Suchergebnisse

Report supported by Sweden, Germany and the Netherlands through the International Programme for the Development of Communication (IPDC).

Foreword by Nada Al-Nashif, Assistant Director-General of the Social and Human Sciences Sector, UNESCO ; Includes bibliography

Foreword by Nada Al-Nashif, Assistant Director-General of the Social and Human Sciences Sector, UNESCO ; Includes bibliography

Culture and creativity have untapped potential to deliver social, economic, and spatial benefits for cities and communities. Cultural and creative industries are key drivers of the creative economy and represent important sources of employment, economic growth, and innovation, thus contributing to city competitiveness and sustainability. Through their contribution to urban regeneration and sustainable urban development, cultural and creative industries make cities more attractive places for people to live in and for economic activity to develop. Culture and creativity also contribute to social cohesion at the neighborhood level, enable creative networks to form and advance innovation and growth, and create opportunities for those who are often socially and economically excluded. The ongoing COVID-19 pandemic has had a deep impact on the cultural sector, yet it has also revealed the power of cultural and creative industries as a resource for city recovery and resilience. More generally, cities are hubs of the creative economy and have a critical role to play in harnessing the transformative potential of cultural and creative industries through policies and enabling environments at the local level. 'Cities, Culture, and Creativity' (CCC) provides guiding principles and a CCC Framework, developed by UNESCO and the World Bank, to support cities in unlocking the power of cultural and creative industries for sustainable urban development, city competitiveness, and social inclusion. Drawing from global studies and the experiences of nine diverse cities from across the world, the CCC Framework offers concrete guidance for the range of actors — city, state, and national governments; creative industry and related private-sector organizations; creatives; culture professionals and civil society— to harness culture and creativity with a view to boosting their local creative economies and building resilient, inclusive, and dynamic cities.

Foreword by Moez Chakchouk, UNESCO Assistant Director-General for Communication and Information ; Includes bibliography

The Third Regional Conference on Higher Education for Latin America and the Caribbean endorses the agreements reached in the Declarations adopted in the Regional Conference held in La Habana (Cuba) in 1996, the World Conference on Higher Education in Paris (France) in 1998, and the Regional Conference on Higher Education held in Cartagena de Indias (Colombia) in 2008 while reasserting the principle that considers that Higher Education is a common public good, a universal human right which should be ensured by all States. These principles are based on the deep conviction that the access to, and use and democratization of knowledge is a collective, strategic social asset essential to guarantee the basic human rights and the wellbeing of our peoples, the construction of full citizenship, the social emancipation, and the regional integration with solidarity of Latin America and the Caribbean.

Since the beginning of the pandemic, efforts have been made to monitor both school closures (and re-opening) and the measures put in place to ensure continuity of learning. These include the Survey of Ministries of Education on National Responses to COVID-19, jointly supported by UNESCO, UNICEF and the World Bank. However, to date, no systematic evidence has been available on how students' learning is being affected by the disruptions caused by the pandemic or on the impact of education response measures initiated by governments. This report contributes to filling this evidence gap and includes a series of simulations of potential learning losses due to COVID-19 and exploration of their longer-term implications. The analysis is based on the Enabling learning for all framework, which outlines access, engagement and enabling environment as the three crucial enablers for learning, while the simulation assumptions are informed by the evidence on school closures and governments' education-related responses, collected through the joint survey.

Incl. bibl. ; Higher education in Africa has received favourable political attention and funding support in the period following independence. The rationale for state funding was questioned in the 1980s, and the higher education reforms in the 1990s centred on finding alternative ways of financing and on improving the managerial efficiency of universities. This focus was reflected in the market-friendly reforms that led to the privatization of public institutions and the promotion of private institutions. These reforms resulted in substantial changes in the governance and management of higher education. IIEP initiated a research study to analyse the reforms and to understand their effects on the governance of higher education at institutional and national levels. Based on studies carried out in Ethiopia, Ghana, Kenya, Nigeria, and South Africa, this book shows how the reforms have effected changes in the governance and management of institutions of higher education in Africa.

This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).

On 28th September 2021, the Artificial Intelligence for Information Accessibility (AI4IA) Conference explored nine themes on the promotion of accessibility by AI. These themes were: AI Policy and Ethics, AI and Society, AI and Healthcare, Media and the Right to Know, AI & Law, AI & Big Data and Innovation, AI and Creativity, Youth in AI, and the Accessibility Pavilion. The conference was a platform for more than 73 presenters from 17 countries to contribute to each of these AI4IA thematic areas in their unique and diverse ways. (As cited in executive summary.)

Includes bibliography ; Publication financed by the Italian Government and Regione Umbria.

This year the Artificial Intelligence for Information Accessibility (AI4IA) Conference explored nine themes of how AI can promote accessibility. More than 73 presenters contributed in their unique and varied ways to each of AI4IA thematic areas. These themes were: AI Policy and Ethics, AI and Society, AI and Healthcare, Media and the Right to Know, AI & Law, AI & Big Data and Innovation, AI and Creativity, Youth in AI, and the Accessibility Pavilion. (As cited in executive summary.)

This book presents many of the papers that were delivered at a workshop on Universities, Colleges, and Others: Diversity of Structures for Higher Education, held at CEPES in 1993 in Bucharest, Romania. Among the compiled themes are as follows: 1) History, Geography, and Economy: Elemental Influences on Higher Education Policy Decisions; 2) Policy Goals for the Future; 3) Legal Construction of Higher Education Structures; and 4) Managing Change. ; UNESCO European Centre for Higher Education

There is a growing importance of student counselling and orientation in higher education. Although both have always been part of the university environment, particularly in the United Kingdom and the United States, they have been moving closer to a center stage in recent years as a result of the massification of higher education, its diversification and growing complexity, and the increasing types and intensity of pressure being placed on students regarding both their studies and the difficulties that very many of them anticipate in finding suitable employment upon graduation. At the very least, academic counsellors will help students deal successfully with these pressures while making the best possible choices regarding their studies and their future careers. This book compiles a set of papers in this regard. ; UNESCO European Centre for Higher Education

During the 1980s, most European countries underwent substantial changes in their economic and educational systems. During the period it became clear that the discussions were going to be centered around the rapid changes being experienced by the higher education systems in practically all the countries of the region in their attempts to adapt themselves to new socio-economic conditions. In particular, much stress was given to the need to arrive at a clearer understanding of the diversification processes which were currently taking place in various higher education systems and of the combinations of factors which lead to such diversification. This book aims to discuss the features, the causes, and the national experiences of the ongoing processes of adaptation of higher education to changing societal needs and diversification of processes that were exerting similar influences on different national systems of higher education in European countries. ; UNESCO European Centre for Higher Education