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New training sessions have, furthermore, been introduced with the aim of developing general pro- fessional skills such as report writing, research study preparation, organization and conducting of meetings, etc. The training units last from one to four weeks and are organized at the national or subnational level.
During the biennium, training cours- es were organized on educational management informa- tion systems, financial planning and budgetary manage- ment, the management of higher education, supervision and support mechanisms for the Management of school quality.
IIEP has developed its Virtual Institute, which is grouping and providing a focal point for the various dis- tance education activities. Three-month distance educa- tion courses and one-month Internet courses constitute the main modes of instruction and delivery.
Three synthesis reports on the findings of the research have already been published. In recent years, there has been an impressive demand for training of educational planners and managers at different levels of decision-making for two reasons: the gradual expansion of educational management structures and the trend towards decentralization and school-based manage- ment.
Both have broadened the range of actors requiring new management officers and administrators. To face this demand and to harness the capacity-building potential of individual institutions, IIEP has invested considerable effort in networking activities. The 50 participants included ministry of education personnel, researchers and funding agency staff.
It became clear at that meeting that there was still a lack of accurate field data regarding what was happening to different community groups and why, and how to mitigate the impact of the pandemic. Information needed to be collected systematically and widely disseminated. One of the three core areas of the programme is shar- ing information about new studies, interventions, promis- ing practices, tools and programmes.
This information sharing helps to inform planners at national and local lev- els with the design of impact studies and with appropriate response measures. Where possible, IIEP is seeking to work with and provide sup- port for regional database development. The Information Exchange is an ongoing sharing of informa- tion service coordinated by IIEP, but undertaken with the assistance of many contact people. The contacts are col- leagues, mostly from governments, working with both for- mal and non-formal education systems, researchers, NGOs, faculties of education, management institutions, documentation centres and international agencies.
The Information Exchange currently has a collection of about studies and news items. The Southern Africa Consortium for Monitoring Educational Quality SACMEQ , a network of ministries of education located in the Southern Africa subregion, was launched in with the mission of providing inte- grated training and research programmes focused on the generation of information that can be used by decision- makers to plan and improve the quality of education.
The first SACMEQ project was designed to establish an agenda for policy action by using national data collection to explore issues related to baseline indicators for educational inputs and reading literacy levels, equity in resource allocation, and linkages between educational inputs and reading literacy outcomes. These interviews were undertaken in order to generate a priori- tized list of educational policy concerns, which was then used to guide the construction of data-collection instru- ments.
The full data collection in 12 countries was com- pleted in The SACMEQ II project has provided many opportunities for educational planners in the Southern Africa subregion to obtain advanced training in those computer-based methodologies that are essential for conducting high-quality education policy research. SACMEQ has three main features that have helped to optimize its contributions to the field of educational plan- ning in the Southern Africa subregion.
First, it provides research-based advice to senior decision-makers on high- priority educational policy issues that have been identified in a collaborative fashion by participating ministries of education; second, it functions as a cooperative venture that combines research and training which is linked to institutional capacity-building; and, third, its future directions are defined by the participating ministries of education.
The integration of eco- nomic, political, social and cultural aspects of lifelong learning is slowly being achieved through the painstaking process of holding international and regional meetings where government, NGOs and research institutions are able to share their perspectives and discover other frame- works.
The translation of these frameworks into tools is slowly under way with the preparation of indicators and guidelines. Another key area of work of the Institute is the linking of the Dakar follow-up with the lifelong learning discussion.
While closely related, basic education and lifelong learn- ing are often treated separately. UIE has made consider- able progress in ensuring the increased awareness of the connections of EFA and lifelong learning. Particularly for the Institute, this means promoting the understanding of lifelong learning and its relationship to adult basic and continuing education.
Given its expertise and knowledge base, UIE has slowly made itself known in terms of providing training and other forms of capacity-building. In the field of adult literacy, UIE has proved to be a key player in the areas of gender, language and intercultural exchange, as well as in evalua- tion and monitoring. National capacity-building was reinforced through IITE training activities.
About educators were trained and awarded certificates of attendance from courses such as ICTs in primary education, re-training of school educators in ICT application in education, multimedia in education and ICT usage in teaching of foreign languages. More than educators were acquainted with and developed skills in new software and hardware for education at the workshops, in particular those organized by IITE in coop- eration with IBM, Apple and Microsoft Corp.
It is supplied with up-to-date interactive tools allowing online seminars and forums, as well as multi-criteria searches on database to be conducted. The IITE website is visited about 15, times monthly. This work was started following the recommendation of the international research seminar, Teacher Training for Information Society July IITE set up a working group for the preparation of and the conducting of the seminar.
Such an approach endowed the semi- nar, its structure and content, with an exclusive and inno- vative character. The seminar was composed of two face- to-face sessions and an interim two-month period, when participants worked on their own according to the plans, and discussed the ideas being supported by the IITE con- sultants electronically.
The work of the seminar was con- stantly assisted through the IITE website including spe- cial seminar fora and information system. During the seminar, such important aspects of ICT integration into education as Education and Sustainable Development, Educational Philosophy in the 21st Century, Sample Policies, technology, process, pedagogical and ethical issues and issues of economy were discussed.
The seminar succeeded in the development and upgrading of national and regional strategies, policies, programmes and action plans on the application and integration of ICTs into edu- cation. The expert meeting was followed by an international workshop Distance Education: Networking and Staff Development with demonstration of the existing facilities for networking in distance education. There were about participants at the conference hall and a vast audience in places in seven countries linked with the Moscow auditorium through ISDN channels.
The development of the project resulted in preparation of an analytical survey Distance Education for the Information Society: Policy, Professional Development and Pedagogy and a special- ized training course ICTs in Distance Education. Following the request and recommenda- tion of the participants of both events, this training course is under adaptation for the countries of this region. As a sequel to the project, a guide and instruction book com- prising of five volumes of methodical manuals on prepa- ration of educational personnel for distance education are being developed.
The Institute consolidated its Governing Board, which gave it a more solid basis for bringing cooperation and development to higher education and for managing the activities in a more dynamic way. New sources of information for the high- er education community have opened with the develop- ment of the Higher Education Observatory. Improvement of knowledge on higher education systems through National Reports was also an achievement of the biennium.
The difficulties have been mainly of a financial nature — the lack of funds and the economic situation of higher education institutions of the region. However, the institu- tions are making serious efforts to overcome those diffi- culties and IESALC, on its side, is also seeking extrabud- getary funds to support its activities in a more diversified way.
It consists of an information and communication system implemented through the Internet on the develop- ment of higher education, as well as covering other proj- ects related to its main objectives. This activity is also related to the Higher Education Observatory Project.
The Network established a dis- cussion forum on topics pertinent to teacher education. The best students have been selected to do the Masters degree programme in The IGNOU distance education-training programme will be incorporated into national universities in Ethiopia and Liberia over the period and A number of joint- ly organized workshops were held in Maputo, for Portuguese- speaking countries November , Kampala for selected English-speaking countries March , Dakar for selected French-speaking countries June and Accra August These workshops played a critically important role in promoting relevant, creative and cost-effective ways to intro- duce ICTs into education systems in sub-Saharan Africa.
One area of emphasis was that of creating Electronic Libraries with special emphasis on science, mathematics and language teach- ing, and targeted at teacher educators and teachers, beginning at primary school level. Ten libraries have been completed in four languages, viz. Arabic, English, French and Portuguese. Support for Dakar Consensus: how to achieve quality basic education for all in Africa In line with the Dakar Consensus to achieve basic educa- tion for all, IICBA ran a number of programmes aimed at improving the prospect of achieving the Dakar objectives.
These programmes placed emphasis on the achievement of quality and relevance at affordable costs, as the attain- ment of education for all is not possible if parents and stu- dents perceive that education to be of low quality and of low relevance. Moreover, unless education is affordable to both government and parents, it cannot be democratized.
Africa faces huge challenges in the field of education, and IICBA is in a good position to respond to these needs. Strengthening of financial and human resources remains a pertinent issue following the severe cuts undergone since and in view of the neg- ative impact such reduction has had on the effectiveness of programmes, a remedy is sought urgently.
The efficien- cy of programme implementation has been further com- promised by the lack of a consolidated internal funding strategy, resulting in the IICBA having had to rely on extrabudgetary funding it has secured, with the implica- tions being that undertakings have tended to be country specific as opposed to regionally relevant. Particularly successful activities Improvement of the capacities of teacher education insti- tutions in Ethiopia, Liberia and Madagascar through dis- tance education programmes.
This programme has expanded greatly and has attracted extrabudgetary funds. It is a valuable flagship programme and should continue to be supported. They provide on- the-ground, professionally sound, practical and cost-effec- tive models of how education for all can be achieved. The need to globally imple- ment sustainable development, the explosive developments in new scientific disciplines such as genomics and the biotechnologies, and the increased needs for science education and capacity-building, in particu- lar in developing countries, pose new challenges for modern science.
Education in the basic sciences, i. In addition, development of sound science policies constitutes a primary need of many Member States. Moreover, there are increasing demands for the development of multidisciplinary and intersectoral activ- ities both amongst the different fields of science as represented in the Natural Sciences Sector, as well as beyond the natural sciences.
These should be translated into joint programmes and activities. All pro-grammes of Major Programme II were, to one degree or another, reoriented to address the expectations and aspirations of the many stakeholders in the scientific endeavour embodied in the Science Agenda — Framework for Action, particularly with regard to certain priority calls. Every effort was made to create a greater synergy between the different disciplines of the natural sciences and the social and human sciences in order to further both the advancement, transfer and sharing of knowledge and its application to the solution of practical problems.
This committee met dur- ing the biennium and resolved to set up a joint project on river basin management to demonstrate how interdisciplinary research can and should be pursued to address complex environmental issues. The experience with both has been positive, and this was recognized by the decision of the Executive Board at its nd session to renew the two agreements.
Those new agreements will benefit from lessons learnt, and will seek both to broaden and deepen the relationships with these two umbrella NGOs. They also require dynamic networking approaches resulting in optimally structured partner- ships for particular activities.
This applies for any upcoming themes for particular years, such as the Year of Fresh Water in Throughout the biennium efforts were made to conduct interdisciplinary activities, and very positive results were achieved in the areas of ecohydrology and coastal management-results that are being built upon in the framework of the biennium.
The second half of the last biennium in particular saw a number of posts filled in the Sector. Despite the normal turnover, stability and continuity in the staffing situation is seen as sine qua non for developing cutting-edge approaches in the SC Sector.
This has been a particularly important issue in both the Basic and Engineering Sciences and Environmental Sciences Divisions. A particular strength of the Sector is the long-lasting experience in interdisciplinary initiatives that most divisions have e. This expe- rience is certainly valuable capital to build upon in the future where even more emphasis should be put Major Programme II42on multidisciplinarity and intersectorality.
Future vision of the Natural Sciences Sector Developing a future vision constitutes the identification of key elements of a process and therefore, visions or elements thereof may change at any time in the process of realization. With our ICTs, new methods of more effective communication between Headquarters and field offices exist. In fact, a better and more transparent process in implementing existing programmes and embark- ing on new initiatives between Headquarters and the field is urgently needed.
Various activities, e. The transboundary activities indicated above may also be seen in this context. New mechanisms need to be identified as to how existing programmes and activities can be continued while at the same time taking on board new initiatives.
There is an inherent danger that no free capaci- ties exist in the Sector to cope with new challenges in a proactive way. Keeping a dynamic profile is a sine qua non for keeping abreast with the latest developments in the natural sciences.
More emphasis should be placed on subregional and regional approaches. In other words, a unified approach should be adopted to respond to overlapping needs of Member States to ensure that human and financial resource input is optimized. For instance, with the same team of experts, science policies and science curricula could be developed for a number of Member States at the same time. With regard to environmental issues such an approach might even be the only sensible one, e.
Holistic approaches, e. This also requires better cooperation with other sectors of the Organization and with other United Nations agencies and relevant authorities and organizations. Innovative approaches should be particularly encouraged, for instance, in programmes related to biodiversity, cultural diversity, and indigenous peoples and knowledge systems.
In such contexts, expertise in the Natural Science Sector about complex systems may be particularly use- ful. A highly motivated and engaged staff is a key ingredient for meeting the challenges outlined above and in implementing the vision.
A new corporate identity needs to be created both within the Sector and also in the context of cooperation with the field and other programme sectors. The strategic mission of the Sector for Social and Human Sciences — to increase knowledge and strengthen intellectual cooperation in order to further social transformations that carry the universal val- ues of justice, freedom and human dignity — arises from the overall mandate of UNESCO.
In order to respond adequately to the reform process initiated by the Director-General, the Sector for Social and Human Sciences, in common with the other parts of the Organization, needs to renew itself. In the past, the Sector has tended to be overly ambitious in the number and breadth of activities it has sought to undertake, often spreading its scarce resources in terms of available staff and budget ever too thinly to be able to achieve any meaningful results.
The biennium will constitute a transition period during which the Sector will undertake a rigorous review of its ways of working, with a view to defining more clearly the priorities of its programme delivery, both globally and in each of the regions where it operates Africa, Arab States, Asia and the Pacific, and Latin America and the Caribbean.
Thus, it is imperative that actions be combined in a coherent system so as to provide the desired balance between the different dimensions over time. Such an approach requires that the results from programmes and activities be linked together judiciously during the medium-term. However, the main lesson learnt from the reflection that has engaged the whole Sector since mid is that, in order to assure even greater impact for the future, the Sector needs to streamline and refocus its activities along fewer, clearly identified priorities.
Moreover, the Sector needs to change its ways of working in order to increase synergy and dynamism between its activities and those of other parts of the house, and between its programmes and those of a broad range of partners, including universities, research centres, social science networks, NGOs, and other organiza- tions of civil society. The activities of the Sector during the period under review demonstrate graphically both the expansive and the ambitious nature of actions undertaken — a tendency that has often led to criticism of the Sector in the past.
In this regard, work plans presented at the beginning of each biennium in the past tended to appear more like menus of activities to be undertaken than a judicious selection of actions reflecting clearly identified priorities, which could easily be defended.
In this regard, Programme delivery needs to respond to clearly identified challenges and priorities in the regions where the Sector operates. The underlying assumption here is that a clearer articulation of the needs or challenges facing a particular region can enable the Sector to better specify the useful role it can play, especially in the context of its limited budget. Accordingly, SHS is in the process of formulating its regional strategic framework. A number of key operational questions have been agreed upon.
Another important lesson learnt is that the restructuring of the Sector entails an ongoing consultation with all staff of the Sector both from Headquarters and the field. So far, two such consultations have been held in Paris in July and in October-November, A third consultation is planned also in Paris for May The active involvement of all SHS Staff is essential to the policy review process, and to the successful implementation of the restructuring of the Sector.
Such consultations assure a sense of ownership by all staff — a key element in strengthening synergy and dynamism internally and externally Major Programme II 45between the Sector and other actors.
Such periodic consultations, at least once a year, perhaps, even half- yearly, if the travel budgets of SHS regional Staff permit, are to be part of the new management culture of the Sector. Finally, it has become clear that it is essential for the Sector to specify the criteria upon which the success of its effort will be assessed.
Some managers and supervisors are allowed to be in a union if their classification as a collective bargaining unit was established before October , when limitations on those units were laid down in U.
Some job listings state that the open position is covered by a bargaining unit, meaning that any person hired for that position would fall into that category. According to National Treasury Employees Union National President Tony Reardon, many agency onboarding processes include a union orientation period, where a union representative can explain details about the organization, including how new employees came become members of the union that represents them.
A bargaining unit is only ever covered by one union, though unions may represent many different bargaining units across the government. What is included with federal labor union membership? People hired for a bargaining unit position automatically become unit employees, meaning that the union is obligated to represent them in official meetings with management and negotiate on their behalf for agency policies concerning the nature of their employment.
Employees are entitled to representation in situations such as meetings expected to lead to discipline and more formal sessions with a manager and bargaining unit representative on employment conditions, according to Melissa McIntosh, president of the Association of Administrative Law Judges.
Union members, on the other hand, pay dues to the labor organization that represents their unit. Union members also have the ability to vote in union elections, determine bargaining priorities, ratify collective bargaining agreements, and access informational materials and notices published by the union. According to Reardon, the union itself also benefits from widespread membership because that buy-in gives union representatives a stronger hand when negotiating collective bargaining agreements.
What are union dues used for? Each union allocates their dues differently, but many put that funding toward hiring negotiation specialists, lawyers, health and safety specialists, compensation specialists, congressional lobbyists and communication personnel.
The dues can also be used to host conferences and training sessions for union representatives. First, CS had grown about as much as it could with its current bank financing. It would take more capital than was now available to grow sales to the next level. She wanted the firm to be in the best possible position with the highest revenues possible when it came time to sell out–her goal within the next five years.
Second, the firm faced working capital and management challenges. Diane thought that if CS could get a handle on its slow accounts receivable collections and other cash management issues, it would be better positioned to obtain financing and in turn grow sales. The firm had weathered the ups and downs of the technology bubble and subsequent bust, and it had just completed a difficult year because of the financial crisis, all issues that had seriously impacted profitability.
Diane believed that CS’s erratic profitability was an issue that would work itself out as the firm became more experienced in bidding for consulting work. Consulting industry revenues in the U. Please try again later.
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Opm office of communications mbusa parts.Office of Personnel Management
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