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What is the potential of children's play to promote equality in outcomes and address learning gaps between children from more advantaged and less advantaged backgrounds? Drawing evidence from early childhood learning programmes across 18 countries, as well as from interviews with the authors of various contributing studies, this report aims to understand whether and how the evidence about play and learning relates to tackling the learning crisis, especially in terms of inequality in learning outcomes around the globe.This report published by the LEGO Foundation shows that play not only helps children learn, it also supports inclusion, and reduces inequality, therefore demonstrating that policymakers and international organisations need to pay close attention to play. Building on their findings, the authors suggest four areas for future investment, innovation and investigation.
The Rationale for Sponsoring Students to Undertake International Study: An Assessment of National Student Mobility Scholarship ProgrammesMay 1, 2019
This research, driven in partnership by the British Council and the German Academic Exchange Service (DAAD), looks at the reasons why some national governments invest in supporting outward mobility scholarship programmes. The study aims to improve our understanding of why governments sponsor these programmes; how they are designed, administered, and funded; who participates and where they study; and what impact the programmes are having.The report contains detailed case studies of 11 countries and their approaches to national outward mobility scholarship programmes, with comparative case study analysis and recommendations for countries looking to establish or develop outward mobility scholarship programmes.
The European Practice EXchange (EPEX) is a small international network of organisations and individual members working in the fields of primary, secondary and tertiary prevention of radicalisation and exit work both within and outside of prison. It aspired to take up the challenge of amplifying, strengthening and connecting practitioners' voices. This publication is the outcome of an intense three-year exchange, as a reply to the following questions: "How can we create a peer-to-peer network for those working in the prevention of radicalisation that offers a space to their (shared) topics and interests? What if, based on this, practitioners wrote a book together?". The document is written as much for other practitioners as it was for those who are curious to hear the voices of professionals with first-hand expertise.
Written in 2018 by Mimi Onuoha and Mother Cyborg (Diana Nucera), a People's Guide to AI is a comprehensive beginner's guide to understanding AI and other data-driven tech. The guide uses a popular education approach to explore and explain AI-based technologies so that everyone—from youth to seniors, and from non-techies to experts—has the chance to think critically about the kinds of futures automated technologies can bring.The mission of A People's Guide to AI is to open up conversation around AI by demystifying, situating, and shifting the narrative about what types of use cases AI can have for everyday people.
This online story, published by the Bernard Van Leer Foundation, is part of the 'Historical Cases' series. It intends to collect lessons from the past experience of the foundation in Nicaragua from 1981 to 2008.Learning questions raised by this story include:How can we best take advantage of historical moments in a country to accelerate progress towards scale? How does this factor into our own decision making?How to diversify our partnerships and our approaches (for example, advocacy versus field projects) to ensure continuity throughout inevitable political changes in government?When making plans for scale, is it always desirable to aim for universalisation? Or is it better – from a quality standpoint – to advocate for a more targeted approach to specific populations of children and families?
From building national movements to developing practical tools, networks of organizations are already playing essential roles in seeding and scaling personalized learning across the United States. Networks provide the support and knowledge of a collective whole while allowing for context in a way that complements and amplifies the work of individual organizations and schools. A more intentional focus on networks can accelerate the personalized learning field as a whole.The Role of Networks in Advancing Personalized Learning demonstrates why networks matter for the personalized learning sector and explores the roles that networks already play today. The brief then poses strategic questions for network leaders, funders, and policy makers on how to strengthen networks going forward.
At the Ford Foundation, we know that young people are a formidable force for positive social change in the world. Yet we have also seen how unequal access to economic and social resources limits many talented young people, and keeps them from reaching their full potential.This resource guide is intended to illustrate how scholarship programs can make higher education more open and inclusive to all—and how they can fuel social change. The impact of well-designed scholarships can extend far beyond individual scholars. These scholarships help recognize and cultivate untapped talent, and address the inequality that too often thrives both in higher education institutions and in communities around the world.This donor resource guide will be helpful to anyone who wants to start or improve a scholarship or fellowship program and we hope the guide—with its resources and examples from past programs like the foundation's International Fellowships Program—inspires donors and institutions alike to take risks and initiate transformational programs.
The Incheon Declaration affirmed the mandate of the Global Education Monitoring (GEM) Report as the mechanism for monitoring and reporting on the fourth global goal on education as well as on education targets in the other Sustainable Development Goals (SDGs). The 2016 GEM Report is the first of a new 15-year series. It shows that education will not deliver its full potential to catapult the world forward unless participation rates dramatically improve, learning becomes a lifelong pursuit and education systems fully embrace sustainable development. The thematic part of the GEM Report discusses the complex links between SDG 4 on education and the other 16 SDGs. It presents compelling arguments as to the types of education and learning that are vital for achieving other SDGs.
The report shares the results of the 2015 Ford Foundation International Fellowships Program (IFP) Global Alumni Survey, the first round of global data collection to occur during the course of tracking study. The findings reflect the responses of 1,861 IFP alumni from 22 different countries, capturing 43% of the program population. Findings from the report can be used to drive programmatic and policy decisions and shed light on research that supports the need for widening access to higher education in an effort to combat social inequality. Social Justice and Sustainable Change shows that funding the post-graduate academic pursuits of emerging social justice leaders from marginalized groups leads to significant, measurable benefits for communities and organizations in their countries and throughout the world.
Trócaire undertook three year multi-country research on women's participation within decision making spaces at the grassroots level. 'Empowerment' was defined in the research as the process of pushing against the boundaries to shape new fields of possible action, by increasing the capacity of those with less power to engage with those with more power. The research was undertaken in three countries, Democratic Republic of Congo, India and Nicaragua, implementing governance and gender equality programmes through local partner organisations. It set out to better understand how participation contributes to processes of empowerment and the reduction of oppressive power relations between men and women, as well as citizens and the state. A bibliography is included. More information is available on: http://www.trocaire.org/resources/policyandadvocacy/pushing-boundaries-understanding-womens-participation-and-empowerment
New evidence from neuroscience and social science, high-level policy efforts, and growing concern among business, military, and other civic leaders have placed early childhood high on the priority list for donors focused on impact. Such growing interest has generated vast amounts of information and potentially useful guidance. We developed this web-based "toolkit" to help donors cut through the noise. The toolkit provides key facts, strategies, exemplar programs, and partners that any donor interested in early childhood should know.As with all of our work, our team curated these resources by reviewing the best available information from research, informed opinion, and field experience. It reflects our review of over 50 major research reports and policy analyses; dozens of conversations with experts and nonprofit leaders in the field; and engagement with two national networks of donors, researchers, and practitioners working to address early childhood issues.
This report shows trends in philanthropic giving to UK Universities, based on analysis done on data provided by nearly 100 Higher Education Institutions (HEIs) for each of the three years (i.e. 2010-11, 2011-12 and 2013-14):Total new funds secured rose significantly by 21 percent since 2012-13 to £795.2 million (among these institutions). Cash income received changed marginally by only 1 percent since 2012-13 which reflects that cash receipts tend to lag the pledges that are included in the study's definition of new funds secured. There was also a sizeable increase in the number of donors - a 25 percent rise since 2011-12 - and in alumni donors, which rose by 14 percent since 2011-12. The number of alumni in contact with their university continued to rise in 2013-14, increasing by 15 percent between 2011-12 and 2013-14. Universities spent 12 percent more on fundraising in 2013-14 than they did in 2012-13.
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