UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training

Abstract Permeability, porosity, formation factor, mercury porosimetry, and stress-strain measurements were made on 10 shale samples taken at depths between 4500 m and 5600 m in three wells on the Scotian shelf. The purpose was to obtain shale permeability values for quantitative sedimentary basin modeling and to investigate the reasons for the very low permeabilities, less than 10 (super -20) m 2 (10 nD), exhibited by many tight shales. Permeabilities of 10 (super -22) - 7 X 10 (super -22) m 2 (0.1 - 0.7 nD) and porosities of 0.9-9.2 percent were measured. The results suggest that the extremely low permeabilities occur because the flow path consists of a network of very tortuous pores (true tortuosity = 3.3) with small diameters, of the order of 8-16 nm. Presence of calcite and dolomite apparently is associated with reduced porosity, possibly a result of blocking of the pores, while kaolinite shows the reverse trend.

The 21st century has been characterised by changes in the economy, the nature of society and situations in the ecological environment. Teaching and learning processes have never been the same since the demand for work-related competencies, the type of information available and the way that education and training systems must be implemented must now conform with the dramatic transformations in the culture of learners and teachers. These are described in detail by the author as he enumerates globalisation with the emergence of a knowledge society, information and communication technology (ICT), climatic change and sustainable development as the main global trends that have been observed to have impacts on teacher education. Similarly, recent changes that have rendered the usual value and outcome of conventional teacher education obsolete are also discussed. The paper concludes with a set of the emerging roles of teachers and learners in a new learning and work environment.

Purpose This study aims to assess progress toward achieving international (United Nations’) goals and targets for attaining sustainable development and discuss the risks of worldwide failure. Design/methodology/approach The authors highlight the relationship between global goals/targets and governance, relate this to the concept of sustainable development, outline and compare Millennium Development Goals and their successors, the Sustainable Development Goals (SDGs), and lastly view SDG implementation from two major spaces i.e. the governance and science space, respectively. Findings Governance and culture as new components of sustainable development may be sine qua non for humanity’s transformative action toward global and just sustainable development. Through fostering informed decision and policymaking, modern science, as sketched in this contribution, should provide the framework for realizing Agenda 2030. Earth System Science and its innovative notions such as the Anthropocene, planetary boundaries, tipping points and tipping elements will be key in the process of “designing” blank a sustainable future of and for Homo sapiens . Originality/value This essay proposes developing holistic approaches to cooperate at all levels in urgent efforts to meet goals projected for 2030 and 2050. The complexity and functioning of the governance space, comprising a system of governance systems, is illustrated not only in the diversity of the institutional landscape but in particular through the blurring of all scales – local to global.

Human health and well-being are closely linked to the ocean and the many goods and services it provides. However, the ocean is under cumulative stress from a range of pressures at various scales – local, regional and global. This publication attempts to provide a conceptual overview of multiple ocean stressors, their controls, and potential effects, in each case supported by illustrative examples. The objective is to advance science to enable the transition from passive observation of the problem –impacts of multiple ocean stressors on marine life – to proactive engagement in finding solutions.

According to World Bank, three out of every four poor persons in developing countries live in rural areas and a big percentage of them are dependent on agriculture for their livelihoods. Climate change has had far-reaching consequences to agricultural and rural development, especially in areas that are already fragile and exposed to environmental vulnerabilities. Broadly speaking, climate change is affecting poor farmers disproportionately. Past decades have witnessed the unprecedented depletion of rich resources in villages, the eroding green cover, over utilization of chemical fertilizer, mass migration to urban areas in search of occupation, leaving children and the elderly to live in villages with poor quality of life. One of the long-term repercussions is that villages are losing their potential for job opportunities, and their ability to support sustainable livelihoods, sustainable communities, healthy living spaces and create prosperity. Reversing these trends requires talent infusion, the innovative use of science and technologies in agricultural and related occupations, the transformation of villages into self-sustaining enterprises providing market linkages, reducing post-harvest loss, and the combination of technology for sustainable development and good health. All these in turn will make agricultural and related occupations more attractive and challenging to the youth and motivate them to stay in rural areas and pursue adequate capacity development opportunities. Against this background, this project proposes a unique approach of developing green SMART (Sustainable Model for Appropriate use of resources and Resilient Technologies) villages using the skills eco-system as a driver of change. It proposes an integrated and comprehensive approach for developing green SMART villages focused on environment-friendly, science and technology-powered, and skills-driven processes involving local skills eco-systems to implement day-to-day operations.

To fill the gap in the literature on entrepreneurial learning plans and activities conducted by technical education and vocational training (TVET) institutions, this study covers three main issues, namely: (1) The analysis of the stages of entrepreneurial learning of TVET institutions in the Asia-Pacific based on the Entrepreneurial Learning guide published by the UNESCO-UNEVOC International Centre for TVET; (2) The transferability of entrepreneurship initiatives documented as UNESCO-UNEVOC’s innovative and promising practices; (3) Recommendations on scaling up or replication of the entrepreneurship initiatives to improve entrepreneurial education in TVET institutions. A survey consisting of a quantitative scale and open-ended questions on the components that build an entrepreneurial learning ecosystem in a school was disseminated to TVET institutions in the Asia-Pacific countries. The result shows that participating TVET institutions in the countries have recognized the importance of entrepreneurial learning and have implemented it in various ways. The entrepreneurial learning components at their institutions are currently positioned in different stages. To analyse the transferability of the entrepreneurship best practices, the author merges the micro and macro components of the entrepreneurial learning ecosystem with the stages of entrepreneurial learning components. The author argues that TVET institutions that are already at the advanced level in their entrepreneurial learning components, will be the ones that are most ready to replicate the innovative and promising practices. By providing recommendations on scaling up or replicating entrepreneurship initiatives to improve entrepreneurial education in TVET institutions, this study contributes to the under-researched literature on entrepreneurial learning in TVET and the recent body of knowledge on green, social, and digital entrepreneurship.

This study critically examines the integration of educational technology (EdTech) within the curriculum of a leading technical and vocational education and training (TVET) institution in China through 32 case studies. By employing qualitative methodologies—including content analysis, network analysis, and textual analysis—this study examines the EdTech spectrum, educational impacts, pedagogical adaptation practices, educational inclusivity, and EdTech applications' socio-technical complexities at the institution. Using a critical perspective, the research highlights EdTech integration practices' current state and challenges. The findings provide a comprehensive understanding of the multifaceted factors that influence EdTech integration in TVET and offer strategic recommendations to develop more supportive, inclusive, and human-centered EdTech integration strategies and practices.

The world of work has changed dramatically over the past decade. It has become technologically complex, demanding highly sophisticated work skills, and globalization has been expander over the world. This work proposes international technical and vocational education and training (TVET) by using e-learning. The e-learning contents on TVET are collaborated to be developed by Japanese experts and German experts on TVET. Actually, some e-learning courses on TVET have been provided to the students in Japan and Germany. The results show that this trial would be very efficient for the TVET.

Education experts from over 35 countries gathered in Bonn on 28 and 29 November 2006 for an international workshop on the UNDESD to analyse how the concept of ESD is being perceived the world over and what are the commonalities and differences in the approaches to and the practice of ESD. The workshop acknowledged that while in some ways the conceptualisation of ESD is universal, there are certain regional as well as country-specific differences that cause considerable variation in the DESD priorities for each region. The participants identified the major similarities and differences, posed some crucial questions and reflected on the possible challenges for ESD.

When education across all levels, is no exception for meeting the needs of industry 4.0 and the new demand of the digital economy and society, distributed leadership is an effective reform strategy for organization's transition to digital transformation. 174 articles related to distributed leadership were selected from eight core-international journals in the field of educational leadership and management with an average h-index of 45, and 64 articles with the keywords of distributed leadership published in the CSSCI and core journals were found. The 248 articles in total were reviewed for analysis with three aspects (research themes and theories; research methodology and analytical methods; discovery and revelation) which were synthesized from the systematic conceptual framework of literature review by Hallinger (2013,2014), the research conclusion frameworks by Bennett et al. (2003) and Tian et al. (2016). The literature review was conducted on four aspects (who, why, what and how) for knowing which most scholars are concerned and for informing educational institutions with insights on distributed leadership for future development.

When education across all levels, is no exception for meeting the needs of industry 4.0 and the new demand of the digital economy and society, distributed leadership is an effective reform strategy for organization's transition to digital transformation. 174 articles related to distributed leadership were selected from eight core-international journals in the field of educational leadership and management with an average h-index of 45, and 64 articles with the keywords of distributed leadership published in the CSSCI and core journals were found. The 248 articles in total were reviewed for analysis with three aspects (research themes and theories; research methodology and analytical methods; discovery and revelation) which were synthesized from the systematic conceptual framework of literature review by Hallinger (2013,2014), the research conclusion frameworks by Bennett et al. (2003) and Tian et al. (2016). The literature review was conducted on four aspects (who, why, what and how) for knowing which most scholars are concerned and for informing educational institutions with insights on distributed leadership for future development.

This dataset contains the eDNA data collected as a part of the UNESCO eDNA expeditions in Marine World Heritage Sites project in 2022-2024. The project was coordinated in collaboration with the Ocean Biodiversity Information System (OBIS) of IOC-UNESCO and the marine programme of the UNESCO World Heritage Center, and funded by the government of Flanders (Kingdom of Belgium). The samples were collected with citizen science eDNA sampling kits, containing a syringe and a filter, and preserved with Longmire's buffer, before sequencing at a central laboratory. Five different biomarkers were analysed, including 12SMifish, Mimammal, Teleo, 16S-Vert and COI markers. The sequences were analysed with the PacMAN pipeline and quality controlled including a validation check by local scientists and site managers as well as compared to existing knowledge on species distributions in OBIS and GBIF. The full sampling protocols and materials are available on the project website (https://www.unesco.org/en/edna-training-materials?hub=66910), and the bioinformatics pipeline is on github (https://github.com/iobis/PacMAN-pipeline). The data can also be explored on the eDNA expeditions dashboard (https://dashboard.ednaexpeditions.org/).

A sedimentological, geochronological, and geodynamic investigation of detailed micro- and meso-scale soft-sediment deformation structures (SSDS) within internally deformed layers on Gnitz Peninsula, Usedom Island, Germany, was performed in the last years. Five layers with SSDS were described of which four were possibly caused by glacial isostatic adjustment (GIA)-triggered earthquakes mirrored in liquefaction and reliquefaction phenomena (Pisarska-Jamroży et al., 2022). Hence, in line with earlier investigations and suggestions by Hoffmann and Reicherter (2012), the SSDS generation is related to oscillation of the Scandinavian Ice Sheet whose loading cycle caused stress changes likely releasing local earthquakes along pre-existing faults.Optically stimulated luminescence dating indicates a most probable time span of corresponding earthquake occurrence between 23.2 and 14.6 ka (including uncertainty). For the first time, glacially induced Coulomb failure stress changes were modelled for this area with a set of commonly accepted GIA models. They strongly support the interpretation of SSDS trapped in layers as seismites during that time. Using reliable fault parameters of faults in near vicinity of Gnitz Peninsula and suggested stress regimes and directions for northern Germany, the modelling can help indicate the most probable reactivated pre-Quaternary fault(s). If they can be confirmed after detailed palaeoseismological, geomorphological, geophysical, and structural investigations as so-called glacially induced fault(s), this would add another puzzle piece to a geodynamic scenario of glacially triggered faulting having affected an area from northern central Europe to northern Fennoscandia in the Late Pleistocene and Early Holocene.Our presentation will focus on the geodynamic setting of NE Germany, how it was changed during the last glaciation and how potentially reactivated faults can be determined.ReferencesHoffmann, G., Reicherter, K., 2012. Soft-sediment deformation of late Pleistocene sediments along the southwestern coast of the Baltic Sea (NE Germany). Int. J. Earth Sci. 101, 351-363, doi:10.1007/s00531-010-0633-z.Pisarska-Jamroży, M., Belzyt, S., Börner, A., Hoffmann, G., Kenzler, M., Rother, H., Steffen, R., Steffen, H., 2022. Late Pleistocene earthquakes imprinted on glaciolacustrine sediments at Gnitz Peninsula (Usedom Island, NE Germany). Quat. Sci. Rev. 296C, 107807, doi:10.1016/j.quascirev.2022.107807.

(UNESCO, International Institute for Educational Planning (IIEP) Paris, 2008), 147 pp., ISBN‐978‐92‐803‐1313‐0 This booklet by Agneta Lind is a valuable contribution to literacy policy and practice...

Sustainability has become a popular word since the last decades, but a practical approach to evaluate sustainability not existed. The evaluation of sustainability in water management needs criteria/indicators and objectives, which define what is good or bad. For comparing sustainable water management alternatives an evaluation method to integrate and rank calculated indicators is needed as well. The short board method suggested in this paper is suitable even for hand calculations and is appropriate also to be used for lecturing the main principles of sustainability. When calculating the indicator values, the precision of the calculation results depends on the reliability of input information of the parameters contained in the indicator formula. An overall index gradually calculated by integration and loss of information. The system is simple enough to be understood by decision makers and gives sufficient support.

Following are summaries of five of the seven workshops sponsored by the SEG Research Committee at the 1991 Annual International Meeting in Houston. The summary of Workshop 4—“Seismic Acquisition Hardware and Methods” appeared in the October 1992 issue of TLE. No summary was available for Workshop 2—“Geophysical Characteristics of Contaminants in the Subsurface.”