A sense of ‘purpose’ is the driving force behind our interactions with the world. As we rebuild from a global health crisis, the importance of individual purpose and the expression of our combined societal values, is under the spotlight. We are becoming more aware of our interdependence with nature, and the impact of our actions on the urgent challenges of the planet. Hence, the need to incorporate ‘sustainability’ is a necessity rather than a trending fad.
Resonating with sustainable development
Sustainability is crucial to meeting our needs today, without hampering the capacity of future generations to meet theirs. Only by truly understanding the meaning and relevance of sustainability in our lives and for the planet we live on, can we implement positive change. Today, the world is facing several critical challenges and global leaders are seeking solutions through sustainable development.
The UN has outlined 17 sustainable development goals for 2030, with education high on the priority list after ‘No Poverty’, ‘Zero Hunger’ and ‘Good Health and Well Being’. In fact, education is a widely acknowledged solution to achieving these core goals. As such, access to quality higher education is rendered a basic right for young individuals to grow into responsible, ethical and knowledgeable citizens.
Education for Sustainable Development (ESD)
The UNESCO roadmap, ESD for 2030, sheds more light on the role of education for sustainable development and urges people to consider if what they are learning is truly relevant to their lives, and will contribute to Earth’s survival. In India, the NEP 2020 has highlighted the need to reconfigure the entire education system to foster learning methodologies, in line with achieving the Sustainable Development Goals of the UN. When held to high standards, education can encourage the development of conscious, ethical leaders and mitigate future misconduct.
ESD incorporates critical environmental issues such as climate change and geographical changes into core subjects such as math, science, and art, and prompts institutions to revise learning cycles and applications. The aim of this initiative is for students to relate what they learn in the classroom to their real-life actions, meaning they are better equipped to change behaviours early in life and embrace sustainable lifestyles.
The Role of Quality Education in ESD
There is a continuous and massive exchange of knowledge today, thanks to dynamic social media and content tools. However, this is not a substitute for a quality education, which not everyone has access to. Quality education goes beyond conducting and attending classes traditionally, to encompass a purposeful learning plan intended to prepare learners’ participation in a global society. It should equip them with the technical and interpersonal skills needed to make informed decisions, and take responsible actions for their own long-term development as well as the communities at large.
If quality education is the answer to global sustainability problems, how do we unlock its potential?
The toolbox to get there
There is significant responsibility on educators as they apply best-in-class pedagogical practices with sustainable learning goals in mind. Education for Sustainable Development is indeed a tough challenge to address within a fixed number of classes and assessments, but thankfully, there are tools at hand to help tackle it.
To achieve sustainable development goals, it is essential to adapt learning methodologies for the future of work and education. Global universities are realising the importance of curating a responsive curriculum that seeks to instil essential attributes that empower students to grow, emerging skill sets required to secure a job, and an appreciation of how their actions impact the environment and humanity.
Quality education is supported by accurate and meaningful assessment practices that lead to higher-order thinking and a deep understanding of concepts. Academic integrity tools, including online platforms, empower educators and students to uphold this fundamental vision by curbing behaviours that undermine learning. For example, students involved in contract cheating or academic plagiarism rob themselves of true learning and widen future knowledge gaps. Using academic integrity tools to check the originality of student work pre and post submission, helps to identify this intentional cheating and address skills gaps, towards better learning outcomes.
Time-saving, technology-assisted grading solutions help educators improve grading efficiency and consistency, to spend more time on teaching. They facilitate transparent feedback while identifying knowledge gaps early on, to scaffold student learning. That way, both students and teachers are aligned on expectations and the progress of learning objectives. Furthermore, educators can harness these tools to identify patterns in students’ assessment performance to adjust their own instruction and help shape the future curriculum.
Quality education paves the way for a more sustainable future, while simultaneously elevating student success and development across the board. Designing a responsive education strategy is key to achieving this. One that is transparent includes sufficient training and decision support, and is centred on applied learning in the classroom, will deliver the key sustainability outcomes the world needs.
Qatar Foundation is a non-profit organization made up of more than 50 entities working in education, research, and community development. It is a state-led organization in Qatar, founded in 1995 by then emirHamad bin Khalifa Al Thani and his second wife Moza bint Nasser. Qatar Foundation (QF), chaired by Moza bint Nasser, has spearheaded Qatar’s endeavours to establish itself as a leader in education, science, and cultural development on both a regional and global scale. It is within these prerogatives that Qatar Foundation and Rolls-Royce sign strategic partnership.
Rolls-Royce and Qatar Foundation will enter into a long-term partnership to create a global centre for climate technology innovation.
As partners, Rolls-Royce and Qatar Foundation will develop two world-class campuses dedicated to launching, investing in and growing businesses that can accelerate the global energy transition.
The centre will help entrepreneurs create and grow new climate technology businesses, aided by academic leadership, funds for R&D and early-stage venture capital investment. Businesses will be able to use infrastructure on the campuses to test, prove and scale their technologies, enabling them to have a rapid impact. This integrated approach is a global first in climate technology.
Qatar Foundation and Rolls-Royce are ambitious in their vision for the centre and for the scale of investment and technological change it will create. To address the challenge of climate change, the world needs tangible, technology-driven businesses at a scale that matters. This centre is intended to create and scale-up businesses worth multi-billions of pounds.
Rolls-Royce and Qatar Foundation will work in partnership to build the campuses, generating up to 1,000 jobs in the centres, and at least 10,000 within the related start-up companies and broader ecosystem by 2040. A substantial investment pool will be created for venture funding at the scale needed to create global climate tech businesses with real impact and in anticipation that third-party investors will co-invest, with a target to grow up to 5 unicorns by 2030, and up to 20 by 2040, driving significant economic value for investment partners. (A “unicorn” is a privately held start-up company valued at over $1 billion).
This partnership will position Qatar among the top 5 countries globally investing in clean energy RD&D (in terms of spend per GDP) and as a pioneer within Small Advanced Economies. It is also in line with Qatar’s vision to further promote the state’s economic diversification, including legislative and commercial incentives to develop projects that preserve the environment and counter climate change.
Qatar Foundation will serve as the operating partner for Qatar, working with Rolls-Royce to establish and operate the innovation campuses by drawing on its expertise and experience in large-scale research and education collaborations. The project is forecast to generate as many as 1,300 new high-value jobs in Qatar by 2040, as well as new investment opportunities for Qatari businesses and investors via dedicated funding vehicles.
This global centre will ensure innovation has a clear and practical route to market, whilst bringing together the key stakeholders and capabilities to create a fundamentally innovative way of developing climate tech businesses. The network will launch virtually in 2022, with campuses launching as early as 2023.
Warren East, Chief Executive, Rolls-Royce, said: “Rolls-Royce has pioneered power since its inception and we are already playing a key role in accelerating the energy transition in some of the hardest sectors to decarbonise. For us, the transition to net zero is both a societal imperative and an excellent commercial opportunity. This partnership with Qatar Foundation will enable us to accelerate progress in clean energy, including by allowing us to fully take advantage of nascent technologies that could have a significant impact on tackling climate change.”
Her Excellency Sheikha Hind bint Hamad Al Thani, vice chairperson and CEO of Qatar Foundation, said: “Today’s most pressing problems: climate change, soil restoration, water resources, animal welfare and human health are all inextricably linked. We stand ready to work together with our partners Rolls-Royce in developing innovative solutions and clean energy technologies. The expansion of Education City’s research ecosystem will inevitably further Qatar Foundation’s mission to pave the way to a better future.”
UK Prime Minister Boris Johnson said: “This partnership fuses the outstanding British engineering of Rolls-Royce with the vision of the Qatar Foundation, confirming the UK’s position as a science superpower and hub for investment. This will not only strengthen ties between our two countries but will help facilitate the climate-tech innovations we need to tackle climate change headfirst, delivering green jobs and green growth.”
PArtition, now ! by fadymozaya, posted on 25, 2021, could teach us a lot about how not to share an area of land despite all different and differing aspects of everyday life has direct consequences beyond any description.
Some expressions rhyme and flow as if they were a cluster of a hymn or the words of a Renaissance poet. In my middle eastern mountain area, some words suppress many others and hint at ideas and events that seem to flourish around distinct communities and not others as if they are parasites feeding on an organic scheme.
The invasion of the capital of Phoenicia Libanesis started in the 7th century, it is said that it only took less than a year to take over the “byzantined” capital of Phoenicia Libanesis, some claim that Jeb’El took that role at that time!
The invading herds filled the buffer zone that the sad events of the cataclysmic event of 551-553 A.D caused in the Lebanese littoral, survivors managed to reach the Highlands at that time through the straits of Mount Lebanon, mentioning here Bisri valley, Lycus surrounding, Fidar straits, Madfoun valley, Turza alleys, Kadisha/kalamus sea gate, and Terbol pathways.
The theory that a vacant Mount Lebanon was occupied by oppressed communities of the Syrian inner lands and further has been thoroughly examined by Historians and scribes of the “higher authorities” for centuries.
In the time of emergence of accurate sciences like Anthropology, Geophysics, demography and more .. it is the simple-minded way of thinking to believe any of these texts, clearly controversial in the spectrum of scientificity, and Truth!
Modern scholars have proved continuity of life since the 2nd millennium BC in the cities of Phoenicia Libanesis, and other studies identified clearly a 5000 years of sustainability of Human life in the northern mountains of Lbnn , the way it seems indicates a larger and deeper ancestry! (1)
The culture of Mount Lebanon has been remained untapped and undisturbed unless for brief times of political turbulence, since the Assyrian times and up until the Ottoman period, with slight changes in demographic maps, like the Sharkass implantation on the maritime edge of the river of Kadisha valley, and some others in the Jbeil Kesserwan district.
The invader mindset remained clearly non-homogenous to the native cults and habits, this can clearly be seen in socio-ethnic studies about the Lebanese maze of population, one can clearly identify differences (and minor similarities) between the communities of today’s fragile matrix .
The hard economics, the fragile agreements, the hint-backs to origins and roots still seem to widen the gap between these social components, now it is clearly seen that the self-identification terminology has turned into a complete narrative in the lives of the Lebanese communities, I would like to label it the “Ento-Nehna” speech!
What will come is only the fruit of what we have been doing for years, and we have not changed a bit, since the 7th century onwards.
Making it clear, we require a new socio-political system, and why not, partition. We have one life to live, and it is precious enough to say what we need, to claim what we earn!
Modern Diplomacy advises that in Iraq: an Urgent Call for Education Reforms to Ensure Learning for All Children is nowadays a requirement that is not only to prepare people for life, with all knowledge and skills to contribute to a thriving society. It is to be noted that Iraq historically witnessed writing in its earliest form as a means of communication and education, etc.
Learning levels in Iraq are among the lowest in the Middle East & North Africa (MENA) region and are likely to decline even further because of the impact the COVID-19 pandemic has had on education service delivery, including prolonged school closures.
These low learning levels are putting the future of Iraqi children and the country at risk. A new World Bank report says that while, now more than ever, investments are needed in education to recover lost learning and turn crisis into opportunity, these investments must be accompanied by a comprehensive reform agenda that focuses the system on learning outcomes and builds a more resilient education system for all children.
Human capital is essential to achieve sustainable and inclusive economic growth. However, according to the World Bank’s 2020 Human Capital Index (HCI), a child born in Iraq today will reach, on average, only 41% of their potential productivity when they grow up.
At the heart of Iraq’s human capital crisis is a learning crisis, with far-reaching implications. Iraq’s poor performance on the HCI is largely attributed to its low learning levels. COVID-19 has led to intermittent school closures across Iraq, impacting more than 11 million Iraqi students since February 2020. This report highlights that, with schools closed over 75% of the time and opportunities for remote learning limited and unequal, Iraqi children are facing another reduction of learning‑adjusted years of schooling. Effectively, students in Iraq are facing more than a “lost year” of learning.
“Iraq can use lessons learned from the current health crisis, turn recovery into opportunity, and “build forward better,” to ensure it provides learning opportunities for all Iraqi children especially its poorest and most vulnerable children” said Saroj Kumar Jha, World Bank Mashreq Regional Director. “The World Bank is ready to support Iraq in building a more equitable and resilient post-COVID-19 education system that ensures learning for all children and generates the dividends for faster and more inclusive growth”.
The report Building Forward Better to Ensure Learning for All Children in Iraq: An Education Reform Path puts forward for discussion sector-wide reform recommendations, focusing on immediate crisis response as well as medium and long-term needs across six key strategic areas:
1. Engaging in an Emergency Crisis response through the mitigation of immediate learning loss and prevention of further dropouts.
2. Improving foundational skills to set a trajectory for learning through improved learning & teaching materials and strengthened teacher practices with a focus on learning for all children.
3. Focusing on the most urgently needed investments, while ensuring better utilization of resources.
4. Improving the governance of the education sector and promoting evidence‑based decision‑making.
5. Developing and implementing an education sector strategy that focuses on learning and “building forward better”.
6. Aligning skills with labor market needs through targeted programs and reforms.
Dezeen reports that in the United Kingdom architectural professions top the list of all elite occupations. For millennia, humans make and build the most things in the world, but also contaminate it the most, as it is getting more and more obvious these latter days. Would this impact this article’s assertion if generalised to the rest of the world, mean that those privileged society elites are responsible for what we got now?
This means architectural careers such as architects, town planning officers and technicians rank as number one in the study’s list of the 25 most elite occupations in the UK.
The report also found that class-based exclusion is more prominent in the creative industries than in other sectors of the economy, with other creative occupations ranking in the top 25 including artists, journalists and musicians.
Architecture sector “dominated by the privileged”
“Creative occupations such as architects; journalists and editors; musicians; artists; and producers and directors are, in fact, as dominated by the privileged as doctors, dentists, lawyers and judges,” the report states.
“They are even more elite than management consultants and stockbrokers.”
The report also found that in 2020, those from privileged backgrounds were twice as likely to be employed in the creative industries as those from working-class backgrounds (9.8 per cent and 4.9 per cent respectively.)
The Social Mobility in the Creative Economy report was carried out by Heather Carey, Dave O’Brien and Olivia Gable as part of a three-year programme led by the Policy and Evidence Centre (PEC) exploring class in the creative industries.
In the report, privilege is defined as people who had at least one parent who worked in a “higher or lower managerial, administrative or professional occupation” when they were 14 years old.
This references the National Statistics Socio-Economic Classification (NS-SEC), which clusters various occupations together into eight groups. The report considers those who belong to groups I or II, which includes doctors, CEOs and lawyers, to be privileged.
One in four creative roles filled by working class people
The report also states that in 2020 just one in four people working in the creative industries sector were from lower socio-economic backgrounds and this has remained largely unchanged since 2014.
This means that the UK’s creative industries would need to employ 250,000 more working-class people to become as socio-economically diverse as the rest of the economy.
“To put this figure in perspective, this deficit is greater in scale than the size of the creative workforce in Scotland, Wales and Northern Ireland combined,” the report states.
As such, the authors of the report have also called on the government and industry to adopt a 10-point plan to establish a socially inclusive creative economy.
Recommendations include prioritising creating fair foundations for success and widening access to higher education, eliminating unpaid internships and accelerating the progression of diverse talent.
Originally posted on Gobbledygook: Mother died today. Or maybe it was yesterday, I don’t know. Ever since I read this opening line in an online article about best literature opening lines, I have wanted to read The Stranger. The line is so simple and captivating; in just a few words the author caught my attention and…
Originally posted on African Heritage: View of Sfax from Ksar Ben Romadhane (Source: Wikipedia) I have always loved the name of the second city of Tunisia, Sfax… think about it for a second: S-FAX… the name does not seem to sound one bit Arabic… it would seem so reminiscent of Rome… Well, it is said…
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