- Dec 2022
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connect.oeglobal.org connect.oeglobal.org
- Sep 2021
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www.theguardian.com www.theguardian.com
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Dehghan, S. K. (2021, September 23). More than 100 countries face spending cuts as Covid worsens debt crisis, report warns. The Guardian. https://www.theguardian.com/global-development/2021/sep/23/more-than-100-countries-face-spending-cuts-as-covid-worsens-debt-crisis-report-warns
Tags
- spending cut
- developing country
- social protection
- inequality
- COVID-19
- health
- lang:en
- global south
- debt crisis
- is:news
- education
Annotators
URL
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- Aug 2021
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www.youtube.com www.youtube.com
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(7) BUSPH COVID Corps—YouTube. (n.d.). Retrieved 4 August 2021, from https://www.youtube.com/channel/UC_VJ9KJ-9aLzZs4CeUahZ8g
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- May 2021
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Gagneur, A. (2020). Motivational interviewing: A powerful tool to address vaccine hesitancy. Canada Communicable Disease Report, 46(4), 93–97. https://doi.org/10.14745/ccdr.v46i04a06
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gh.bmj.com gh.bmj.com
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Buitendijk, S., Ward, H., Shimshon, G., Sam, A. H., Sharma, D., & Harris, M. (2020). COVID-19: An opportunity to rethink global cooperation in higher education and research. BMJ Global Health, 5(7), e002790. https://doi.org/10.1136/bmjgh-2020-002790
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- Mar 2021
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www.bloomberg.com www.bloomberg.com
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Colleges Turn Arenas Into Vaccination Centers. (2021, March 24). Bloomberg.Com. https://www.bloomberg.com/news/newsletters/2021-03-24/colleges-turn-arenas-into-vaccination-centers
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- Feb 2021
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psyarxiv.com psyarxiv.com
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Prime, H., Wade, M., May, S., Jenkins, J., & Browne, D. (2021). The COVID-19 Family Stressor Scale: Validation and Measurement Invariance in Female and Male Caregivers. PsyArXiv. https://doi.org/10.31234/osf.io/7328w
Tags
- basic need
- parental mental health
- Canada
- family stress
- survey
- finance
- responsibility
- career
- effect
- family
- caregiver
- child
- Australia
- child mental health
- parent
- social
- social disruption
- stress
- COVID-19
- wellbeing
- need
- disruption
- pandemic
- is:preprint
- UK
- USA
- mental health
- welfare
- lang:en
- education
- global
Annotators
URL
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- Sep 2020
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zenodo.org zenodo.org
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This study is based on a quantitative research survey taken by 295 randomly selected instructors at 28 higher education institutions in nine countries (Brazil, Chile, Colombia; Ghana, Kenya, South Africa; India, Indonesia, Malaysia). The 30-question survey addressed the following themes: personal demographics, infrastructure access, institutional environment, instructor attitudes and open licensing. Survey responses were correlated for analysis with respondents’ answers to the key question of the survey: whether they had ever used OER or not.
Effects and Use of OER in the global south. Survey, Statistics and data analysis presentation
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Annotators
URL
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- May 2020
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www.cambridge.org www.cambridge.org
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Kaufman, K. R., Petkova, E., Bhui, K. S., & Schulze, T. G. (undefined/ed). A global needs assessment in times of a global crisis: World psychiatry response to the COVID-19 pandemic. BJPsych Open, 1–11. https://doi.org/10.1192/bjo.2020.25
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- Mar 2019
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www-sciencedirect-com.libproxy.nau.edu www-sciencedirect-com.libproxy.nau.edu
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Adult Learning in the Context of Comparative Higher Education
Research Paper. Although education is determined by "engagement, empowerment, experience, and evidence" the way adults learned, and what they have learned across societies differs greatly and impacts the effectiveness of higher education and problem solving. Adults as significant instigators of global change need opportunities for literacy development, dialogue, acquisition of self-reliance skills, and the ability to adapt to change. Rating 5/10
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- Nov 2017
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www.imsglobal.org www.imsglobal.org
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The IMS Global Competencies and Academic Standards Exchange™ specification (CASE)™ is used to exchange information about learning and education competencies. CASE also transmits information about rubrics, criteria for performance tasks, which may or may not be aligned to competencies.
Interesting that they explicitly talk about tasks which may not be aligned to competencies. Leaves room for co-curricular activities and microcredentials.
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Thanks to @jeffgrann for the heads-up! Clearly, people have been waiting for this. We’ll have to wait for the concrete results (not all IMS Global activities make as big of a splash as the others). But it’s very interesting. And needed. For instance, Quebec uses a competencies model all the way to higher education (its Cégeps are post-secondary institutions for vocational training and pre-university education). Thing is, they lack consistent frameworks. CASE won’t make these magically appear, but at least it gives them room for impact.
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