ISA backed technology skills platform

This document outlines key challenges related to skills development in the Europe and Central Asia (ECA) region. It notes that while poverty has decreased in many ECA countries, it remains high in some areas. Access to early childhood education and quality basic education is uneven across the region, threatening progress on reducing poverty. The document also discusses how workers' skills have become a constraint on business growth for many firms in the ECA region according to surveys. Overall, it examines skills challenges in the global and ECA contexts and lessons for job-specific skills development.

This document proposes a protocol called Skillonomy that connects online education platforms to freelance job markets using blockchain technologies. It aims to address low student motivation and platform monetization issues in modern online education. Skillonomy would combine an open-source learning management system with freelance markets, offering economic incentives for students and coaches. It would track learning progress and skills acquisition using a native SKLT token on a blockchain, rewarding productive actions like course registration, reviews, and tasks. Revenue would come from fees on freelance work and a percentage of student salaries after education. The protocol aims to scale globally and compete with rising online education and gig economy platforms.

This document discusses initiatives to promote entrepreneurship and startups in Nova Scotia. It outlines goals to increase the number of new business startups, exports, and export-participating firms. It describes several "game changers" or focus areas, including promoting growth-oriented enterprises, excellence in education and training, and entrepreneurship. Specific early win initiatives are highlighted, such as supporting the technology startup accelerator Volta and the post-secondary entrepreneurship program UIT Cape Breton. The document calls for private and public sector support and endorsement of these programs to foster entrepreneurship and innovation.

A new Enterprise Excellence Group has been established at WIT Business School, as evidence of the continued commitment by WIT to the creation of new knowledge, innovative products and services in the region. It provides the creating spaces for networking, knowledge exchange and an opportunity to engage with cutting edge ideas in lean management theory and practice.

The Research & Development training programme will increase R&D skills within your business, giving you the information, knowledge and improved practices your business needs to succeed. This high quality training programme is an essential, flexible and rewarding experience. Studies have shown that companies that invest in Research & Development (R&D) grow and prosper regardless of how competitive their markets may be. For eligible organisations, it is being fully funded by the European Social Fund so there is no cost to you. business development strategies,

The document proposes a new hybrid business model for traditional education institutions that combines online and in-person learning. It discusses leveraging new technologies like AI and VR to provide a more affordable, accessible and flexible education. The proposed model includes small private online courses, campus-style networking opportunities, and customized learning paths for students. It acknowledges challenges like resistance from teaching staff and economic uncertainty, but argues the model could meet needs of professional and student customers by offering quality learning anywhere and anytime.

This document discusses key trends in educational technology (ed tech) in Asia. It notes that while most ed tech investment has been in the US so far, Asia is poised to become the largest market due to its large population and emphasis on education. It identifies several opportunities for ed tech companies in Asia, including the business-to-consumer market due to high education spending, the potential for mobile ed tech given Asia's mobile usage, and growing demand for language learning. The document also covers challenges of localizing for Asia and the need for more cross-border collaboration and specialized investors to help global ed tech solutions succeed locally.

This document discusses vocational education, training, and economic development in Taiwan. It provides information on: - WorldSkills International's growth to 74 member countries hosting skills competitions across various sectors. - Taiwan's success in WorldSkills competitions, ranking 3rd in the recent competition with 6 gold, 4 silver, and 8 bronze medals. - Taiwan shifting its industrial development focus to innovation-driven and knowledge-intensive industries. - Taiwan's strategies to develop human resources through lifelong learning, training programs, talent recruitment, and improving vocational education.

The document discusses apprenticeship programs and the decline of skilled trades training in the US. It notes that apprenticeships provide on-the-job training and accompanying study. Fewer than 1% of manufacturing workers receive apprenticeship training despite a growing shortage of skilled workers. Germany's vocational education system is held up as a successful model with half of youth signing up. Building apprenticeship programs in the US would require attracting candidates, ensuring mentorship, and establishing relationships with schools. Challenges include career choices being made later in the US and lack of national standards. Strong apprenticeship systems can result in higher revenue and growth for industries.

The document discusses skills strategies and priorities in Luxembourg. It identifies four priority areas: 1) providing labour market relevant adult learning opportunities, 2) guiding and incentivizing skills choices, 3) attracting and retaining talent to fill skills shortages, and 4) strengthening the governance of skills data. Under the first priority, it notes opportunities to improve access to adult learning, coordination among actors, and alignment of training with skills needs. The second priority focuses on guidance for skills choices, skills information collection and use by enterprises, and financial incentives. The third priority addresses Luxembourg's reliance on foreign workers. The fourth concerns governance of skills data.

This document summarizes recent learning trends in Europe and North America based on a whitepaper by Jeremy Blain. It finds that while training budgets are decreasing due to economic pressures, most companies remain committed to training. It also finds that training priorities are shifting towards job-specific technical skills and compliance. Delivery methods are also changing, with classroom training still dominant but e-learning and blended learning growing in popularity due to their flexibility and cost-effectiveness. Surveys show learners prefer more technology-driven learning like e-learning and collaborative tools.

Presentation by Kevin Omar Williams (BOA Boston) at AIESEC Northeastern Spring RoKs Conference 25 Feb 2012

Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021 Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.

This document discusses vocational education and training (VET) in Europe. It argues that while international learning mobility is important, internationalizing education may have a greater impact on quality in VET. It also states that mobility alone does not guarantee better quality - VET programs need to incorporate international experiences into their curriculum design. The document then describes a quality assessment tool developed in the Netherlands called the Quality and Impact Scan that helps VET institutions evaluate and improve their internationalization efforts and ensure mobility experiences have a lasting impact.

This document discusses commercializing entrepreneurial ideas through linking universities and technology incubators. It proposes a model for technology incubators in the Middle East and North Africa (MENA) region based on international best practices and local needs. The model aims to increase the interaction between universities and industry in MENA countries by supporting entrepreneurs and transforming university research into marketable products and spin-offs. It outlines factors for the success of technology incubators such as strict selection of tenants, community support, access to financing, and continuous improvement.

Presented at the British Columbia Collaboration Event for Educators - an annual conference that discusses the future of IT and education in Canada. Presented by Tracy Biernacki-Dusza, National Project manager of the Focus on Information Technology program (FIT); a youth inititiative developed by the Information and Communications Technology Council (ICTC)

This paper examines knowledge management in Dubai's public sector. It assesses how clearly the concept of knowledge management is understood, and the ability to capture and store knowledge. The study finds that while Dubai and other UAE entities have invested in developing human capital and knowledge resources, there is low return due to underutilization of knowledge and skills, and knowledge walking out the door when employees leave. It recommends that in addition to knowledge development, Dubai and other UAE public sector organizations must focus on effective knowledge management through strategies to capture, document and disseminate employees' knowledge to improve performance and ensure expertise is retained.

The proposal requests funding to expand the National Information Technology Apprenticeship System (NITAS) pilot program in the Mohawk Valley region of New York. NITAS is a workforce development program that integrates education, certification, and skills validation through apprenticeships with employers. The goals are to place 200 apprentices from 3 local colleges with 60 corporate partners, develop an integrated course catalog mapping to NITAS competencies, and establish NITAS infrastructure at the State University of New York Institute of Technology and 2 community colleges to support the program. With the funding, SUNYIT would serve as the project leader and help expand NITAS across the SUNY system and to other regions in New York State.

The Micro Focus Academic Program is a collaborative program between businesses, academia and government that aims to address the shortage of high-quality IT talent. The program provides tools, resources and support to educators to develop university IT programs focused on skills like COBOL that meet the needs of modern businesses. It also helps connect students to potential employers to bridge the skills gap faced by many companies.

With increased use of technology in all aspects of our lives, the need to protect our computers, networks, and data increases as well. In the United States alone, there are 400,000 unfilled jobs in the field of cyber-security. You’ll learn what training programs exist and how major corporations are committing to cyber-security education. We’ll discuss how Rotarians can work to connect underserved communities with training and job opportunities both locally and internationally.

1. The rapid growth of multinational corporations over the last 50 years can be attributed to factors like globalization, advances in information technology, deregulation, and opportunities in emerging markets. 2. Globalization has increased interdependence between national economies and financial markets, facilitating the growth of multinational corporations through international trade. 3. Advances in IT and telecommunications have reduced barriers to coordinating operations across borders. Deregulation of industries allowed multinational corporations to expand into new regions and sectors.

Photo source iStockphoto.com42 | T+D | SEPTEMBER 2009 Help Wanted: “T-Shaped” Skills to Meet 21st Century Needs A handful of students within the busi- ness and engineering schools at San Jose State University in California are headed for careers in service-related industries with an expanded set of marketable skills. A specially devised curriculum shared by the two schools includes instruction in such areas as service design and computer science, as well as soft skills electives including leadership and communication. The university’s goal is to help stu- dents develop an array of skills that are highly prized by organizations in service- related fields, explains Stephen Kwan at the university’s College of Business. For example, he says, “students in the pro- gram learn how information technolo- gies can be used to create innovations within all types of service companies.” Kwan says students possessing such versatile skills will enjoy a com- petitive advantage in their pursuit of promising careers in the fast-growing service sector, which represents some 80 percent of the U.S. gross domestic As employers clamor for versatile workers who can wear many hats in the workplace, business- es are partnering with academic institutions to develop them. LISTEN TO THIS FEATURE at www.astd.org/TD/TDpodcasts.htm SEPTEMBER 2009 | T+D | 43 By Paul Harris 44 | T+D | SEPTEMBER 2009 product. Employers will reap the ben- efits, he adds. San Jose State is not alone in offering this interdisciplinary approach, called the Service Science, Management, and Engineering (SSME) program. In fact, it is one of more than 250 universities that provide SSME-related courses thanks in large part to IBM. It was Big Blue that developed the SSME curriculum in 2003 and that for the past five years has helped uni- versity faculties institute it as part of the IBM Academic Initiative—a program that helps accredited schools throughout the world develop a more competitive workforce. To date, the expansive IBM initiative has helped more than 8,500 faculties at 4,000 institutions teach 40,000 courses to more than 2.5 million students, states Director Kevin Faughnan. Indeed, a growing chorus of busi- ness and academic leaders is seeking to ensure that tomorrow’s graduates possess a broad repertoire of compe- tencies that extend well beyond IT. “Graduates who want to compete in the global economy need to be innova- tive and entrepreneurial, with a focus on value creation,” says Debra Van Opstal, senior vice president of programs and policy with the Washington, D.C.- based Council on Competitiveness. “They also need leadership skills and the flexibility to adapt quickly as the pace of change accelerates.” The council, an organization of CEOs, university presidents, and labor leaders working to ensure U.S. pros- perity, has launched an energetic skills initiative. Similar education and skills dev.

In this talk, we'll discuss the current state of Data Science and Machine Learning education and what is needed to build a future educational model that works for everyone, including new students and enterprise clients who need to upskill their modern workforce. Topics discussed will include an overview of the current landscape in data science education and how modern technologies allow true scalability in the education space.

This document provides an overview of the CodersTrust platform, which aims to unify access to education, finance, and the labor market. It will use a scalable global platform built on open-source frameworks to include millions of people in the knowledge economy. The business model involves paying customers such as students, financial institutions, and corporations. The current minimum viable product focuses on serving students in Bangladesh and their mentors through a blended online and offline learning model. Plans are outlined to develop a more robust platform to support fully online learning and scale to 100,000 students globally.

The document discusses how higher education and research institutions are undergoing digital transformations to adapt to changing business and user needs. It identifies four strategic priorities for institutions: 1) reimagining student engagement and learning models, 2) reimagining management models, 3) reimagining institution operations, and 4) reimagining work and working at institutions. The document advocates that institutions embrace digital technologies like analytics, mobility, and virtual engagement to transform interactions, processes, workforce management, and business models to better serve students in the digital world.

Here is a high-level overview of how UpSkill's technology works: - Users upload their resume/CV or connect their LinkedIn profile to provide information on work history, education, skills and interests. - Natural language processing is used to extract relevant data from free-form text fields. - Skills are identified and standardized. Interests are inferred based on job titles, courses, hobbies etc. - This data is matched against an extensive database of job profiles detailing typical skill requirements, personality fits, career paths, salaries etc for different roles. - Machine learning algorithms calculate the similarity between a user's profile and each job to determine their suitability score. Factors like skill overlap, interest

Businesses and educators know they need to prepare people for very different jobs in the future of work but are slow to revamp their training and educational models, according to our research. What’s needed are more flexible partnerships, predictive and agile approaches to curriculum change and digitally driven modes of delivery.

This document provides information about Elastic Messaging for the organization Byte Back. It includes: 1) An Elastic Messaging Platform that outlines Byte Back's mission and main message, along with supporting themes and proof points about digital inclusion, workforce development, and economic opportunity. 2) A Theory of Change section explaining how Byte Back addresses barriers like lack of access to education, technology and skilled jobs through its courses and job readiness programs. 3) Suggestions for conducting effective internal messaging workshops on a quarterly basis to discuss challenges and ensure consistent messaging across the organization and communication channels.

This document discusses how education systems need to adapt to prepare students and the workforce for Industry 4.0. It recommends that education providers offer broader skill sets through interdisciplinary programs, close the IT skills gap, and provide new formats for continuous education such as online platforms and mobile apps to support lifelong learning. The example of Singapore's SkillsFuture program is given, which saw 126,000 people utilize credits for training in the first year, with the largest age group being those over 60 years old.

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This document discusses innovation and disruption in higher education. It notes that technological change is exponential, and trends like mobile devices, cloud computing, and big data will impact higher education. MOOCs represent a disruptive innovation that could challenge traditional universities by offering a leaner choice for students. Key challenges include developing sustainable business models, addressing demographic shifts in lifelong learning, and dealing with issues around big data and privacy. The document also examines potential new careers that may emerge and skills shortages in Europe. It discusses different types of MOOC learners and platforms. Finally, it argues that universities should control disruptive innovations like MOOCs through strategic partnerships and developing a technological lead in areas like adaptive learning and authentication.

Wake Technical Community College plans to train 450 people for information technology (IT) jobs in healthcare, cybersecurity, manufacturing, and financial services through Project SECURE — Supporting and Enhancing Cybersecurity through Upwardly Mobile Retraining and Education.

This document discusses technical infrastructure and integration concepts for IDEA Nigeria. It contains 10 startup business pitches participating in an incubation program. The pitches describe the business issue each startup aims to resolve through software, the application name and platform, personnel, and plans for completion and income sources. Examples include Africania Computers developing an unnamed application to resolve an industry issue, and Total Automation's Production Resource Planner software for the oil and gas sector. The document is confidential and presented as a work in progress for discussion purposes.