Gap Analysis Report

Julkaistu versi

Identifying the impact of the circular economy on the Fast-Moving Consumer Goods Industry Opportunities and challenges for businesses, workers and consumers – mobile phones as an example STUDY

Mobile phones, particularly smartphones, have undergone a period of rapid growth to become virtually indispensable to today's lifestyle. Yet their production, use and disposal can entail a significant environmental burden. This study looks at the opportunities and challenges that arise from implementing circular economy approaches in the mobile phone value chain. A review of the value chain and different circular approaches is complemented by a scenario analysis that aims to quantify the potential impacts of certain circular approaches such as recycling, refurbishment and lifetime extension. The study finds that there is a large untapped potential for recovering materials from both the annual flow of new mobile phones sold in Europe once they reach the end of their life and the accumulated stock of unused, so-called hibernating devices in EU households. Achieving high recycling rates for these devices can offer opportunities to reduce EU dependence on imported materials and make secondary raw materials available on the EU market. As such, policy action would be required to close the collection gap for mobile phone devices. Implementing circular approaches in the mobile phone value chain can furthermore lead to job creation in the refurbishment sector. Extending the lifetime of mobile phones can also provide CO2 mitigation benefits, particularly from displacing the production of new devices

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen