52,782 research outputs found

    A follow-up evaluation of the implementation of the revised curriculum in primary, special and post-primary schools 2009

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    A follow-up evaluation report on the implementation of the revised curriculum in primary, special and post-primary schools

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    Report of the Literacy and Numeracy Taskforce 2008/2009

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    An overview on European SPS activities

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    The organization of space and energy research in Europe is discussed. The European situation is highlighted with emphasis on the dependency of energy imports and on the energy requirements of Europe. The status of SPS research in the countries that form the European Space Agency was reviewed. It is concluded that in view of the unfavorable geographical and climatic situation of large parts of Europe, terrestrial solar energy conversion is unlikely to make a significant contribution to Europe's future energy supply. Thus, SPS development is of special interest to the European community

    Measurement and reporting of climate-smart agriculture: technical guidance for a countrycentric process

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    Given the extent of climate-smart agriculture (CSA) initiatives at project, national, regional and global levels, there is increasing interest in tracking progress in implementing CSA at national level. CSA is also expected to contribute to higher-level goals (e.g., the Paris Agreement, Africa Union’s Vision 25x25, and the Sustainable Development Goals [SDGs], etc.). Measurement and reporting of climate-smart agriculture (MR of CSA) provides intelligence on necessary the status, effectiveness, efficiency and impacts of interventions, which is critical for meeting stakeholders’ diverse management and reporting needs. In this paper, we build the case for a stakeholder-driven, country-centric framework for MR of CSA, which aims to increase coordination and coherence across stakeholders’ MR activities, while also aligning national reporting with reporting on international commitments. We present practical guidance on how to develop an integrated MR framework, drawing on findings from a multi-country assessment of needs, opportunities and capacities for national MR of CSA. The content of a unified MR framework is determined by stakeholders’ activities (how they promote CSA), needs (why MR is useful to them) and current capacities to conduct periodic monitoring, evaluation and reporting (how ready are institutions, staff and finances). Our analysis found that explicit demand for integration of data systems and active engagement of stakeholders throughout the entire process are key ingredients for building a MR system that is relevant, useful and acted upon. Based on these lessons, we identify a seven-step framework for stakeholders to develop a comprehensive information system for MR of progress in implementing CSA

    Learning to learn: a framework for early years education and learning

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    Financing Universal Water, Sanitation and Hygiene Under the Sustainable Development Goals: UN-Water Global Analysis and Assessment of Sanitation and Drinking-Water (GLAAS) 2017 Report

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    This GLAAS 2017 report is the fourth periodic report, and first thematic report, following on from earlier reports in 2010, 2012, and 2014. It presents an analysis of the most reliable and up-to-date data from 75 countries and 25 external support agencies (ESAs) on the issues related to WASH financing and other elements of the enabling environment, including plans, targets, data availability and measures to reach vulnerable populations

    Teacher education in a climate of change: the way forward

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    The Department for Employment and Learning (DEL) and the Department of Education (DE) launched a review of teacher education in 2003 at the first major teacher education conference to be held in 30 years... The purpose of the review was to ensure that the profession is best placed to cope with the changes facing the education sector in the coming years... This paper seeks to: establish the context within which decisions about teacher education have to be taken; argue the need for change; present the conclusions arising from the review; and make proposals about the future delivery of teacher education

    An evaluation of the use of School Development Days 2008-2009

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