Academic literature on the topic 'People's Education Society'
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Journal articles on the topic "People's Education Society"
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Shi, Shaomeng. "Positioning of Environmental Art Teaching Talents for Industry Needs." E3S Web of Conferences 79 (2019): 01004. http://dx.doi.org/10.1051/e3sconf/20197901004.
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Design continues to improve people's quality of life and improve people's living environment. Design has penetrated into every aspect of our lives, from a small logo to a city's planning. Design has a close relationship with the society and has attracted more and more people's attention. The ultimate goal of design is to cultivate applied design talents for the society, who can meet social needs, meet people's needs, and have innovative spirit and practical ability. Faced with the competition of the market and the requirements of corporate enterprises for applied art design talents, environmental art design education should strengthen practical teaching, so that the students who train the students can apply what they have learned and use them to adapt to the development needs of the times and society.
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Buchcic, Elżbieta. "Environmental education as a priority in education of a contemporary man." Studia Ecologiae et Bioethicae 18, no. 5 (December 31, 2020): 251–57. http://dx.doi.org/10.21697/seb.2020.18.5.22.
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People never stop learning and developing their skills. Education is associated with different spheres and different moments of people's lives. The learning process is mainly linked with schools, however, we should not underestimate that process which takes place outside schools as well. What we have learned, contributes, to a great extent, to what sort of people we are. The more we know, the more aware of the nearby World development, the more aware of phenomena understanding, phenomena that take place around us and, therefore, allow us to participate in all society activities.
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Liu, Liangfei. "Gender Discrimination Underlying in Higher Education in Universities." International Research in Higher Education 6, no. 1 (May 4, 2021): 30. http://dx.doi.org/10.5430/irhe.v6n1p30.
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Since ancient times, sexism has existed in all aspects of people's lives. Women have always been at the bottom of society. Even upper-class women also have to abide by the principle of " obeying father at home, obeying husband after getting married, and obeying son after the husband died" as the social ethics. After the founding of new China, the idea that "women hold up half the sky" gradually spread. On the whole, the social status of Chinese women has been greatly improved. But sexism is still rife. Especially in colleges and universities, the underlying sexism on campus, in its "normal" form, is ignored. In view of this phenomenon, the author conducts in-depth exploration in the hope of attracting people's attention.
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Petinova, Oksana. "SOCIOHUMANITARIAN HABITUS OF HOMO ECONOMICUS: ECONOMIC EDUCATION IN THE MODERN UKRAINIAN SOCIETY." Educational Discourse: collection of scientific papers, no. 7(8) (August 30, 2018): 7–20. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-1.
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The article presents a socio-philosophical analysis of economic education as a sociohumanitarian habitus of homo economicus in in the transformational processes of modern Ukrainian society. The article argues that in today's conditions economic education is a strategic resource for improving people's well-being, ensuring national interests, strengthening the authority and competitiveness of the state. The author concludes that a highly educated new economical person is a challenge of time.
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Narayan, Ravi, and Claudio Schuftan. "The People's Health Movement: A People's Campaign for "HEALTH FOR ALL—NOW!"." Perspectives on Global Development and Technology 3, no. 1 (2004): 235–43. http://dx.doi.org/10.1163/1569150042036611.
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AbstractThe People's Health Assembly and the People's Health Movement have been a civil society effort to counter the ill effects of globalization on health and health care. The Assembly, through an interactive dialogue, developed the People's Charter for Health as a tool for advocacy and a call for radical action. Consisting of a wide range of action initiatives, the People's Charter for Health, now translated into over forty languages, is helping to promote a movement that involves geographical circles of health professionals and activists that organize street-level rallies, policy debates and dialogues, and public education. The movement's advocacy efforts with the WHO and other major international health players and health campaigns are all focused on the goal of "Health for All—Now!"
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Delpit, Lisa. "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children." Harvard Educational Review 58, no. 3 (September 1, 1988): 280–99. http://dx.doi.org/10.17763/haer.58.3.c43481778r528qw4.
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Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania,Philadelphia, Pennsylvania, February 5-6, 1988.
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Afacan, Ersin. "Physical education and sports for the physically disabled in terms of body sociology." African Educational Research Journal 9, no. 2 (May 14, 2021): 467–73. http://dx.doi.org/10.30918/aerj.92.21.060.
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Body sociology is a branch of sociology that studies the human body's relationship with the factors that make up society. It also investigates the position of disabled individuals in society. Because according to the sociology of the body, the body is a phenomenon that has a meaning in society. Therefore, the dynamics, norms and values of the society directly affect people's body perception. This study aims to explain the importance of physical education and sports for disabled people according to the basic principles and theories of physical education sociology. For this study, data compiled from different sources in sports and sociology related to the subject of physical education and disabilities were collated. Therefore, the study's limitation conducted using the analytical method is that it is a compilation study conducted in a theoretical framework.
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Lee, Haejoo. "University Continuing Education for Lifelong Learning in Korea." Journal of Adult and Continuing Education 14, no. 2 (November 2008): 190–202. http://dx.doi.org/10.7227/jace.14.2.6.
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Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.
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Voitkāne, Vita. "INCLUSIVE EDUCATION IN ITALY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 136. http://dx.doi.org/10.17770/sie2017vol3.2281.
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European member States implement Inclusive Education policies thus contributing to a sustainable, inclusive society, although each country is at a different stage in this process. Italy, one of the first countries to launch integrative learning, has set an example since the 1970s, although the quality of inclusive education is unpredictable due to many issues. Authors Cantoni and Panetta (2006) emphasize that, although the culture of integration in Italy exists, much needs to be done to improve the quality of inclusive education and at present new, innovative projects are exploring strategies to this effect, the results of which will lead to a national reform on Special Needs Education.
The aim of this study is to learn about Italian solutions to inclusive education, the obstacles presented, results achieved and people's attitudes to inclusivity, by carrying out theoretical and empirical research using Action as Research method. A survey was carried out on pupils’ parents and educational staff, the results of which reveal a variety of existing issues around quality assurance in inclusive education. Consequently people's thoughts and attitudes towards inclusive education are divided, however the majority of people are in agreement that Inclusive education is the best solution for everyone concerned, pupils, parents and teachers. This research is in agreement with the the Salamanca Declaration (1994, IX) which states that inclusive education is an evolving process - not the end result.
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Niens, Ulrike, and Jacqueline Reilly. "Education for global citizenship in a divided society? Young people's views and experiences." Comparative Education 48, no. 1 (February 2012): 103–18. http://dx.doi.org/10.1080/03050068.2011.637766.
Full textDissertations / Theses on the topic "People's Education Society"
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雷偉松 and Wai-chung David Lui. "Vocational education in a changing society: acase study from Guangzhou, the People's Republic of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31958114.
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Lui, Wai-chung David. "Vocational education in a changing society : a case study from Guangzhou, the People's Republic of China /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999576.
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Taylor, E. D. "Blindness, education and society." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7264.
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This thesis looks at social scientific and disability related research on visual impairment and education. It starts from a historical perspective, and outlines the radical change of emphasis in research and thinking brought about by the Disabled People's Movement. After showing how this movement has developed, it looks at various aspects of visual impairment, concentrating on rehabilitation, personality research and the symbolism of the eye. The next section looks at the development of education for visually impaired people. It starts from a historical perspective, and relates this to mainstream Sociological research on classroom interaction and school culture. All of these sections highlight the importance of attitudes and social factors, whilst not denying the undoubted impact of visual impairment in itself. 23 visually impaired school pupils were interviewed, each individually, in a wide range of schools, and from a variety of social and educational backgrounds although an age range of 14 to 18 years seemed most suitable, for various reasons, the ages of those interviewed range from 13 to 19 years. For more detail see Chapter 7. The results highlighted a lack of understanding amongst educational establishment and society at large, especially with regard to partial sight. They showed that generally people can live normal lives, but that it is difficult for them to become fully part of groups which include sighted people, mainly due to problems in sighted people's attitudes and the effects of not seeing who and what is around. Varying levels of confidence were found in both mainstream and special schools, and these often related to the level of encouragement given by staff for the visually impaired people to mix with sighted people. 10 sighted colleagues of the visually impaired respondents at three of the schools were also interviewed, again individually. They were aged 15 and 16. Again, see Chapter 7 for more details. They highlighted issues including looking different, not "knowing how to act" around a visually impaired person, and in some schools, a lack of information about visual impairment. It was these issues, along with the availability of more mainstream information for visually impaired people, (especially "top shelf" material) that concerned respondents the most.
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Husni, Rahiem Maila Dinia. "Learning from the west : sexuality education in taboo Javanese society." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81497.
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In this thesis I examine the issues of sex education in Western and Javanese society using a conceptual-comparative approach. My main goal is to highlight the importance of sex education for young people in Javanese society. Research foci and discoveries include: how the notions of conservatism with regards to sexuality are rooted in Javanese culture and social values; the definitions, history, components, methods and principles of Western sex education (particularly Canadian); the measures of success for sex education programs in the West; and to what extent Western sex education can be applied to Javanese society. In the final chapter I offer recommendations for Javanese educational authorities on the need to create a new terminology of sex education.
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Holland, Killian. "The diversification of a pastoral society : education and employment among the Maasai of Narok District, Kenya." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39386.
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The research investigates the determinants and effects of two key indicators of diversification, schooling and employment, on Maasai community. Quantitatively and qualitatively it shows that this community is experiencing changing patterns of education and employment, both of which represent virtually closed systems within Narok District. The intergenerational study quantitatively demonstrates increasing rates of school participation, showing how wealth influences schooling, and how Maasai now disproportionately send firstborns to school.Qualitative material from in-depth interviews shows increasingly positive attitudes towards education, even by those who do not educate their children, and the ambiguity of Maasai responses to social change: increasing social and economic complexity, with a strong continuing role for the animal-based society and economy, even in its commercialized form where it generates jobs pursued by younger non-educated males as herders and traders. As employment beyond the home economy increases, the educated are more likely to enter formal employment and show higher rates of job mobility.
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Ladan, Mladen. "One Kenya, one people, one nation : strävan efter en kenyansk identitet." Thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-15621.
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Intentionen med detta arbete är att uppmärksamma citizenship education som blivit allt mer betydande när det gäller skapandet av nationell enighet/identitet i Kenya. Mer specifikt innebär det att arbetets syfte var att undersöka hur utvalda kenyanska gymnasielärare arbetar med att förmedla kunskapen om citizenship education för att skapa nationell identitet och vilket innehåll som presenteras. Bifrågan blir om lärarna därefter uppmanar eleverna på något sätt att praktisera den kunskap som förmedlas i skolan om demokratiska rättigheter i samhället. För att besvara undersökningens frågeställningar har jag granskat dokument, i form av litteratur och databaser samt genomfört intervjuer, vilka sedan har analyserats. Respondenterna i intervjuerna har fått svara på likvärdiga frågor och ämnesområden där sedan dessa har satts i kontrast mot varandra för att frambringa eventuella differenser. En av slutsatserna visade att citizenship educations betydelse är stor när det gäller att bilda en nationell identitet bland eleverna. Lärarnas arbetsmetoder bestod av enkel traditionell klassundervisning där eleverna inte alls praktiserade innehållet utan lärarna uppmanade sina elever att använda kunskapen som förmedlades utanför skolans värld, till exempel i olika föreningar. Innehållet kretsade kring att försöka förmedla kunskaper om vilka rättigheter och skyldigheter en kenyansk medborgare har, förespråka nationalism samt patriotism. Det visade sig att nationalism och patriotism var de viktigaste delarna när det gällde att bygga upp en nationell enighet/identitet i det demokratiska Kenya. Nyckelord: citizenship education, nationell identitet, demokrati, Kenya, lärare, samhälle.The intention of this work is to draw attention to citizenship education that has become increasingly important in the creation of national unity / identity in Kenya. More specifically, it means that the work was to examine how selected Kenyan secondary school teachers are working to convey the knowledge of citizenship education to create national identity and what content is presented. Second reflection is to see if the teachers in any way invite the students to practice the knowledge that they conveyed in school on democratic rights and practice these in the society. In order to answer the survey questions, I examined the documents in the form of literature and databases, and conducted interviews, which were then analyzed. Respondents in the interviews have been asked similar questions and issues where they have been contrasted with each other to bring forth any discrepancies / affinities. One of the findings showed that citizenship educations are of immense importance in terms of forming a national identity among students. Teachers' practices consisted of simple traditional classroom where students didn’t have the chance to practice the content. Instead the teachers asked their students to use knowledge that was transmitted outside the school context, for example, in various compounds. The content revolved around trying to convey the knowledge of rights and obligations that a Kenyan citizen is holding, and also advocating nationalism and patriotism. It turned out that nationalism and patriotism were the main fragments when it came to building a national unity / identity in democratic Kenya. Keywords: citizenship education, national identity, democracy, Kenya, teachers, society.
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Ferrao, Stephanie. "“Citizenship is what you are, what you do, and how you appear in Front of Other People in [the] Society you Live”: Lessons on Gendered Citizenship in a Tanzanian School." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35623.
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This case study examines how civics education and forces of schooling shape Tanzanian girls’ perceptions of citizenship. Girls often experience multiple barriers, including gender discrimination, when participating as young citizens. Gender concepts have been incorporated into the Tanzanian civics curriculum to raise awareness of gender inequality and champion gender empowerment strategies. To understand the effects of these gender-focused curricular inclusions on conceptions of female citizenship, this study provides an analysis of the framing of citizenship within the civics curriculum and an examination of individual student perceptions of citizenship. Data was collected from interviews, public diaries, and curriculum documents and analyzed using a feminist conceptual framework. The results provide insight into youth and gendered modes of citizenship participation.
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Feijó, Nicole Marques. "Investigando práticas de extensão-popular na Universidade Federal do Rio Grande." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/30382.
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Esta dissertação surge das inquietações da pesquisadora sobre a relação universidade e sociedade. Tem como questão norteadora entender quais as categorias do pensamento de Paulo Freire e Antonio Gramsci que contribuem para delinear o construto extensão-popular e como se expressam nas práticas de uma universidade pública do Rio Grande do Sul. Para tanto se recorreu à sociologia e à pedagogia contemporânea, considerando o entrelaçamento dos diferentes acontecimentos da realidade com a sociologia de Antonio Gramsci e a pedagogia de Paulo Freire. A partir das teorias desses autores foi possível orientar o estudo a respeito da extensão-popular num sentido teórico-empírico. Teoria e prática se complementam. Tem-se então um estudo qualitativo, em que a estratégia de pesquisa é o estudo de caso. Os elementos para análise foram obtidos através de pesquisa documental, observação direta, diário de campo e entrevistas feitas com os extensionistas da Universidade Federal do Rio Grande, tanto coordenadores dos projetos de extensão como alunos e com as comunidades envolvidas nos projetos de extensão. Para a análise dos dados, a metodologia escolhida foi a Análise do Discurso. A realização da AD implica perguntar que relações sociais mantidas e divulgadas através da linguagem querem ser estudadas; no caso desse estudo, trata-se da relação da FURG com a comunidade, através das suas ações de extensão. Os resultados da análise apontam que a extensão, sendo parte do processo educacional, mostra-se contraditória mesmo sendo estudada dentro de uma única universidade. A desarmonia de olhares às ações de extensão, tanto por parte dos extensionistas como das comunidades, mostrou que a universidade ainda não consegue estreitar sua relação com a sociedade ao ponto de configurar a extensão-popular com as características do construto delineado neste trabalho. Sendo assim, todas as atividades de extensão da FURG estudadas apresentaram elementos da extensão-popular; entretanto, esses elementos estão isolados, o que faz com que existam apenas indícios dessa forma de extensão, prevalecendo ainda a forma hegemônica das atividades extensionitas.This dissertation arises from the researcher's concerns about the relation between university and society. Its guiding question is to search which thought’s categories of Paulo Freire and Antonio Gramsci contribute to delineate the construct popular extension and how they express itself in the practices of a Rio Grande do Sul's university. For that purpose, sociology and contemporary pedagogy are resorted to, considering the interlacing of the different reality happenings with Antonio Gramsci's sociology and Paulo Freire's pedagogy. From these authors' theories, it was possible to guide the study regarding popular extension in a theoricempiric sense. Theory and practice complement each other. From that, a qualitative study appears, in which research strategy is the case study. The elements for analysis were obtained through documental research, direct observation, field notebook and interviews with Universidade Federal do Rio Grande's extensionists, both extension projects coordinators and students, and with the people involved with the extension projects. For the data analysis, the chosen method was Discourse Analysis. DA's realization implies asking which social relations sustained and divulged through language want to be explained; in this study's case, it's about FURG's relation with the people mediated by the extension actions. This analysis' results point that the extension, being part of the educational process, reveals itself to be contradictory even though it's studied inside only one university. The disharmony of looks, from both extensionists and the people, towards extension actions, showed that the university still can't narrow its relation with society to the point of configuring popular extension with the characteristics of the construct constructed in this essay. Therefore, all FURG's studied extension activities presented elements of popular extension, but these elements are isolated, thus existing merely traces of this form of extension, still predominating the hegemonic form of these extensionists activities.
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Fossile, Alexssandro. "HIERARQUIA DAS NECESSIDADES MOTIVACIONAIS E DO GRAU DE SATISFAÇÃO DOS PROFESSORES DE DEDICAÇÃO EXCLUSIVA DO ENSINO SUPERIOR EM INSTITUIÇÃO PRIVADA: CASO SOCIEDADE EDUCACIONAL DE SANTA CATARINA - SOCIESC." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/2100.
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Previous issue date: 2005-10-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In the last few years it has occurred a magnificent transformation in the human resource area. Quickly, new concepts had been introduced, new terms of various areas incorporated in the jargon of human resources term, new behaviors passed to be asked of positions of leadership and its teams and human resource application had its performance renewed. In this scene of radical changes, the present dissertation came to present the impacts of its human resources processes, from a policy of earnings, benefits and career coming from the maintenance of talents in a college private institution. Coming out from a case study done in the Sociedade Educacional de Santa Catarina SOCIESC, it was carried out a survey about the degree of satisfaction and the necessities in terms of movement and motivation, considered the most important for the university professors In that case we can offer propositions able to lead strategies of adaptation of the people to the technology and the organizational environment, with the objective to improve the satisfaction and using the competencies and abilities in order to reach aligned results to the institution strategies. The dissertation comes to contribute for the rupture of the paradigm of the Sociesc Human Resources areas, promoting a chance of the application of the strategies based in the competencies management and earning variable. In that way we look for to motivate for a more real policy of talent maintenance in the university and its talents through getting more recognition and coming to contribute to the competitiveness of the organization.
Nos últimos anos tem sido notável a transformação da área de recursos humanos. Com alta velocidade, conceitos novos foram introduzidos, termos de outras áreas se incorporaram ao linguajar, novos comportamentos passaram a ser cobrados das posições de liderança e de suas equipes e o próprio RH teve sua atuação renovada. Nesse cenário de mudanças radicais, a presente dissertação vem apresentar os impactos nos processos de recursos humanos, a partir da hierarquia das necessidades motivacionais e do grau de satisfação dos professores de dedicação exclusiva do ensino superior em uma instituição privada. Partindo-se de um estudo de caso realizado na Sociedade Educacional de Santa Catarina SOCIESC, foi elaborado um levantamento do grau de satisfação e das necessidades tanto de movimentação quanto de motivação, consideradas como mais importantes pelos professores de dedicação exclusiva do ensino superior. Assim, foi possível oferecer proposições capazes de orientar estratégias de adaptação das pessoas às tecnologias e ao ambiente organizacional, com a finalidade de melhorar a satisfação delas e a utilização de suas competências e habilidades, em busca de resultados alinhados com a estratégia da instituição. A dissertação vem ainda contribuir para a quebra de paradigmas da área de RH SOCIESC, promovendo uma abertura para aplicação de estratégias baseadas na gestão por competências e remuneração variável. Desta forma, procura-se instigar o surgimento de uma política mais sólida de retenção de talentos do ensino superior e colaborar para que estes talentos sejam mais reconhecidos e venham contribuir para a competitividade da organização.
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Costa, Dilarimar Maria. "AS COMPETÊNCIAS NECESSÁRIAS AOS PROFESSORES DE ENSINO BÁSICO SEGUNDO A PERCEPÇÃO DO CORPO DOCENTE E DOS GESTORES INSTITUCIONAIS UM ESTUDO DE CASO DA SOCIESC." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/2098.
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Previous issue date: 2005-04-27Conselho Nacional de Desenvolvimento Científico e Tecnológico
People management has been going through a wide transformation process, as traditional systems are used as reference - leading to job titles - some fragile points have come about in the restless and changeable environment where organizations are inserted. This current research has as its aim the identification of relevant professional competencies of SOCIESC s Elementary and Secondary school teachers, according to the perception of its teachers and institutional administrator. This identification was carried out in two steps: A) a meeting with a group of educational administrators, with the purpose of discussing the methodology being used and the identification of these competencies. B) a qualitative research (a questionnaire with combined opened and closed questions). The results shown give basis to a discussion of the teachers concept regarding competencies, as well as the validation of a new list of competencies which could be used by SOCIESC.
A gestão de pessoas vem passando por um amplo processo de transformação, na medida que os sistemas tradicionalmente utilizados como referenciais centrados em cargos vêm demonstrando fragilidades diante do ambiente turbulento e mutável em que as organizações estão inseridas. A presente pesquisa tem como objetivo principal identificar as competências profissionais relevantes aos professores do Ensino Básico da SOCIESC, segundo a percepção dos docentes e dos gestores institucionais. Esta identificação foi realizada em duas etapas: A) encontros com um grupo de gestores na área educacional, com discussão conjunta sobre a metodologia utilizada e posterior identificação destas competências. B) Pesquisa qualitativa (questionário composto de perguntas combinadas entre abertas e fechadas). Os resultados apresentados fornecem embasamento para a discussão do conceito dos docentes sobre competência, bem como a validação de um novo rol de competências que poderão ser utilizadas pela SOCIESC.
Books on the topic "People's Education Society"
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Jim, Punkre, and People's Medical Society (U.S.), eds. People's Medical Society healthy body book: Test yourself for maximum health. New York: Penguin Books, 1991.
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American Association of Retired Persons. Interreligious Liaison Office. Aging society: A challenge to theological education. [Washington, D.C: The Association, 1988.
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United States. Department of State. Advancing society ... connecting people. Erevan: [various publishers], 2003.
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America, Gerontological Society of. Higher education and an aging society: Final report. Washington, DC: The Society, 1990.
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editor, Benjungkumba, and Immanuel College Dimapur, eds. Naga society: Culture, education and emerging trends. Dimapur: Heritage Publishing House, 2014.
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Mary, Fugate, ed. Elderlearning: New frontier in an aging society. Phoenix, AZ: Oryx Press, 1997.
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Learning to fail: How society lets young people down. Abingdon, Oxon: Routledge, 2010.
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Mehta, Manju. Motivation, education and social environment: A study of backward sections of society. Jaipur, India: Printwell, 1996.
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Raiṭer, Shunit. Society and disability: An international perspective on social policy. Haifa, Israel: AHVA Publishers, 1999.
Find full textBook chapters on the topic "People's Education Society"
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McLean, Monica, Sarah LeFanu, and Susan Bruce. "For Love of People, Culture and Society." In How Higher Education Feels, 127–53. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-636-1_7.
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Bradley, William. "Risk, Media and Japanese Young People." In Education and the Risk Society, 265–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-961-9_13.
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Donnachie, Ian. "People, Places and Spaces: Education in Robert Owen’s New Society." In Informal Education, Childhood and Youth, 81–96. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137027733_6.
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Rodwell, Grant. "Young people and families living in risk society." In Risk Society and School Educational Policy, 56–87. First edition. | Abingdon, Oxon ; New York : Routledge, 2018. | Series: Routledge research in education policy and politics: Routledge, 2018. http://dx.doi.org/10.4324/9780429444036-4.
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Ullán de la Rosa, Francisco Javier, and Hugo García Andreu. "Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps." In Social and Economic Vulnerability of Roma People, 201–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_13.
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AbstractThis chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.
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Baciu, Elena-Loreni, and Theofild-Andrei Lazar. "The Influence of Social Capital on the Educational Attainment of Roma Persons: Evidence from a Qualitative Study in Romania." In Social and Economic Vulnerability of Roma People, 183–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_12.
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AbstractAs the largest ethnic minority in Europe, Roma persons are among the groups with the lowest levels of educational attainment. In Romania, the country with the highest number of Roma persons of all the EU Members States, the situation is even worse, each higher level of education revealing an increasing gap between Roma persons and the general population.Positioned within the framework of Social Capital theory, the current chapter explores the influences of micro- and mezzo-level social networks on educational attainment of Roma persons, trying to explain some of the mechanisms that perpetuate the gap between them and the general population, in terms of educational attainment.Drawing on a qualitative bottom-up study of Roma persons’ experiences of belonging in society, we analysed the interlocking influences of bonding and bridging social capital on the interviewees’ educational attainment. The results of the study point out that both forms of social capital have an important impact on the educational attainment of persons in vulnerable groups, although in different ways, and sometimes they can be mutually reinforcing, depending on the prevailing social arrangements, in either keeping the persons engaged in education, or drawing them away from their educational paths. The results also show that in circumstances of intersecting vulnerabilities, a noticeable imbalance between agency and structure is produced, which corrodes the foundational principles of equity and affects the equality of opportunities.
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Ng, Wan. "Learners in a Digital Society: Digital Practices of Young People and Their Teaching Implications." In New Digital Technology in Education, 51–71. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-05822-1_3.
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Rymarz, Richard. "Handing on Religious Values to Young Orthodox People in a Western, Secularised Society." In International Handbooks of Religion and Education, 513–23. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_37.
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Barkhatova, Daria A., Marina A. Bitner, Ekaterina V. Grohotova, Pavel S. Lomasko, and Anna L. Simonova. "Personalizing Older People Training in Modern Technologies for Successful Life in Smart Society." In Smart Education and e-Learning 2021, 51–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2834-4_5.
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Nawangwe, Barnabas. "Africa’s Destiny and Higher Education Transformation." In The Promise of Higher Education, 215–19. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_33.
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AbstractAfrica, the cradle of mankind and civilization, presents the best example of a people falling from the most culturally and technologically advanced society to the most backward and marginalized. While other ancient civilizations like China, Babylon, and India either transformed and survived or persisted in the case of China, the Egyptian civilization was destroyed and was never to recover. The University of Sankore at Timbuktu, established in the 13th century and recognized by many scholars as one of the oldest universities on earth, is testimony to the advancement in scholarship that Africa had attained before any other civilization. But that is all history. Instead, Africa remains the most marginalized continent, viewed by many as a hopeless sleeping giant without any hope for awakening and moving forward as part of a modern global society.
Conference papers on the topic "People's Education Society"
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Lou, Xin, Ming Bai, and Mingsan Miao. "People's and Animals' Responses to Drugs." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.83.
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Petunina, A. R. "Online Learning In Higher Education In China (The People's Republic Of China)." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.158.
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Su, Jing, Sirui Li, and Shunyun Li. "Annual Evaluation for the Independence of People's Bank of China: An Attempt of Fuzzy Quantization." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.138.
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Guo, Zhenhua, and Jun Yang. "The Folk Custom Projection of Bloodline Heritage of Ethnic Group - Inspection and Analysis of Gejia People's Music and Dance." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.125.
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Mamedov, Fuad Teyub oglu. "ABOUT THE VALUE OF SPIRITUAL CULTURE FOR THE SUSTAINABLE DEVELOPMENT OF HUMANKIND." In Globalistics-2020: Global issues and the future of humankind. Interregional Social Organization for Assistance of Studying and Promotion the Scientific Heritage of N.D. Kondratieff / ISOASPSH of N.D. Kondratieff, 2020. http://dx.doi.org/10.46865/978-5-901640-33-3-2020-159-168.
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The article reveals the fundamental importance of people's “spiritual” culture for sustainable development and the relevance of international cooperation in order to ensure global human security. The author emphasizes the importance of scientific understanding of culture as an integral social system and the expediency of using cultural methodology and expertise for making correct political decisions. The article describes the necessity of spreading universal cultural knowledge in society, additional cultural education and enlightenment for the formation of highly cultured people as the main driving force of human development.
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Doyin, Mukh, Suseno Suseno, and Zuliyanti Zuliyanti. "Reconstruction of People's Stories as a Potential Development of Regional Edu Tourism." In Proceedings of the 1st International Conference on Social Science, Humanities, Education and Society Development, ICONS 2020, 30 November, Tegal, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.30-11-2020.2303723.
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Mammadova, Samira, Aygun Musayeva, Elchin Jafarov, and Bakhtiyar Badalov. "Azerbaijan Education System: Transition from Traditional to Modern Teaching and Learning Strategies. A Review of Literature." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8387.
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Education plays important role in the society and in the everyday lives of plenty of people. Education influences people in different ways, and the significance of high quality education is indisputable. Particularly, innovation in education is a light that shows the humankind the right direction to surge. The advancement of the society directly dependent on the development of education and its quality. The fact is that, technological progress and innovative technologies application in education system bring new tools for struggling with complicated obligations in education systems. People get opportunities to express themselves, communicate and interact with other peoples in local, national and global context by using innovative technologies in education. The main purpose of study is to examine traditional and modern, innovative methods of teaching and learning, to explore the impact of these methods on educational environment and specifically discuss different teaching and learning methods regarding Azerbaijan education system.
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Reheman, Abuduwupuer, and Yingjie Guo. "A Field Research of Chinese Uyghur People's Writing Reforms and Influences in the 20th Century." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.40.
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Torrecilla, José S., Santiaga Buitrón Ruiz, Manuel Sánchez, John C. Cancilla, Sandra Pradana, and Ana Maria Perez Calabuig. "Service-learning by PhD students to aid socially neglected people." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11153.
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In recent years, there have been calls for change in higher education to meet the needs of today's society. A higher education that enables our students to offer solutions to struggling areas of our society. Innovative and differentiating solutions from what we have been used to until now. In view of these needs, it is necessary to unite the society, which reveals its main needs, and the university community, which offers solutions on the knowledge acquired. One of the ways to carry out this integration is based on developing a methodology called "Service-Learning" (SL). This learning method is based on a strategy of collaboration between educational centers and society itself. At present, this methodology is spreading within higher education institutions worldwide. This learning strategy emerged as a learning methodology in America, to be later extended to Europe, from the United Kingdom to the rest of the continent, and from there, reaching a global impact. Throughout this long road, this methodology has been improving, encouraging the creation of increasingly strong links between educational institutions and universities, and society, by promoting the improvement of student training as well as the development of certain areas of society. This paper presents a SL project where two apparently disparate areas are related, such as doctoral students in the area of chemical engineering and sectors of society at risk of exclusion. Specifically, the objective is for the students to present some of the technological developments they have achieved to a neglected sector of society, which should participate not only in the developments, but also learning about the technical base of such technologies.
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MERKYS, Gediminas, Daiva BUBELIENE, and Nijolė ČIUČIULKIENĖ. "SATISFACTION OF RURAL POPULATION WITH PUBLIC SERVICES IN THE REGIONS: ANALYSIS OF EDUCATIONAL INDICATORS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.154.
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The key idea of the well-being concept strives to answer the question about how well the needs of people in a society are met in different spheres of social life - the physical, economic, social, educational, environmental, emotional, and spiritual – as well as individuals’ evaluations of their own lives and the way that their society operates (Gilbert, Colley, Roberts, 2016). One of the possible suggestions for answering the question: “How well are the needs of people in a society met?” could be the monitoring of citizen’s satisfaction with public services while applying a standardized questionnaire for population covering 193 primary indicators (health, social security, culture, public transport, utilities, environment, recreation and sport, public communication, education, etc). Even 23 indicators are about education that makes educational services a considerable part of all social service system. As the researchers aimed to analyze satisfaction of rural population with public services stressing the education issue, indicators about education dominated in the survey. The data were collected in 2016 - 2017 in 2 regional municipalities: municipalities: Jonava and Radviliskis (N=2368). The results of the analysis demonstrate that rural residents' satisfaction with formal general education services is relatively high. The only negative exception is the "the placement of a child in a pre-school institution based on the place of residence". Furthermore, rural residents poorly evaluated educational services that are related to non-formal education, adult education, the education of children with disabilities, child safety, meaningful xtracurricular activities of children and young people during all day, preventive programs. These major conclusions let the researchers state that local self-governmental institutions are not capable to cope with the quality challenges of some educational services without special intervention policy of the central government and the EU responsible structural units. A negative impact is also reinforced by a rapidly deteriorating demographic situation in Lithuanian rural areas.
Reports on the topic "People's Education Society"
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.
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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Mason, Dyana, and Miranda Menard. The Impact of Ride Hail Services on the Accessibility of Nonprofit Services. Transportation Research and Education Center (TREC), 2021. http://dx.doi.org/10.15760/trec.260.
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Nonprofit organizations are responsible for providing a significant level of human services across the United States, often in collaboration with government agencies. In this work, they address some of the most pressing social issues in society – including homelessness, poverty, health care and education. While many of these organizations consider location and accessibility crucial to supporting their clients – often locating services near bus or train stops, for example – little is known about the impact of new technologies, including ride hail services like Lyft and Uber, on nonprofit accessibility. These technologies, which are re-shaping transportation in both urban and suburban communities, are expected to dramatically shift how people move around and the accessibility of services they seek. This exploratory qualitative study, making use of interviews with nonprofit executives and nonprofit clients, is among the first of its kind to measure the impact of ride hail services and other emerging technologies on community mobility and accessibility.
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Hall, Sarah, Mark Vincent Aranas, and Amber Parkes. Making Care Count: An Overview of the Women’s Economic Empowerment and Care Initiative. Oxfam, November 2020. http://dx.doi.org/10.21201/2020.6881.
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Across the globe, unpaid care and domestic work (UCDW) sustains communities and economies, provides essential care for children, sick and elderly people and those living with disabilities, and keeps households clean and families fed. Without unpaid care, the global economy as we know it would grind to a halt. Yet this work falls disproportionately on women and girls, limiting their opportunities to participate in decent paid employment, education, leisure and political life. Heavy and unequal UCDW traps women and girls in cycles of poverty and stops them from being part of solutions. To help address this, Oxfam, together with a number of partners, has been working in over 25 countries to deliver the Women’s Economic Empowerment and Care (WE-Care) programme since 2013. WE-Care aims to reignite progress on gender equality by addressing heavy and unequal UCDW. By recognizing, reducing and redistributing UCDW, WE-Care is promoting a just and inclusive society where women and girls have more choice at every stage of their lives, more opportunities to take part in economic, social and political activities, and where carers’ voices are heard in decision making about policies and budgets at all levels. This overview document aims to highlight the approaches taken and lessons learned on unpaid care that Oxfam has implemented in collaboration with partners in sub-Saharan Africa and Asia.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.
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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Tuko Pamoja: A guide for talking with young people about their reproductive health. Population Council, 2005. http://dx.doi.org/10.31899/rh16.1017.
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This guide was developed for public health technicians working with the Ministry of Health as part of the Kenya Adolescent Reproductive Health Project Tuko Pamoja (We Are Together). It can be used by anyone wishing to broaden their understanding of adolescent reproductive health (RH) issues and improve communication with young people. Providing young people with support by talking with and listening to them as well as ensuring they have access to accurate information can help them understand the wide range of changes they are experiencing during adolescence. Although parents, teachers, religious and community leaders, and health-care providers are expected to educate adolescents about personal and physical development, relationships, and their roles in society, it may be difficult for them to do so in a comfortable and unbiased way. For these reasons, it is important to meet adolescents’ need for information and services. Adolescent RH education provides information about reproductive physiology and puberty; protective behavior; and the responsibilities and consequences that come with sexual activity. Providing young people with accurate RH information promotes sexual health and well-being, and supports healthy, responsible, and positive life experiences, as well as preventing disease and unintended pregnancy.
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Theory of change: Bet You Can Help. Addiction Recovery Agency, Beacon Counselling Trust, June 2021. http://dx.doi.org/10.33684/2021.004.
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Gambling-related harms are a significant public health issue in Great Britain. These harms are often underrecognized and most people who experience harms go without support. Under the leadership of Addiction recovery Agency (Ara) and Beacon Counselling Trust (BCT), the Bet You Can Help (BYCH) programme is filling the need for place-based education and training to identify and address gambling related harms. The BYCH programme is a community first aid model for safer gambling that promotes the early identification of people who are at risk of gambling related harms. Offered as a Level 2 Qualification through the Royal Society of Public Health, this programme aims to reduce harms and prevent lives being lost from gambling related harms in Great Britain. This theory of change considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.