There has recently been a lot of discussion about the role of universities in promoting innovation. Robert Tijssen of Leiden University has argued that “university-industry connectivity is now the third mission of a university, next to teaching and training and research”. More...
28 août 2015
Introducing BoF Education, Fashion’s Platform for Online Learning
BoF has long been a trusted resource for educators, students and entrepreneurs, but now, for the first time, we have created a destination on BoF specifically dedicated to this part of our global community. Today, we are pleased to unveil BoF Education, an online platform providing fashion students and entrepreneurs with insight into how the fashion industry works, online tutorials on how to grow their businesses and advice on how to advance their careers in fashion. More...
A Global Conversation About Fashion Education
This week on BoF we sparked a global conversation on the role, content and value of fashion education with the launch of BoF Education, our new platform for online learning, featuring free fashion courses and a rigorous global fashion schools ranking.
Global media outlets weighed in with their feedback, including The New York Times (USA), i-D (USA), The Guardian (UK), The Telegraph (UK), The Times Higher Education Supplement (UK), De Standaard (Belgium), Le Monde (France), The Australian (Australia), Modern Weekly (China), The Times of India (India), Haaretz (Israel) and more than 100 other websites, blogs and newspapers from around the world. More...
New Data Reveals Centres of Innovation
Top Fashion Schools: London and New York
The proliferation of global rankings continues. The latest is a ranking of undergraduate and graduate fashion schools from the website The Business of Fashion. The first edition of the ranking has three indicators. Global influence is based on a survey of employers and insiders, selectivity in admitting students and finalists at international fashion competitions. Learning experience comprises feedback from students, quality of teaching and resources. Long-term value includes data about graduation rates, careers and employment opportunities. More...
Are migrants settling in?
By Thomas Liebig. A step forward in helping that to happen comes in a new report from the OECD and the European Union, Indicators of Immigrant Integration 2015: Settling In. The report offers the first broad set of international comparisons of how well migrants and their children are “settling in” across all EU and OECD countries – a key issue, and not just for immigrants. When immigrants integrate successfully, it greatly increases their potential to contribute to the economy and society of their adopted homes. And their integration is a precondition for the acceptance of further immigration by the host country society. More...
New partnerships offer much needed support to education for all
By Qian Tang. External support continues to play an important role in funding education – particularly in the least developed countries. In the aftermath of the global financial crisis, with the development assistance provided by many countries stagnating and even declining, countries are seeking new sources of funding. More...
(Learning) time is on their side
By Marilyn Achiron. Got a minute? How about 218 of them? That’s the average amount of time students in OECD countries spend in mathematics class each week (although to some, it feels like an eternity). Spare a thought, though, for students in Chile: they spend about twice that amount of time (400 minutes, or 6 hours and 40 minutes) each week in maths class. But who’s counting. Read more...
Skills and wage inequality
By Glenda Quintini. Income inequality has been rising in a large majority of OECD countries and, in most of them, is now at its highest level in 30 years. Today, the richest 10% of the population in the OECD area receive 9.5 times more income each year than the poorest 10%. Arresting the trend rise in income inequality has become an increasingly pressing concern for policy makers, as the significant economic and social costs associated with it have become better understood. More...
Just out: The French translation of “Action research to improve youth and adult literacy”
The UNESCO Institute for Lifelong Learning (UIL), in collaboration with the UNESCO Multi-sectoral Regional Office for West Africa in Abuja, has published a guidebook on how action research can enhance youth and adult literacy education and learning. This guidebook can be used as a resource for training adult educators and implementing participatory and collaborative action research processes.
The guide book is available for free full-text download (PDF, French, 906 KB). More...
The Evolution and Impact of Literacy Campaigns and Programmes 2000–2014
The past decade has seen a resurgence in the popularity of literacy campaigns as a means of mobilizing political will, resources and people. However, there has been inadequate understanding of the complexity of designing and implementing successful literacy campaigns and programmes. For this reason, the UNESCO Institute for Lifelong Learning (UIL) has published a study entitled The Evolution and Impact of Literacy Campaigns and Programmes, 2000‒2014. This study – the first in a new UIL publication series comprising extended peer-reviewed research papers – examines the establishment and implementation of major literacy campaigns and programmes in Brazil, India, South Africa and Indonesia. More...
