Civil Society

100 Years of Volkshochschule in Germany

Community-based adult education is an important component working towards a system of lifelong learning. Institutions of education, training and learning change in many respects in the age of globalization and digitalization. But in as much as we believe in the importance of kindergarten, schools, vocational and higher education and struggle to support them as institutions, adult education also needs an institutional back-up.

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Friday, 15 June, 2018

Reconstructions of Adult Education: An invitation

November 2019 will mark an important educational centenary: the publication of the Ministry of Reconstruction’s Final Report on Adult Education. The report, largely authored by R.H. Tawney, set the groundwork for liberal adult education in Britain for the rest of the 20th century. Its centenary is, we believe, a vital opportunity to reflect on the needs and possibilities for adult education today.

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Tuesday, 22 May, 2018

Walk the Global Walk - Alan Britton secures new project

Alan Britton has been awarded a major new EU Development Education and Awareness Raising (DEAR) Fund grant. The research project is entitled ‘Walk the Global Walk’, which is a 3 year project, led jointly by Oxfam in Italy, and the Region of Tuscany.

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Monday, 30 April, 2018

Walk the Global Walk

Walk the Global Walk

Walk the Global Walk (WtGW) is a EU Development Education and Awareness Raising (DEAR) Fund grant, which utilises Global Citizenship Education (GCE) to engage and mobilise young people to affect change. The research project runs from 2017-2021, and is led jointly by Oxfam in Italy, and the Region of Tuscany. The total grant is €2,830,235 of €270,000 has been allocated to the work of University of Glasgow. The WtGW project is co-ordinated in Scotland by Dr Ria Dunkley and Dr Ines Alves (University of Glasgow, School of Education), with support from Ben Murphy (Research Assistant) and Lesley Atkins (Education Officer).By localising the sustainable Development Goals (SDGs), the project aims to create new educational models addressing issues associated with climate change, sustainable development, and our natural environment. Key global issues relating to migration, climate change and gender equality are being adapted to fit into the formal education curriculum across the 11 participating countries (Albania, Bosnia & Herzegovnia, Bulgaria, Croatia, Cyprus, France, Greece, Italy, Portugal, Scotland and Wales).

In collaboration with Oxfam Italy and the European Union the project connects local authorities, schools, and communities to promote action on three SDGs. Now in its third year, the WTGW project is focusing on SDG 16 ‘Peace, justice and strong institutions’. Last year (2020), the team at the University of Glasgow and Glasgow city council co-organised and participated in several events and activities corresponding to SDG 13 ‘Climate action’.

Articles on various aspects of the project can be found here:

T: @WtGW2018

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UKRI Future Leaders Fellowships at the University of Glasgow - 7 years of potential funding

The College of Social Sciences at the University of Glasgow invites expressions of interest from external candidates wishing to apply for UKRI Future Leaders Fellowships.

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Friday, 20 April, 2018

New Project, Impact study: British Council school programmes in Scotland

A team of researchers in the School of Education with Professor Kay Livingston as PI and co-led by Professor Catherine Doherty with Professor Trevor Gale, Dr Stephen Parker, and both Dr Ria Dunkley and Dr Catherine Lido of CR&DALL, all as co-Is, have been commissioned to conduct a study for the British Council to assess the impact of their programmes in Scotland.

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Wednesday, 28 March, 2018

BAICE 20th Anniversary Symposium: Sustainability, Peace and Education

Please find featured below and sumarised below a call for Abstracts for the BAICE 20th Anniversary Symposium: Sustainability, Peace and Education in Bristol on 3 May 2018. Deadline for abstracts to be submitted is 5 pm GMT, 26 March 2018.

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Monday, 5 March, 2018

New Project: Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK
  • Adapt a revised benchmarking tool to create an online version; and
  • Promote its use nationally and in an international context.

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Monday, 5 February, 2018

Widening Regional Engagement of HE and TVET

The aims of this project funded under the aegis of an ESRC Impact Acceleration Account are to:

  • Support further work to review and enhance a template to map the engagement of universities with their cities and regions for use in the Technical and Vocational Education and Training (TVET) sector in Hong Kong, Italy and the UK

  • Adapt a revised benchmarking tool to create an online version; and

  • Promote its use nationally and in an international context.

The template that we will use was originally based on a tool developed for the Higher Education Funding Council for England (HEFCE) in 2002. Since that time policy and practice in HEIs has been substantially developed, as has the policy environment in which HEIs operate. For example, UNESCO has strongly promoted the concept of learning cities and formulated a range of related performance indicators. Governments in many parts of the world now lay great stress on innovation eco-systems, and some have revised policy for HEIs and Further Education Colleges to place great stress on the meeting of regional development needs. The adoption of UN Sustainable Development Goals (especially 4 and 11) and the New Urban Agenda also add impetus to the expectation that HEIs and TVET will pay an important role in the delivery of these agendas. In the UK, there is resonance for this work in the context of both Global Challenges (e.g. the current GCRF call related to ‘Decent Work’) and Industrial Challenges within which stronger contribution from the education sector as a whole, including TVET are vital underpinnings. The template has potential to be applied in all these contexts. For the purposes of this small-scale piece of work, we are restricting ourselves to just three locations.

The template has been already piloted in Hong Kong University of Education in relation to HEIs and vocational education. That pilot will be evaluated both through scrutiny of the process of application and from appraisal of the benefits perceived, and future actions of the institutions and regional policy-makers concerned. The template has been administered by arrangement with local investigators using their resources. This study will scrutinise the output, and through interviews with relevant stakeholders, identify its utility and subsequent actions and impact. Similar work will be undertaken with the University of Catania in Italy and with the FE component of the University of Highlands and Islands in Scotland.

The project will be led by Professor Michael Osborne and supported by Honorary Senior Research Fellow, John Tibbitt.

 

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Strengthening Urban Engagement of Universities in Asia and Africa

The Strengthening Urban Engagement of Universities in Asia and Africa (SUEUAA) project funded by the British Academy under the Cities and Infrastructure programme of its Global Challenges Research Fund is led by the University of Glasgow includes international partners from Iran, Iraq, the Philippines, South Africa, Tanzania and Zimbabwe.  It builds on earlier work, the Strengthening the Regional Engagement Role of Universities in Africa and Asia, funded by the Scottish Funding Council and the earlier PURE project within the PASCAL Observatory.The project addresses a core problem in emerging economies of strengthening the urban engagement role of universities, and ways they contribute to developing sustainable cities in the context of the major social, cultural, environmental and economic challenges facing the global south. It uses a set of well-proven benchmarking tools as its principal method, and seeks to strengthen the capacity of universities to contribute to city resilience towards natural and human-made disasters. Examples of urban engagement include supporting the development of physical infrastructure, ecological sustainability, and social inclusion (including of migrants). It calls upon contributions from science and engineering, the arts, environmental sciences, social sciences and business studies. It assesses the extent to which universities in 6 countries under study can respond to demands of society, and how through dialogue with city stakeholders this can be enhanced and impact on policy; it uses a collaborative team from the UK and emerging economies.

The PI is Professor Michael Osborne with Co-Is in Glasgow, Dr Muir Houston and Dr Lavinia Hirsu (School of Education), Dr Katarzyna Borkowska (School of Interdisciplinary Studies and Dr Neil Burnside.

Our international partners are:

Iran: Nematollah Azizi, Professor of Education, and Azad Yazdani, Professor of Earthquake Engineering, University of Kurdistan

Iraq: Kamal Ketuly, Associate Professor  in Environmental Chemistry and Sizar Dosky, Lecturer in Mathematics, University of Duhok, Iraq

Philippines: Felipe Ronald Argamosa, Vice President and Professor of Engineering, Technological University of the Philippines, and Zenaida Reyes, Dean of Graduate Studies, Philippines National University

South Africa: Marius Venter, Director of the Centre for Local /Economic Development, Nickey van Rensburg, Professor of Economics, University of Johannesburg

Tanzania: Heriel Moshi, Lecturer in Restoration Ecology and Bioenergy, Mpoki Mwaikokesya, Lecturer in Education, University of Dar es Salem

Zimbabwe: Charles Nherara, Professor of Education, University of Zimbabwe, Dr Tendai  Nhenga, Director, Child Rights Research Centre, Africa University

 

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