Educational Policy Institute. Blog Posts. No Education Reform Without Tackling Poverty, Experts Say. Broader, BOLDER Approach to Education: Home. Education Votes. Center on Poverty, Inequality and Public Policy. Halfday.docx. Italian Education & Schooling in Italy - AngloINFO Rome (Italy) Breaking Down Your Body. The true cost of downsizing As more and more Baby Boomers reach their retirement years, Canadians are starting to take a serious look at the merits of downsizing. For a $400,000 home in Ontario, for instance, you could be looking at $40,000 just to make a move, according to Milton mortgage agent John Cavan of Mortgage… Search - #KStar2012. KMb, KT, KTE…it’s almost time for K* / Mobilisation, transfert, échange de connaissances…c’est presque le temps pour K*/ Movilización, traducción e intercambio de conocimiento: es tiempo para los intermediarios de conocimiento (K*) « Mobilize This!
David Phipps, RIR York David from Canada is about to share his knowledge mobilization experiences with Leandro from Argentina, Glowen from Ghana and about 50 others from around the world at a conference that is aiming to describe a global knowledge intermediary practice. We are a world apart but share so much in common. David, du Canada, est sur le point de partager ses expériences de mobilisation des connaissances avec Léandro d’Argentine, Glowen du Ghana et environ 50 autres personnes du monde entier dans une conférence dont le but est de décrire une pratique globale d’intermédiaire de connaissances. Nous sommes différents, mais avons tant à partager. David (Canadá) compartirá sus experiencias de movilización del conocimiento con Leandro (Argentina), Glowen (Ghana) y otras 50 personas de diferentes partes del mundo en una conferencia que busca describir una práctica global de intermediación de conocimiento.
Somos mundos distintos, pero tenemos mucho en común. Leandro Echt David Phipps. John Lavis’s reflections on how to build effective K* « GDNet Blog. April 26, 2012 by Andrew Clappison John N. Lavis, during today’s keynote, provided a series of reflections on how to build effective K*. Building on Derek Brien’s opening remarks Lavis outlined a number of steps that K* practitioners need to think about in order to help ensure evidence is injected into policy dialogue.
John Lavis, McMaster University Walk the talk K* practitioners are increasingly engaged in facilitating evidence based policy, but the truth is that when it comes to drawing on an evidence base for K*, practitioners are failing to support their own actions through K* research. Move beyond context matters Context, context, context… This same word seems to follow most discussions about K*, but Lavis believes we need to start thinking more squarely about how and why context is so important. The truth is, most of us understand the how and why questions associated with our own context, but we often don’t reflect upon these with others working in different areas. Like this: Laurens Klerkx - practical guidance for a Kstar practitioner. YFile » York’s KMb Unit part of inaugural conference on knowledge mobilization. York University is playing an important role in the first conference of its kind that is dedicated to better mobilizing and brokering knowledge.
The K*2012 conference, which starts today and continues until April 27, provides a forum for an international cohort of delegates to share their ideas and practices in knowledge mobilization. York’s Knowledge Mobilization Unit and Research Impact are two of the sponsoring organizations involved in the conference. “York University is a recognized leader in Knowledge Mobilization in Canada and internationally,” said Robert Haché, York’s vice-president Research & Innovation. “We are pleased to participate in this event. The K*2012 conference provides an opportunity for global experts to share their perspectives on knowledge-brokering practices and its impact on the creation of public policies.”
How to better mobilize knowledge and maximize its usefulness will be the focus of some 60 experts from 20 countries. David Phipps. Starting Strong: what should children learn? By Matias EgelandConsultant, OECD Directorate for Education In Norway, where I’m from, we believe children have the right to progress at their own speed, and enjoy a childhood of pleasure and freedom. The fundamental idea, shared by several Nordic countries, is that childhood is the time to have fun, as opposed to being in school (or anything resembling school for that matter). Admittedly, this sounds very nice, if not a bit idealistic. While it is important for children to be just children, the early years are also especially formative and important for children to develop skills and competencies . The importance and value of good quality care and education for children is becoming increasingly clear, and have shown to impact things as diverse as creativity and life-time earnings.
As the early years represent a crucial chance to shape and impact children and their future development, the key question is which traits and abilities do we want children to acquire and harness?