I'm pleased to report that as a result of the enhanced relation that the University of Glasgow has built with the University of Zimbabwe in SUEUAA, the Department of Education at the university has agreed to join the network, Leading Teacher Education in Times of Crisis and Challenge, and will be represented by its Dean, Prof Oswell Hapanyengwi. This is an international, online network for those involved in leading teacher education to discuss current challenges arising from Covid-19; to share national / local responses to issues such the student practicum/placement and to consider
Professor Michael Osborne, Director of PASCAL in Europe was very pleased to be invited by Seoul National University for a week of activities in Seoul, beginning 14 October 2019.
On Friday 18 October, he was a keynote speaker at the 20th International Conference on Research in Education organised by the Department of Education, Education Research Institute, and Seoul National University with over 500 delegates. The conference was co-hosted by the Korean Ministry of Education, the Korean Educational Development Service (KEDI), the Korean Educational Research Association and the Korea Institute for Educational Evaluation.
The Fourth International Conference on Learning Cities, was jointly organized by the UNESCO Institute for Lifelong Learning (UiL) and the Municipality of Medellín; during the 2-day Conference from 1-3 October 2019, there were around 650 conference participants, including 50 mayors, as well as government representatives and experts in the field of education.
One of its recent seminars of the Jean Monnet Network, ‘The EU’s Role in the Implementation of the SDGs in Asia Pacific’, was delivered by Dr Lavinia Hirsu, SUEUAA co-I, on the topic of Gender Equality. The related Policy Brief produced by Lavinia, and two colleagues who were also part of our GCRF project, SUEUAA, Lamiah Hashemi, University of Kurdistan and Zenaida Quezada-Reyes, Philippines Normal University is attached.
The UKFIET: Education and Development Forum recently organised a conference (September 17-19, 2019) in Oxford, UK, around the theme of Inclusive Education Systems: Future, Fallacies and Finance. The conference included a series of presentations organised around six major sub-themes: future directions in inclusive education systems, problematizing inclusive systems, education financing for global equity and inclusion, education technology and data science for inclusive systems, education system actors, strengthening inclusive practice and system responses to conflict and crises.
The way we choose to frame current global challenges matters. Kenneth Burke called the language we use as “equipment for living” because how we speak about our acts and practices has an impact on how we understand our actions and how we decide to prioritise our next action plans. The conference Rhetoric as Equipment for Living organised by the Rhetoric Society of Europe (September 11-13, 2019, Ghent, Belgium) looked at the importance of rhetoric in various current contexts: social, cultural, political and anthropocenic.
As we have reported previously, an Erasmus+ International Credit Mobility grant won by the University of Glasgow from the European Commission has allowed eight staff from the University of Duhok to visit the University of Glasgow. These staff specialise in the field of Medicine, Chemistry, Structural Engineering, Mathematics and Statistics, Urban Geography and Finance.
Part of the engagement role of universities involves collaboration with industry for local benefit, and of particular interest to SUEUAA is how that happens in combination with a wider focus on environmental issues.
In the City of Johannesburg, two students from the University of the Witwatersrand (Wits), were selected as interns of Boeing’s six-month International Business Internship Programme (IBIP) in Seattle, United States of America.
This joint event which took place on Wednesday, April 17, was organised by SHLC and SUEUAA and explored creative research methods. Creative methods are those that go beyond the traditional methods of focus groups, surveys, and interviews. These are methods that either utilise the natural environment or involve arts-based activities (such as music, photography, visual or performance arts) in order to address the research questions posed.
I was very interested to receive this statement from colleagues in the International Council for Adult Education (Africa Network) since it is relevant to our work in Africa (and elsewhere), but particularly in Tanzania, which has such a long history of commitment to adult education and lifelong learning since the days of President Nyerere.