L., Väisänen, K., Alarinta, J. (2016). Building a national education export network for the food chain (FLEN). In Vanhanen, R. (ed.) Export

More information

Understanding Co operatives Through Research

Understanding Co operatives Through Research Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting

More information

The Characteristics of Programs of Information

The Characteristics of Programs of Information ACRL stards guidelines Characteristics of programs of information literacy that illustrate best practices: A guideline by the ACRL Information Literacy Best Practices Committee Approved by the ACRL Board

More information

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008

Evidence into Practice: An International Perspective. CMHO Conference, Toronto, November 2008 Evidence into Practice: An International Perspective CMHO Conference, Toronto, November 2008 Child and Youth Mental Health Information Network Partners Child and Youth Mental Health Information Network

More information

The Isett Seta Career Guide 2010

The Isett Seta Career Guide 2010 The Isett Seta Career Guide 2010 Our Vision: The Isett Seta seeks to develop South Africa into an ICT knowledge-based society by encouraging more people to develop skills in this sector as a means of contributing

More information

STUDENT EXPERIENCE a focus group guide

STUDENT EXPERIENCE a focus group guide STUDENT EXPERIENCE a focus group guide September 16, 2016 Overview Participation Thank you for agreeing to participate in an Energizing Eyes High focus group session. We have received research ethics approval

More information

ONTARIO FOOD COLLABORATIVE

ONTARIO FOOD COLLABORATIVE ONTARIO FOOD COLLABORATIVE Strategic Plan 2016-2018 Table of Contents Introduction and Background... 3 Collaborative Members... 3 Vision and Mission... 3 Statement of Core Principles... 3 Collaborative

More information

The EUA and Open Access

The EUA and Open Access The EUA and Open Access Dr. Lidia Borrell-Damian EUA Director for Research and Innovation Work developed by EUA in collaboration with the members of the EUA Expert Group on Science2.0/Open Science chaired

More information

REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT

REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT REGIONAL CAPACITY BUILDING ON ICT FOR DEVELOPMENT Item 5 Fourth Session of the Committee on ICT 15 October 2014 Bangkok, Thailand Hyeun-Suk Rhee, Ph.D. Director United Nations APCICT-ESCAP REGIONAL CAPACITY

More information

Global Business. ICA s first official fair to promote co-operative business. October 23, 24 and 25, 2008 Lisbon - Portugal From1pmto8pm.

Global Business. ICA s first official fair to promote co-operative business. October 23, 24 and 25, 2008 Lisbon - Portugal From1pmto8pm. Global Business ICA s first official fair to promote co-operative business ICA rd th th October 23, 24 and 25, 2008 Lisbon - Portugal From1pmto8pm Participate Global Business the world's largest co-operative

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION Education in Armenia Mher Melik-Baxshian I. INTRODUCTION Education has always received priority in Armenia a country that has a history of literacy going back 1,600 years. From the very beginning the school

More information

Programme Specification

Programme Specification Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

Education the telstra BLuEPRint

Education the telstra BLuEPRint Education THE TELSTRA BLUEPRINT A quality Education for every child A supportive environment for every teacher And inspirational technology for every budget. is it too much to ask? We don t think so. New

More information

EPA RESOURCE KIT: EPA RESEARCH Report Series No. 131 BRIDGING THE GAP BETWEEN SCIENCE AND POLICY

EPA RESOURCE KIT: EPA RESEARCH Report Series No. 131 BRIDGING THE GAP BETWEEN SCIENCE AND POLICY EPA RESOURCE KIT: BRIDGING THE GAP BETWEEN SCIENCE AND POLICY Resource 1 BRIDGE: Tools for science-policy communication EPA RESEARCH Report Series No. 131 Developed by Professor Anna Davies Dr. Joanne

More information

November 17, 2017 ARIZONA STATE UNIVERSITY. ADDENDUM 3 RFP Digital Integrated Enrollment Support for Students

November 17, 2017 ARIZONA STATE UNIVERSITY. ADDENDUM 3 RFP Digital Integrated Enrollment Support for Students November 17, 2017 ARIZONA STATE UNIVERSITY ADDENDUM 3 RFP 331801 Digital Integrated Enrollment Support for Students Please note the following answers to questions that were asked prior to the deadline

More information

Nelson Mandela at 90 A Guide for Local Authorities

Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 Guide for councils in the UK Introduction On Friday 18 July 2008 millions of people throughout the world will celebrate Nelson Mandela

More information

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION

More information

Everton Library, Liverpool: Market assessment and project viability study 1

Everton Library, Liverpool: Market assessment and project viability study 1 Everton Library, Liverpool: Market assessment and project viability study 1 Chapter 1: Executive summary Introduction 1.1 This executive summary provides a précis of a Phase 3 Market Assessment and Project

More information

INSTRUCTION MANUAL. Survey of Formal Education

INSTRUCTION MANUAL. Survey of Formal Education INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...

More information

The Global Innovation Forum for Education Yerevan, Armenia October 2008

The Global Innovation Forum for Education Yerevan, Armenia October 2008 The Global Innovation Forum for Education Yerevan, Armenia October 2008 After Action Report and Recommendations for The Committee of e-leaders for Youth and ICT for Development By Rajiv Ramakrishnan Conference

More information

Post-16 transport to education and training. Statutory guidance for local authorities

Post-16 transport to education and training. Statutory guidance for local authorities Post-16 transport to education and training Statutory guidance for local authorities February 2014 Contents Summary 3 Key points 4 The policy landscape 4 Extent and coverage of the 16-18 transport duty

More information

A Framework for Articulating New Library Roles

A Framework for Articulating New Library Roles RLI 265 3 A Framework for Articulating New Library Roles Karen Williams, Associate University Librarian for Academic Programs, University of Minnesota Libraries In the last decade, new technologies have

More information

Programme Specification

Programme Specification Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)

More information

Sharing Information on Progress. Steinbeis University Berlin - Institute Corporate Responsibility Management. Report no. 2

Sharing Information on Progress. Steinbeis University Berlin - Institute Corporate Responsibility Management. Report no. 2 Sharing Information on Progress - Institute Corporate Responsibility Management Report no. 2 Berlin, March 2013 2 Renewal of the commitment to PRME As an institution of higher education involved in Principles

More information

Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies

Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies Navigating in a sea of risks: MARISCO, a conservation planning method used in risk robust and ecosystem based adaptation strategies CC & Nature Conservation in Europe 25-27 June 2013, Bonn/Germany Stefan

More information

University of Toronto

University of Toronto University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing

More information

The European Consensus on Development: the contribution of Development Education & Awareness Raising

The European Consensus on Development: the contribution of Development Education & Awareness Raising The European Consensus on Development: the contribution of Development Education & Awareness Raising Introduction In 2005 the Council of the European Union and the representatives of the governments of

More information

Arts, Literature and Communication (500.A1)

Arts, Literature and Communication (500.A1) Arts, Literature and Communication (500.A1) Pre-University Program College Education This document was produced by the Ministère de l Éducation et de l Enseignement supérieur. Coordination and content

More information

Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development

Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development Meeting on the Recognition of Prior Learning (RPL) and Good Practices in Skills Development Hotel Holiday Inn, Johannesburg Airport, 100 North Rand Road, Bardene, Boksburg, Johannesburg, South Africa.

More information

A European inventory on validation of non-formal and informal learning

A European inventory on validation of non-formal and informal learning A European inventory on validation of non-formal and informal learning Finland By Anne-Mari Nevala (ECOTEC Research and Consulting) ECOTEC Research & Consulting Limited Priestley House 12-26 Albert Street

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

THE ST. OLAF COLLEGE LIBRARIES FRAMEWORK FOR THE FUTURE

THE ST. OLAF COLLEGE LIBRARIES FRAMEWORK FOR THE FUTURE THE ST. OLAF COLLEGE LIBRARIES FRAMEWORK FOR THE FUTURE The St. Olaf Libraries are committed to maintaining our collections, services, and facilities to meet the evolving challenges faced by 21st-century

More information

Central Institute of Educational Technology (CIET)

Central Institute of Educational Technology (CIET) Central Institute of Educational Technology (CIET) 13.01 Pilot Study of using Mobile Devices for Delivery of Educational Content and Interaction with the Students : To explore the possibilities of delivering

More information

Impact of Digital India program on Public Library professionals. Manendra Kumar Singh

Impact of Digital India program on Public Library professionals. Manendra Kumar Singh Manendra Kumar Singh Research Scholar, Department of Library & Information Science, Banaras Hindu University, Varanasi, Uttar Pradesh 221005 Email: manebhu007@gmail.com Abstract Digital India program is

More information

University Library Collection Development and Management Policy

University Library Collection Development and Management Policy University Library Collection Development and Management Policy 2017-18 1 Executive Summary Anglia Ruskin University Library supports our University's strategic objectives by ensuring that students and

More information

UNITED NATIONS ENVIRONMENT PROGRAMME EVALUATION AND OVERSIGHT UNIT. January, By T. Ngara CONTENTS EXECUTIVE SUMMARY... 5

UNITED NATIONS ENVIRONMENT PROGRAMME EVALUATION AND OVERSIGHT UNIT. January, By T. Ngara CONTENTS EXECUTIVE SUMMARY... 5 EVALUATION REPORT OF THE GLOBAL ENVIRONMENT FACILITY ENABLING ACTIVITY FOR THE PREPARATION OF INITIAL NATIONAL COMMUNICATION RELATED TO THE UNITED NATIONS FRAMEWORK CONVENTION ON CLIMATE CHANGE (UNFCCC)-

More information

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor

Name of the PhD Program: Urbanism. Academic degree granted/qualification: PhD in Urbanism. Program supervisors: Joseph Salukvadze - Professor Name of the PhD Program: Urbanism Academic degree granted/qualification: PhD in Urbanism Program supervisors: Joseph Salukvadze - Professor Antonio Castelbranco- Professor Program ECTS: The program amounts

More information

Math Pathways Task Force Recommendations February Background

Math Pathways Task Force Recommendations February Background Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.

More information

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations

Kentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website

More information

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine

Proposal for the Educational Research Association: An Initiative of the Instructional Development Unit, St. Augustine Please send comments to: The Instructional Development Unit Sir Frank Stockdale Building The University of the West Indies St. Augustine Email: caribteachingscholar@sta.uwi.edu The University of the West

More information

others have examples for how feedback mechanisms at the CBO level have been established?

others have examples for how feedback mechanisms at the CBO level have been established? Dear Data Use Net members, Thanks for the many contributions for Day 3 we appreciate the time you took to submit your comments and examples. As a reminder for other readers, while we ask for your name

More information

Executive Summary. Saint Francis Xavier

Executive Summary. Saint Francis Xavier Diocese of Baton Rouge Ms. Paula K Fabre, Principal 1150 S 12th St Baton Rouge, LA 70802-4905 Document Generated On December 18, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

ICDE SCOP Lillehammer, Norway June Open Educational Resources: Deliberations of a Community of Interest

ICDE SCOP Lillehammer, Norway June Open Educational Resources: Deliberations of a Community of Interest ICDE SCOP 2006 Lillehammer, Norway 11-13 June 2006 Open Educational Resources: Deliberations of a Community of Interest Susan D Antoni, Programme Specialist UNESCO, International Institute for Educational

More information

MINISTRY OF EDUCATION

MINISTRY OF EDUCATION Republic of Namibia MINISTRY OF EDUCATION SENIOR PRIMARY PHASE SOCIAL STUDIES SYLLABUS GRADE 4-7 For implementation in 2016 Ministry of Education National Institute for Educational Development (NIED) Private

More information

Job Description: PYP Co-ordinator

Job Description: PYP Co-ordinator Job Description: PYP Co-ordinator Nexus International School, Singapore Purchased by Taylor s Education Group in July 2011, NISS currently meets the educational needs of almost 600 students from approximately

More information

Master s Programme in European Studies

Master s Programme in European Studies Programme syllabus for the Master s Programme in European Studies 120 higher education credits Second Cycle Confirmed by the Faculty Board of Social Sciences 2015-03-09 2 1. Degree Programme title and

More information