After a long period of employment growth that led to the lowest unemployment rate since the German reunification, Berlin’s labour market is now tightening. Accelerated by the COVID-19 pandemic, global labour market megatrends such as the automation of production processes and the increasingly advanced digital skills required to perform many jobs pose new challenges to Berlin’s policymakers.

Walking Together on the Way is the first agreed statement of the third phase of the Anglican-Roman Catholic International Commission, and the first ARCIC agreed statement since 2005. The language of 'walking together' is used by both Archbishop Justin Welby and Pope Francis to describe our ecclesial life and the ecumenical journey. Both have also, in different ways, endorsed the approach of receptive ecumenism: that we have much to learn and much to receive from each other. In Walking Together on the Way the Commission asks what Anglicans and Catholics can learn from one another to make us better able to walk together in the way of communion. Both our communions have an understanding that all the baptized share in the threefold office of Christ as prophet, priest and king. The document considers how this common understanding is lived out in our processes of governance and discernment at the local, regional and global levels. The Commission not only examines our respective ecclesial processes of discernment, but also seeks to identify the tensions and difficulties we experience; it asks where Angicans and Catholics can look to one another for wisdom. In this way, the Commission proposes, we can grow together through a journey of mutual enrichment. As the text affirms, 'We are pilgrims together walking on the way of penitence and renewal towards full communion.'

Based on qualitative research focused on literacy and health from three schools in coastal Kenya, this book examines country, school, and family contexts to develop a dual-generation maternal-child model for literacy learning and to connect local-specific phenomena with national and international policy arenas. In contrast to international development organizations’ educational policies and programs that tend to ignore literacy as a social practice within diverse contexts, the author unpacks the relationship between education and health, and the role of family and mothers in particular, highlighting how mothers are key actors in children’s literacy development and health outcomes.

Build assessments you can really use | Unlock the how, when, what, and why Watch your system become greater than its parts by building local capacity through common language and deeper knowledge of assessment components. For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM). Now for the first time, the modules are packaged into one resource to help you evaluate the quality and premise of your current assessment system. Designed as a professional development guide for long-term use by school leaders, five content-rich, topic-based modules: Offer field-tested, teacher-friendly strategies for local school test development Can be used for individual or professional development opportunities Allow for sequential or non-sequential use

This book investigates the process and mechanism of the capability development of East Asian local manufacturers, which has underpinned their phenomenal rise in the world's competitive landscape of industrial production during the last few decades.

Cities are not only home to around half of the global population but are also at the forefront of the transformation of jobs, skills and labour markets. Furthermore, cities play a leading role in the COVID-19 response, as the pandemic is not only accelerating megatrends such as digitalisation and automation that change the world of work, but is also challenging city economies.

Learning-Based Local Visual Representation and Indexing, reviews the state-of-the-art in visual content representation and indexing, introduces cutting-edge techniques in learning based visual representation, and discusses emerging topics in visual local representation, and introduces the most recent advances in content-based visual search techniques. - Discusses state-of-the-art procedures in learning-based local visual representation. - Shows how to master the basic techniques needed for building a large-scale visual search engine and indexing system - Provides insight into how machine learning techniques can be leveraged to refine the visual recognition system, especially in the part of visual feature representation.

The cultural-historical approach started in the 1930s by Lev Vygotsky, who held that learning and instruction are the means to development, is the foundation for the Radical-Local Theory of Teaching and Learning formulated by Mariane Hedegaard and Seth Chaiklin in the first part of the book. The central concern in this approach to education is how to integrate particular historical and cultural conditions that the children encounter into educational practices. The second half of the book is an extensive case study of an after-school programme for Puerto Rican primary students in East Harlem, New York conducted in a radical-local perspective. This programme focussed on the history of the community and of Puerto Rican immigration, and the study describes how it helped students become both more positive and more critical about their backgrounds. By acquiring basic academic skills in a theoretical framework the children learn how to analyse their own local situation, addressing not only immediate issues (housing conditions, family life, community dynamics) but also historical issues. Unlike apparently similar culturally responsive approaches to teaching underprivileged children, radical-local teaching explicitly uses subject matter teaching to encourage children's development in relation to their social conditions. Hedegaard and Chaiklin detail how they developed concrete lesson plans in a radical-local perspective, and enumerate the accomplishments as well as the difficulties they encountered in implementing this approach.

Adults are continually learning outside of conventional education frameworks, acquiring new skills and knowledge in a range of community settings, Stephen Brookfield explores the extent and quality of this informal independent learning and the ways in which adult educators can work with independent adult learners to support and enhance their learning.