Countries all over the world have undertaken major restructuring of their tertiary education systems to enhance their reach and effectiveness. However, progress has been uneven. All countries engaging in strategic reforms of their tertiary sectors benefit from ensuring that their national strategies and policies prioritize equitable access, improved learning and skills development, efficient retention, and considerations of the employment and education outcomes sought by graduates and the labor market. Both policies and academic degrees need to be strategically tailored to fit the needs of the local society and economy. Only then can governments realize the gains in primary and secondary school attainment through tertiary education access and progression and turn these successes into increased and sustained economic and social development.
Building Nation Through Science And Technology Essay
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Fifth, an effective vaccine and successful vaccination of populations around the globe will provide the only real exit strategy. Success is not guaranteed and there are many policy issues yet to be resolved. International cooperation is vital. Multilateral commitments to pay for successful candidates would give manufacturers certainty so that they can scale production and have vaccine doses ready as quickly as possible following marketing authorisation, but could also help ensure that vaccines go first to where they are most effective in ending the pandemic. Whilst leaders face political pressure to put the health of their citizens first, it is more effective to allocate vaccines based on need. More support is needed for multilateral access mechanisms that contain licensing commitments and ensure that intellectual property is no barrier to access, commitments to technology transfer for local production, and allocation of scarce doses based on need.
The contribution of science, technology and innovation at this time of crisis linked to the coronavirus disease (COVID-19) is key for facing current health challenges, but also for supporting production efforts aimed at economic recovery after the pandemic, according to ministers, deputy ministers and senior authorities from ministries and governing bodies in these areas from numerous governments in the region, speaking at a virtual meeting held with Alicia Bárcena, Executive Secretary of the Economic Commission for Latin America and the Caribbean (ECLAC).
This chapter provides guidance, ideas and resources to assess the integration of technology into a school or district's instructional and management practices. Infusing a school with technology can be a transforming experience: the potential exists to change almost every aspect of school operations, and much of teaching and learning. Applications of technology in practice are examined through key questions, indicators, and measures for technology integration in the school setting.
In order to obtain measures for the indicators in this chapter, the Technology in Schools Task Force has looked for standards that might provide criteria to which behaviors and practices could be compared. Standards for proficiency in the use of technology by students, teachers, and administrators have been mapped through the work of the International Society for Technology in Education and other national groups.
The first is the national standards established by the International Society for Technology in Education (ISTE), the Standards for Basic Endorsement in Educational Computing and Technology Literacy. These standards specify a desired performance profile for technology-literate teachers. Schools and districts can examine these performance standards to determine measures of teacher skills with technology. The assessment could be through portfolio-based ratings of teachers for a selection of performance areas. A sample performance area requirement from the ISTE standards is presented after the indicators for this question.
Instructional technology should prepare the student for lifelong learning in a rapidly changing technological society by providing a basic understanding of technology usage, processes and systems. This knowledge is necessary for all students regardless of educational or career goals. The Priority Academic Student Skills (PASS) were written to provide utilization of technology throughout the curriculum. These priority skills were purposely designed to be broad in defining the basic skills for instructional technology statewide.
Many of the indicators presented in this chapter can only be measured through specific data collection efforts, with forms filled out by the local technology coordinator, lead teachers, administrators, or staff members. The unit record structure presented in other chapters, in which data routinely collected for a variety of purposes can be converted into indicators that provide responses to key questions on the presence of technology, is not really appropriate for the information provided here.
John determines that roughly 60 percent of the district's science teachers regularly incorporate the use of technology into their instruction. He then inquires about the 40 percent who are not incorporating technology, and learns that these teachers are not yet familiar with using technology in instruction. Obviously, there is work yet to be done in staff development.
"With all of the history of war, and the human race's history unfortunately has been a good deal more war than peace, with nuclear weapons distributed all through the world, and available, and the strong reluctance of any people to accept defeat, I see the possibility in the 1970's of the President of the United States having to face a world in which 15 or 20 or 25 nations may have these weapons." --"The President's News Conference of March 21, 1963 (107)," Public Papers of the Presidents: John F. Kennedy, 1963.
"The success of this Government, and thus the success of our Nation, depends in the last analysis upon the quality of our career services. The legislation enacted by the Congress, as well as the decisions made by me and by the department and agency heads, must all be implemented by the career men and women in the Federal service. In foreign affairs, national defense, science and technology, and a host of other fields, they face problems of unprecedented importance and perplexity. We are all dependent on their sense of loyalty and responsibility as well as their competence and energy." --"Special Message to the Congress on Federal Pay Reform (55)," February 20, 1962, Public Papers of the Presidents: John F. Kennedy, 1962.
"But I think the American people expect more from us than cries of indignation and attack. The times are too grave, the challenge too urgent, and the stakes too high to permit the customary passions of political debate. We are not here to curse the darkness, but to light the candle that can guide us through that darkness to a safe and sane future. As Winston Churchill said on taking office some twenty years ago: if we open a quarrel between the present and the past, we shall be in danger of losing the future." --Speech accepting the Democratic nomination, Los Angeles, California, 15 July 1960. Papers of John F. Kennedy. Pre-Presidential Papers. Senate Files, Box 910, "Acceptance Speech of Senator Kennedy, Democratic National Convention, 15 July 1960." JFK Library. (References the Chinese proverb, "it is better to light a candle than curse the darkness.")
"We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and they must be won and used for the progress of all people. For space science, like nuclear science and technology, has no conscience of its own. Whether it will become a force for good or ill depends on man, and only if the United States occupies a position of preeminence can we help decide whether this new ocean will be a sea of peace or a new terrifying theater of war." --"Address at Rice University in Houston on the Nation's Space Effort (373)," September 12, 1962, Public Papers of the Presidents: John F. Kennedy, 1962.
Despite a wealth of prior and recent experience in nation-building, the U.S.-led occupation of Iraq was marked by unforeseen challenges and hastily improvised responses. One reason is that U.S. policymakers had not systematically tried to draw lessons from earlier operations. In an effort to help remedy this deficiency, the RAND Corporation has published The Beginner's Guide to Nation-Building, which draws together best practices from 16 previously published case studies and eight others that are in preparation.[1]
Mission planning needs to involve regional experts, those with prior nation-building experience, and political leaders. It must set objectives, marshal adequate resources, establish an institutional framework for managing the intervention, and draw on all governments and organizations whose contributions will be required.
The costs of nation-building depend on the size of the population affected, its urbanization, its income, and its level of conflict. Costs also depend heavily on whether all parties to the conflict collaborate with a peacekeeping force, or whether they must be compelled to do so, in which case the mission becomes one of peace enforcement. The table gives an estimate of annual costs for each type of mission in a relatively small, poor country, such as Haiti or Liberia. The total cost comes to $1.5 billion annually for a peacekeeping mission, and almost $16 billion for peace enforcement. Military and police personnel requirements scale similarly. As demonstrated by the costs, full-scale peace enforcement missions are generally feasible only in relatively small societies about which the intervening governments feel very strongly.
It has been said that no war plan can survive first contact with the enemy. Neither can a nation-building plan survive first contact with the nation to be rebuilt. The true test of any such plan is not in its ability to predict every detail of the operation, but rather in its success in matching ends to means. 2ff7e9595c
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