XXI April Conference programme, March, 10 2020
Since its release many countries have gained experience in putting the SEEA-CF into practice. In the meantime supplementary guidance was being provided in the form of an experimental system of ecosystem accounting (seea.un.org/ecosystem-accounting). In this lecture the successes and challenges of natural resource accounting are being reviewed. Thorny issues such as identifying economic ownership (in contrast to legal ownership), measurement of resource rents, the sectoral resource rent allocation and valuation techniques are being discussed in some detail. These issues are of significant importance in the context of environmental accounting but have recently also received an interest from the point of view of an upcoming update of the SNA. The lecture will also touch upon the future possibilities to fully integrate the SEEA and the SNA.
• Is it possible to adjust sub-national income indicators for the difference in the purchasing power of the ruble between regions? What is being done for this purpose and when can the first significant results be obtained?
This book is intended for both undergraduate and graduate students in economics, finance and statistics, financial and IT professionals, researchers and anyone interested in cryptocurrencies financial modelling. Readers are assumed to have a background in statistics and financial econometrics, as well as a working knowledge of R software.
Because the productivity of cities is so dependent on well-functioning labor markets, increasing mobility and improving affordability should be the primary objective of urban planners. They should monitor the evolving location of jobs within a metropolitan area and develop transport systems that reflect the demand-driven geographical distribution of employment and housing. They should build multimodal transport systems that would best increase mobility under a continually evolving urban land use. They should audit land use regulations to allow both firms and workers to consume the quantity of land and floor space that best fits their requirements in specific locations. Planners should continuously monitor the housing affordability of different income groups and take remedial action as soon as housing becomes unaffordable to workers in different sectors of the urban economy.
• How does the internal transformation of the European Union affect EU-Russian relations?
• What are the possible consequences of Brexit for Russian foreign policy towards the UK and the West?
The European Logistics Association, ELA, is actively keeping standards of logistics competence up to date to meet these challenges. This paper reflects on two sessions of experimental workshops working with logistics industry leaders to formulate modern era required competencies in emerging areas of logistics in the light of digitalization, resilience and sustainability.
Moreover, in addition to an update, the standards also require sectoral customization, especially in the maritime sector where some peculiar features distinguish it from the more widely known manufacturing one. The complexity of the scenario because of the concentration of operators, digitalization, the growing size of vessels, the concerns for sustainability and others contingent factors makes us believe that standard skills to operate in logistics are a prerequisite but not sufficient. For these reasons, a revision and re-design of the standard competencies for both managerial and operational positions is needed.
Aim of the research is to understand if qualification systems are consistent with the evolving markets’ needs.
• To what extent have universities in Post-Soviet countries internalized their research mission and developed the capacity to carry out this mission in a sustainable way?
• How do HEIs balance their education, research, and public engagement missions?
• How have national policies constrained/supported research capacity development at universities?
• What are university practices on publishing, research environment, and research impact? How sustainable are these practices?
During the past few years, learning has become increasingly collaborative, global, mobile, flipped, modifiable, open, online, blended, massive, visually-based, hands-on, ubiquitous, instantaneous, on-demand, adaptive, and personal. And this is just a start! This is the age of Education 3.0 where learning is more informal, resource rich, and self-directed and where learner creation of products is the new norm, often with the use of digital media. But wait, many are already hearing the drumbeats of Education 4.0 on the horizon. Can we get there? Fortunately, we are living in an age of educational resource abundance where passion, play, purpose, and freedom to learn take precedence over the more mind-numbing traditional information reception models of learning. The instructors and experts whom we meet and interact with along the way are most effective as curators, counselors, consultants, concierges, and cultivators of our learning. And now such mentors, tutors, experts, colleagues, and instructors can appear instantaneously on a mobile device. Perhaps that is a sign that Education 4.0 is not far away. Naturally, such new instructor roles require a unique and evolving set of guiding principles. As such, Professor Bonk will detail a set of 20 “last” principles of instruction with his “Learning Activation System Template” (LAST) including the Principle of Flexibility, the Principle of Meaningful Learning, the Principle of Choice and Options, the Principle of Cheerfulness and Optimism, the Principle of Spontaneity, the Principle of High Expectations, the Principle of Nontraditional Learning, etc. Suffice to say, there is immense change around the world today related to new forms of learning typically involving technology. In fact, there are three megatrends related to learning technology today: (1) technologies for engagement; (2) technologies for pervasive access; and (3) technologies for the personalization and customization of learning. To better understand these new forms of learning delivery, Professor Bonk will discuss these three megatrends as well as his recent research on the personalization of e-learning. Along the way, insights will be offered into how one might teach in this new learning age. Finally, these days seem ripe for gazing into a crystal ball and pondering what human learning will look like 5, 10, or even 25 or more years into the future. How will we learn? Where will we be learning? And who, if anyone, will we be learning with? Professor Bonk will end his talk with innovations in learning technology, instructional approaches, and the spaces and places for learning to occur. This will include predictions of the future such as robot partners on collaborative teams, world knowledge refreshment stations, Professor Einstein PDAs, the rise of super e-mentors, classrooms as cafes, learning environment engineers, and much more. Is this an evolution or a revolution? Professor Bonk will let the audience decide.
Non-formal education is also not only an environment of digital educational spaces, but it also allows us to update the content of education, integrating the tasks of the digital era, the needs of the educational process participants and the real market. In this regard, studying the experience of providers becomes critical for understanding the processes of real digitalization of the environment and meanings.
KidZania’s global education strategy includes an experience-based learning approach, Think-Tank, Ambassador Schools and Industry Partners; there is a very important focus on local, contextualized implementation, and evaluations. The discussion about the benefits of digital formats in education is more than ever relevant. There is a wide corpus of studies of the positive effects of edutainment and STEM-education, especially, related to children’s motivation and their enhanced involvement. However, there is a current lack of focus on content that helps children to meet real digital life experiences - too much effort is centered on theory rather than its conversion into practice. Edutainment centers, new science museums and KidZanias amongst others are working to fill this void.
KidZania’s approach to education and entertainment is leading to enhanced life chances for children, through purposeful and innovative ways of engaging with the private sector including digital approaches, and an evidence-based voice in the world of education and entertainment, as well as a sustainable, socially responsible approach to partnerships: return on involvement instead of return on investment. The important focus and the point of contact between researchers and practitioners is the current global schooling and educational environment, their disconnect, the value of experience-based learning and its connections, for better and for worse, with the digital agenda. Can digital really mean better?
In order to move in the right direction for all children, we must however be very mindful of individual children’s socio-economic and socio-cultural contexts. We have an opportunity to get this very right … or very wrong. Will we aid the global educational democratization or widen the gap between have and have-not, between know and know-not and between can and cannot?