UN UNESC ESCO O Int nterna ernational tional Resear esearch ch an and Tra raining ining Centre entre for or Rur ural al Ed Education ucation (INR NRULED ULED) Ed Education ucation for Rur ural al Transf ansformation ormation
INRULED: a brief introduction UNESCO International Research and Training Centre for Rural Education ( INRULED ) was jointly founded by the Chinese government and UNESCO in 1994 and moved to Beijing Normal University (BNU) from Baoding, Hebei Province in 2008. Education for Sustainable Rural Development ： Our mission is to promote socio-economic development in rural areas by bringing about positive changes in the thinking and Education and Training for Rural Transformation: Skills, behavior of rural people, who make up the majority of population jobs, food and green future to combat poverty, 2012 in developing countries, contributing to the achievement of SDG 4.
INRULED: six objectives Objectives To promote international research and development of methods and techniques of rural education; To promote consultation and cooperation among member states by devising policies and strategies in the areas of human resource development for rural areas; To create a wide network for exchange of academic and technical information in the field of rural education among experts in various countries; To coordinate cooperative research activities and provide expertise, advice, and facilities for laboratory research and field work to international experts; To organize international training workshops and seminars on special subjects and provide fellowships for international research; To produce and disseminate publications and materials for the various projects undertaken by the Centre.
Th Thematic ematic ar areas eas (4 plu 4 plus s 1) 1) Gender Teachers ICT Skills Quality Teachers for Skills Development for ICT in Education for Gender equality and Rural Schools: Rural Transformation: Rural Development: women leadership: • Support Systems for • Skills development for • The role of ICT in non- • Empowering women Plus: Ecological Civilization Rural Teachers’ CPD; rural people; formal education and and girls in non- • Rural schools’ • Rural community and Rural Development rural development; formal education; improvement; • The role of ICT in learning centers; • Promoting gender (To support SDG 4.7) • Equity and quality in • Learning villages. facilitating rural equality and women rural education. schools. (To support SDG 4.4 leadership in schools. (To support SDG 4.1 (To support SDG 4.b) (To support SDG 4.5) and 4.6) and 4.c)
Networking and partnership Academia : Asian Institute of Technology (AIT); UNESCO Organizations and other Chengdu Rural Administration Academy; International Organizations : IITE, IICBA, UIL, Guangxi Normal University; Yunnan Normal SACTD, ICHEI ; TTF ； National Commissions of University; Yunnan Agricultural University and UNESCO in various member countries. so forth SEAMEO and its centres Partnership for fulfilling our mission Private Sector and Social Organizations : Huayu Government: Municipal Government of Education Sharing Platform; China Adult Huzhou; Educational Bureau of Ningbo; Education Association; Zigen Foundation and Municipal Government of Dujiangyan so forth
Coo oope perat ration ion with ith SE SEAMEO MEO Partners: SEAMEO Regional Centre for Community Education Development SEAMEO Regional Centre for Lifelong Learning (the case of Vietnam) ● International Seminar on Education for Rural Community (Vientiane, Lao PDR; 1-3 August 2018) ● Research on Lifelong Learning for Ethnic Groups in Mekong Countries ● A potential Research on the Development of Small-sized Schools
Western Poorest Areas ： Primary and Secondary School Principals Education Informatization Special Training Project Vigorously support the development of educational informationization in poverty-stricken areas, promote fair and balanced development of education, effectively improve the quality of education, promote accurate intellectual support under the network conditions, and serve the strategic deployment of the country's poverty alleviation by providing ICT training … . There are 24 cities and 209 counties with a total population of more than 25.8 million, of which 19.6 million are ethnic minorities. There are about 16,000 schools at the basic education stage, 5.685 million students and 325,800 full-time teachers.
Western Poorest Areas ： Primary and Secondary School Principals Education Informatization Special Training Project Professor He Kekang of Beijing Normal University teaches through cyber-learning approach Training activities: expert Lectures 、 group discussion 、 observation experience 、 salon & seminar 、 case study 、 industry survey 、 online training 、 regional education informatization support service… 8
2019 Global Competition on "Design for Future Education” • Time: Oct. 07, 2019- Dec. 20, 2019 • Background: In order to build a solid community and make countries close to each other, we have made this competition where several students from several countries are competing together to develop the best learning application; Beijing International Design Week Organizing Committee (BIDWOC) launched . • Outcomes: cultivate innovative talents with design thinking for the sustainable development of education. Host: Beijing Normal University, Beijing Design Society,co-organizers from USA 、 Serbia 、 Tunisia • • Assessment Criteria of the delivered solutions: Collaboration; Creativity; Possible future implementation of the solution; Educational / Social / Economic impact of the proposed solution on these dimensions; Skills. • Selection process: 3 round selections with online training • For more information(contact email): d4febnu@outlook.com
Asi sian an Reg egional onal For orum um on on Rur ural al Ed Education, ucation, Cul ultural tural Di Diver ersi sity ty and d Sus ustainable tainable De Developm elopmen ent t In line with Education 2030, the Forum discussed the interaction of rural education, cultural diversity and sustainable development in the context of diverse natural, political and cultural background in Asia. • The relationship among rural education, cultural diversity and sustainable development in the context of Asian countries • The role rural education stakeholders play in the preservation and promotion of cultural diversity and sustainable development of rural areas • The prospect of rural development and the importance of education and cultural diversity in this process
Regional Networking of Smart Village • Background: based on SEAMEO’s research on Ecological Knowledge 、 Eco-Civilization and Rural Revitalization in the context of Asian countries. • Mission : to explore future path of communication and exchange on education, cultural diversity and sustainable development in rural Asia to achieve the SDGs. • Proposed flagship activity: Regional Competition on “Discovery of Smart Village” • Proposed formalities: Initiate a series of Innovative activities(Youth engagement 、 Teacher’s capacity building 、 cultural tourism award 、 Asian cultural carnival) • Assessment Criteria of the Smart Village: Education for SDG4 、 Sustainability 、 History 、 Culture and rural civilization (intangible/tangible) 、 green environment 、 Innovation ability and life skills for economic development 、 ICT/Smart 、 gender perspective etc. • Proposed working timeline: Drafted concept note will be shared by potential partners; Host a thematic workshop on regional networking of smart village, to discuss and sign the MOU with SEAMEO and other partners in October, Beijing.
Th Thank ank Y You ou
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