Educational institutions

Displaying 1 - 5 of 15

CS7 Research-intensive universities in crisis management (the case of Norway)

Submitted by edusoft_admin on Fri, 09/09/2022 - 02:57

What is the initiative and where is it implemented (city or country, for example)?

The initiative originated in Norway due to a need for collaborative action to answer the urgent demands of medical and social crises. Under extreme conditions of uncertainty and time pressure, the Norwegian government turned to academic experts while developing a collective response to COVID-19 to eliminate potential damage to health, economic, political and social structures.

CS33 Girl MOVE Academy in Mozambique

Submitted by edusoft_admin on Fri, 09/02/2022 - 02:27

What is the initiative and where is it implemented (city or country, for example)?

Girl MOVE is a Grassroots Leadership Academy that creates innovative models of education to amplify talent, raise gender equality and promote sustainable transformation. The Academy's goal is to empower the next generation of changemakers through a mentorship model to sustain impactful change. By investing in women and girls, the Academy supports their empowerment.

CS20 Sustainable funding strategies in higher education

Submitted by edusoft_admin on Thu, 09/01/2022 - 08:16

What is the initiative and where is it implemented (city or country, for example)?

A sustainable funding strategy in higher education is usually characteristic of high-income countries with stable public structures and a peaceful political atmosphere. With the exception of economically advanced countries, most higher education structures were relatively underfunded and did not have a sustainable financing strategy in place even before the COVID–19 crisis.

CS18 Japanese universities’ response to COVID-19

Submitted by edusoft_admin on Thu, 09/01/2022 - 07:56

What is the initiative and where is it implemented (city or country, for example)?

The COVID–19 pandemic put a severe strain on the Japanese education system. School and university teachers had to move their pedagogical activities online full-time. Conducting classes digitally is not standard in Japan and put a lot of pressure on teachers used to classic traditional methods of pedagogy.

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