Catalytic Philanthropy In India

Catalytic Philanthropy is still in its infancy in India. Despite this, there are a surprising number of exemplary cases where Indian philanthropists are creating large-scale social change far beyond the resources invested. This report highlights these practices as well as the key issues that need to be addressed to accelerate its evolution

America's Next Manufacturing Workforce: Promising Practices in Education and Skills Building

The promising practices presented in this report demonstrate some of the most encouraging approaches for education and skill building of America’s new manufacturing workforce. These practices have been selected by a panel of experts from business, government, and education who serve on the MForesight Education and Workforce Development Working Group (EWD). This report summarizes a sampling of replicable and scalable promising practices being pursued to ensure that America builds an educated, skilled, and ready workforce. MForesight has not endorsed any particular product or method in presenting these promising practices, and is pleased to invite learning institutions, professional organizations, and manufacturers to submit descriptions of additional programs and initiatives serving similar purposes. In this way, MForesight hopes to build a community of practitioners and learners to help build an educated, skilled, and ready advanced manufacturing workforce. Concurrently, the EWD will continue its work to translate the key characteristics of these promising practices into policy and investment guidelines for government, industry, and educational enterprises that will support efforts to bring such practices to scale.National Science Foundation, Grant No. 1552534https://deepblue.lib.umich.edu/bitstream/2027.42/145154/1/WorkforceReport_Final.pd

NMC Horizon Report: 2017 Higher Education Edition

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives

A Case Study on the Efficacy of STEM Pedagogy in Central New York State: Examining STEM Engagement Gaps Affecting Outcomes for High School Seniors and Post-2007 Educational Leadership Interventions to Reinforce STEM Persistence with Implications of STEM Theoretic Frameworks on Artificial Intelligence / Machine Learning

STEM (science, technology, engineering, and mathematics) has gained significant notoriety and momentum in recent years. STEM literacy highlights the vital connection between an educated STEM workforce and U.S. national prosperity and leadership. STEM educational and job placement goals have been a national priority for over the past 20 years. However, the STEM gap is widening—contributing to increasing STEM pipeline leakage and the social injustice milieu of a noncompetitive workforce— undermining efforts to create prosperity and sustain global leadership. The pace of STEM jobs filled lags the rate of technological advancement and the surges in skilled STEM labor demand. The aggregate disparity over time has troubling implications. The purpose of the study was to examine the STEM gap touchpoints for a Central New York high school during the transition period upon entering college or the workforce. A qualitative case study used Lesh’s translation model as a research framework. A semi-structured, focus group protocol was employed to gain a fresh perspective on the STEM gap problem and identify purposeful interventions. A major finding was the slow pace of adopting institutional reforms that replaces standardscompetency-based learning with progressive application- and outcome-based pedagogy. The study has implications for school districts, secondary schools, and higher education teacher preparedness programs in STEM pedagogy and curriculum development. A knowledge-based, progressive STEM theoretic framework with pedagogical scaffolding is conceptualized rooted in artificial intelligence and machine learning. The study presents recommendations for school districts, secondary education teachers, state education and legislative leaders, higher education institutions, and future research

Entrepreneurship Education: A Global Consideration From Practice to Policy Around the World

As entrepreneurship continues to gain momentum and visibility as an engine of global economic development, it is critical to understand and optimize the role that entrepreneurship education plays. Based on a detailed review of the literature on the entrepreneurship education ecosystems and frameworks in the United States, China, Finland, and Qatar, this report identifies the current state of entrepreneurship education and training around the world, and establishes an inventory of best practices. The discussion of common themes across the four country cases, as well as examples of unique in-country qualities, provides recommendations and implications on which policy makers can act and experiment

2023 REVIEW OF THE IMPLEMENTATION OF THE COUNCIL OF EUROPE REFERENCE FRAMEWORK OF COMPETENCES FOR DEMOCRATIC CULTURE (RFCDC)

This report presents the main findings from the first review of the implementation of the Reference Framework of Competences for Democratic Culture (RFCDC). The review process took place between March – December 2023.The main aim of this study was to understand the extent to which the RFCDC has been used in formal education systems of Member States since 2016, including its influence on policies and practices. Moreover, this review was intended as an opportunity for policy learning among Member States. The results have supported the preparation of the Council of Europe Education Strategy 2024-2030 and were fed into the 26th session of the Standing Conference of Ministers of Education of the Council of Europe on 28-29 September 2023. Chapter 1 of the report offers an overview of the conceptual definitions guiding the study and the research design used. Chapter 2 analyses the main findings in the implementation of the RFCDC in the following areas: 1) education policy development; 2) education system; 3) school; 4) addressing current and emerging issues, such violence in schools, violent extremism and radicalisation; climate change; media and informational literacy; ethical implications of artificial intelligence (AI); and education in times of crisis; and 5) main opportunities and challenges related to the integration of the RFCDC in education systems. The concluding chapter (chapter 3) presents policy pointers for improvement with regards to the implementation of the RFCDC in key areas of action, and how to support further Member States in undertaking this task.The findings presented below were drawn from the analysis of evidence collected through:• A literature and document review conducted in English and French.• 2 online surveys: one for the Education Policy Advisors Network (EPAN) members (25 responses received), and one for education stakeholders across levels and sectors of education (42 responses received).• Peer learning workshops with the EPAN Network held in May 2023.• Online focus groups (15 participants in 5 online focus groups).• Individual interviews with EPAN Network members (5)  <br/

Enhancing the social issues components in our computing curriculum: Computing for the social good

The acceptance and integration of social issues into computing curricula is still a work in progress twenty years after it was first incorporated into the ACM Computing Curricula. Through an international survey of computing instructors, this paper corroborates prior work showing that most institutions include the societal impact of ICT in their programs. However, topics often concentrate on computer history, codes of ethics and intellectual property, while neglecting broader issues of societal impact. This paper explores how these neglected topics can be better developed through a subtle change of focus to the significant role that ICT plays in addressing the needs of the community. Drawing on the survey and a set of implementation cases, the paper provides guidance by means of examples and resources to empower teaching teams to engage students in the application of ICT to bring about positive social outcomes – computing for the social good

Project-Based Internationalization: Providing Accessible and Equitable High-Impact Education

Inequitable access to global education has long excluded populations of students that are unable to participate in models that require travel away from their home institution. This is especially felt at institutions with a Hispanic Serving Institute (HSI) designation. Factors that contribute towards this end are varying familial and economic systems, financial models, lack of accessible educational accommodations when not at the home institution, mobility restrictions at the host institution, student ability to travel or obtain proper documentation to travel at the state, federal, or international government levels. Considering inequitable access to global education for university students, embedding Project-Based Internationalization provides a modality for high-impact education that is available for all. If implemented, the students, faculty and the institution at large would demonstrate quantifiable outcomes related to contextualized academic achievement, student-driven equitable education, international pedagogy, and increased cross-cultural competencies. Project-Based Internationalization (PBI) is the deliberate integration of intercultural and global components into faculty-guided projects in which students engage in solution-based strategies to real world problems. Designed to be inter- and cross-disciplinary in nature, students and faculty across all academic disciplines can engage in leveraging their curriculum to meet several academic and institutional goals through one program. These discipline specific programs provide equitable access for all students to engage in real-time global relationships, expand their cross-cultural skillsets, and develop solution-based strategies to current global issues. This high-impact practice is no longer only reserved for those participating in traditional methods of international education but rather leverages the globalized world and advanced technology to combine any academic discipline with experiential education. This comprehensive co-curricular guide is designed for those in Christian higher education to design and implement Project-Based Internationalization programs across academic disciplines that can be scalable and customizable, tailoring programs to their specific populations, contexts, disciplines, and needs

How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in Stem: a Qualitative Comparative Case Study

This study explored how principals who have experienced success in working with underrepresented students in STEM have challenged inequitable practices and transformed the culture of their schools so that all students can thrive. A purposeful sampling strategy was used to identify four principals who served as the cases for the study. The research revealed that culturally responsive school leadership (CRSL) behaviors and practices were regularly used by the principals to provide a STEM program that was responsive to the needs of underrepresented students. The principals in the study formed a critical consciousness by engaging in self-reflection about their leadership practices and displaying courageous leadership when confronted by attitudes, behaviors, and mandates that compromised the ability of their schools to provide high quality STEM instruction for all students. The principals engaged marginalized students by fostering positive relationships with students, providing students with voice, maintaining high expectations for all students, and securing a culturally responsive curriculum. The principals empowered community involvement in their schools by developing strategic partnerships, enlisting STEM role models and mentors for minoritized students, and fostering meaningful relationships with parents and community members. The principals developed a culturally responsive teaching staff in their schools by hiring for mission, leveraging professional development, encouraging teachers to reflect on their attitudes and practices, and promoting an equitable and inclusive school environment. The findings from this study suggest that culturally responsive school leadership (CRSL) is efficacious for increasing the interest, persistence, and success of students who have been minoritized in STEM