Educação de Adultos

Joining the Institution:
We are admit students from all background who are qualified based on our standards which includes equality for women and girls. Students are then provided with free learning support tools such as tablet computers, internet access and library access. The students will be taken through our online learning training before they start their degree or professional programs.

Our classes typically take place online through our learning platform. Students receive their course schedules and log on to the platform at the designated times and join other students and their instructors in our unique virtual classrooms. Student engagement in the learning process remains a key aspect of our teaching and learning practice.
Tests and Quizzes, Discussions and Forums take place online. However final examinations are physical

After Completion from our university
Entrepreneurship Programs: Our students will take a 12 week bootcamp program with our partner incubators, accelerators and center of entrepreneurship. They will be grouped in 5’s to create business solutions out of ideas that can be implemented in the market. We will invest in the projects and create mentorship

Degree Completion Program: Our students who wish to move on to our partner universities to complete their undergraduate degree programs can do so with little or no barrier. We have created a direct entry system into these universities of choice to allow our students enjoy the highest preference.

Graduation: Our students may also graduate with their BAU awarded degrees and diplomas

Desde 2012 participamos do Business Call for Action (ONG) por impactar positivamentos 2 objetivos do Milenium: equidade de genero (fomentando a inclusão econômica de pessoas com baixa escolaridade em especial mulheres) e melhor distribuição de riquezas (aumento de ganhos conforme crescimento em carreira e acesso a conteúdos educacionais a baixo ou nenhum custo). Nos desafiamos a incluir nossa Rede digitalmente. O modelo foi desenhado em uma plataforma web 2.0 que permite interação, colaboração e consultas de indicadores para gestão de negócios. Os WKs são oferecidos presencial e virtual. Temos um menu de vivencias de desenvolvimento sustentável para conscietização, entendimento e protagonismo de nossa Rede em iniciativas socioambientais. Melhor que ler o que eu tenho a dizer é ler uma líder da RRS:
«Para mi el hablar de sustentabilidad desde mi papel como líder es como dar el primer paso hacia un mundo mejor, sobre todo porque somos un ejemplo y el parteaguas de las acciones futuras de nuestra red, es gratificante haber sembrado la semilla de "bien estar" en el ambito sustentable ya que sé que será el inicio de proyectos y acciones que llegarán tan lejos como la voluntad de quien los ejecute y siempre estando de la mano con Natura y dando el seguimiento que se necesita, Estaremos comenzando con el gran cambio de paradigmas que requiere nuestro planeta y nuestra sociedad, actualmente tan ensimismada egocentrismos. Espero haber contribuido por lo menos en el inicio de grandes obras socioambientales por parte de mis lideres y sus redes y/o comunidades.»
Araceli Galina

We will create a small business incubator housed in Kilian Community College that focuses on social entrepreneurship enterprises. We will work with entrepreneurs coming from populations of low-to moderate- income within the Sioux Falls community and the surrounding area. Prospective entrepreneurs will compete for a twelve month experience with the incubator. Entrepreneurs will take a seven non-credit courses: Social Venture Creation, Venture Development, Marketing Plan, Operational Plan, Financial Plan, Back-Office Development and Business Communications. Students enrolled in the non-credit courses will also have the opportunity to work individually through a mentoring program with community volunteers who have a variety of business experiences to fine-tune their venture plans and to counsel students in developing community networks that will support their ventures after they have completed the process. These courses and counseling/mentoring sessions will lead to the creation of a competitive application packet for the incubator competition. Students will apply for the the incubator with their packet and an interview process with local business professionals. If selected, the honoree will work with college and community volunteers to start their social business. Honorees will graduate from the program one year after winning the competition. Honorees will also volunteer the following year(s) to help the new class of students through the venture planning process. We will also offer community-wide seminars in these areas for individuals not enrolled in the program.

Crowd Scholarships is a concept that allows the student to encourage large amounts of people to give small amounts of money. This term originates from the term Crowd Funding, which is the concept that an entity can raise a significant amount of money by receiving relatively small contributions from a large amount of people. Typically these people are from inner circles of friends or social networks. An example of this would be raising money for a cause whereby an individual has a network of 1,000 individuals. Out of these 1,000 individuals, if only 100 of them each contribute only $50 to the cause, the total contribution would be $5,000. This is the power of Crowd Funding. BrainFund takes this concept even further and specializes it for college students. We connect donors and students in one central web based community, empowering the student by allowing that student to set up a profile that utilizes a student’s current network to attract donors, who are able to donate to a specific college student of their choice through our unique patent pending process. We will also attract outside donors from corporations to give to students that they can search for by their own alma mater, degree, key words, and more! Corporations will be able to sponsor giving campaigns and encourage their employees to give to students on BrainFund.net to provide a tremendous impact on our nation and economy. Companies will participate in partnering with BrainFund, because it promotes great corporate responsibility for the future of our nation and our economy!

Through public partnerships, JobScout has been made available to the public libraries in California. Our team believes that one story particularly exemplifies the need for JobScout. As we visited the Banning Library in Banning, California, we waited in line at the circulation desk to ask for the director. As of 9 a.m. that morning, the waiting list for the computer terminals was already full until 11:30 a.m. As we met with the director, we learned that Banning had lost its other e-learning resources and that our platform, as it was made available to the pilot libraries at no cost, was now the sole resources for jobhunters. After a successful demonstration, the JobScout logo was up on the Banning Library website within a few hours and made available to its patrons. This story demonstrates the need for small libraries like Banning across the California and across the country for practical resources that help to combat issues like digital illiteracy and empower jobseekers to gain the skills they need to find employment. This is but one instance of where people are waiting for hours at their local libraries just to the use the Internet.

Our website which is in beta has attracted over 7,500 registered members within 5months of going active*now suspended for maintenance). The concept used a marketing strategy of attracting people by involving local celebrities and some cutting edge entertainment activities.
Our first workshop was entrepreneurship and batik and tie dye classes which saw a graduate with a masters degree finish learning how to make splendid Batik and tie dye designs within three days and has started his own business. This to us, proves that this concept is workable and key to our development.
We shall provide the classes and workshops on as many subjects as shall be required. All offline classes shall be streamed online to reach a wider spectrum across the globe.
Afropaddy will be known as a powerhouse for students and adults to get first hand tuition on various subjects that focus on building entrepreneurs in Africa.

The Community Ambassadors project aims to meet the needs for both these groups of Seniors. The Community Ambassadors project will meet both focused outcomes of enhancing Senior's independence by creating leadership, as a part of the Advisory Committee, peer-mentoring roles, as Ambassadors, and increasing social connections by creating support groups, during training, within their cultural group as well as across cultural groups. The seniors will develop confidence, a sense of purpose and leadership skills that they will share with the larger community by creating engagement methods, distributing information, planning education events, going on talk shows, contacting newspapers including ethnic papers and acting as positive role models within their communities. This project meets the goals of engagement and leadership but also the BC goals of Inclusion, Participation and Connections. In addition, these Seniors will be Leaders and help increase a Seniors Well-Being and goal of Lifelong Learning. In 2010 - 2011, Richmond Addiction Services piloted a South Asian Ambassadors project focused solely on South Asian Seniors in Richmond partially funded through The New Horizons for Seniors Grant. Through, the South Asian Advisory group (all seniors), we have worked diligently together to set up and implement the project. The Advisory committee, given its successes has now requested that the Ambassadors no longer concentrate solely on the South Asian community but branch out and extend their influence across Richmond including all other ethnic groups.

A learner enters the Centre for the first time and is greeted by the Literacy Coordinator. It is a welcoming and culturally safe environment. They may use the computers, and the LC begins to build a relationship of trust with the learner. Over time, their goals are explored and identified. The LC is able to provide guidance on how the Centre can support those learning goals (courses through the school district, distance learning, or simply being matched with a tutor for a specific learning goal). The learner is supported through the process by the LC.
The LC may engage the learner in one of the Family Literacy Programs based at the Centre: healthy cooking classes, drum making workshops, cedar weaving. Perhaps the learner will use the lending library, or be assisted with a resume or job application. The LC will also be developing materials and outreach to those learners not currently accessing the program. The LC also supports the volunteer tutor network: meetings, appreciation events, and professional development.LC also organizes group tutoring sessions, which have proven to be the most successful, and identifies opportunities where one-on-one tutoring would be more appropriate.Monthly Workshop series (September-June, ten workshops): computer workshops, cooking classes have been successful. Additional financial literacy, and Essential Skills to be added as well. Door prizes will also be offered as incentive to attend this year in an effort to draw those learners who might most benefit to the workshops.

“Teach a person to fish…. “
The Connecting Steps hands-on interactive workshops will introduce the framework around design thinking and co-design as creative problem solving approaches. Design-thinking uses the ability to combine empathy for the context of a problem, creativity in the generation of insights and solutions, and rationality to analyze and fit solutions to the context. Co-design emphasizes the collaborative work, which requires mutual learning between the stakeholders, creating a process that is more democratic and open.
During the workshop, participants will learn tools and techniques in the areas of discovery, definition, visualization, ideation, experimentation and implementation, and immediately apply them to the problems faced by their own organizations. The collaborative approach allows everyone to learn not only from the instructor but also from every participant in the workshop.
After the workshop the instructor will continue with a follow-up which each of the participants to aid them in the application of the skills they have learned. The Connecting Steps website and social media strategy will also allow for participants to stay in touch and learn from each others progress as they apply the concepts learned to their own organizations.

1) Empresas de micro/pequeno porte fazem parcerias com microempreendedores individuais de sua região, além de contratarem pessoas físicas de sua comunidade = CÉLULA PRODUTIVA;
2) Esta célula produtiva é então apadrinhada por grandes empresas de atividades afins, para que se torne um fornecedor qualificado por metas propostas. Cria-se um canal de compromisso efetivo por parte da célula produtiva e de responsabilidade social pelas grandes empresas;
3) Financiadores individuais ou em grupos (PF ou PJ) fornecem recursos financeiros num modelo crowdfunding para investir nos projetos das células e manter o modelo de Franquias coordenador do projeto, e obter concessão de recompensas derivadas da atividade em questão;
4) Recursos humanos oriundos de Universidades (estagiários) dão suporte à estrutura da célula produtiva com apoio técnico, administrativo, estratégico e operacional, num modelo crowdsourcing e obtendo com isso experiência prática;
5) Grupos de profissionais de finanças (consultores) atuam como agentes de Educação/Inteligência Financeira (gerir e investir). Aqui é prevista uma plataforma educacional interativa presencial e à distância: atendimento local móvel (van), canal de webTV e aplicativos de celular;
6) As sobras e rendimentos dos recursos inicialmente investidos nos projetos, devem ser geridos num modelo de Clube de Investimentos (onde há regras claras e transparência aos investidores por cotas proporcionais). Aqui é necessário uma instituição financeira (banco ou corretora de valores) como administradora dos trâmites burocráticos, legais e operacionais.

aidha’s program is divided into 2 modules of 9 months each.
In Module 1, students attend a Compass Club where they learn to budget and save through the support of their peers and their mentor. They also attend a Leadership Club, where they learn communication and management skills in an hands-on approach: e.g. in every session, students stand up in front of the class to give a speech on management topics (think Toastmasters). The computer workshops complete the curriculum. Students cover the basics of Microsoft Office and the internet but also more advanced topics such as creating databases and designing sales material. In Module 2, students participate in an Advanced Leadership Club where they explore business topics in depth and develop their communications skills further. They also join a Venture Club, where they learn how to start and manage a business, including pricing and competition analysis, and create a viable business plan at the end of the course.
Lisa, a Filipino national, had been working very hard for many years in Singapore as a domestic worker but had no savings when she joined aidha. When she completed our programme, she had built up enough savings to buy a cow back home. She continued to save and later bought a plot of land and has now set up a farm which employs 16 members of her family.

aidha women who had worked for years and amassed no savings, are now the proud owners of cafés back home. They have cows and land, clean water, new homes and vehicles. Their children are productive in school. And they have pride and a sense of accomplishment.

It is an innovative solution not only in terms of subject ‘Financial Literacy’ (FL) but also in terms of how it is delivered to masses. Turkey had no national strategy when Para Durumu activities began two years ago now they became the main supporter and even began creating working groups which Para Durumu is a member. Edutainment and 360 degree communication is the key success methods Para Duru use to have the highest impact especially on the unbanked and underserved. To be more specific on how deliver our messages please watch http://www.youtube.com/watch?v=lQjftmbPR0M&feature=youtu.be

AvatarGeneration has:
- Researched and developed a large database of hundreds of educational technology resources categorized into educational apps, virtual worlds, learning games and web tools.
- Written daily posts with educational technology news and information.
- Developed and established a supportive Facebook community of 2,500 fans and have over 1,500 Twitter followers.
- Developed relationships with educational technology providers through social media and email contact e.g. We have run numerous campaigns to promote technology providers through the blog.
- Began developing an EdTech Discovery App.

There are two key reasons as to why helping Irish teachers to source and use educational technology in the classroom matters.
1. Insufficient access to Irish specific educational digital content
Irish departmental reports have identified that teachers must be provided with the necessary reasons, skills and technology toolkits to enable them to embed ICT in teaching. In particular, it was identified that teachers do not have access to sufficient digital content and digital content tools relevant to Irish school curricula (Department of Education and Science, 2008).

2. Supporting educators
Educators want to keep abreast of changing educational technologies but find that there are barriers to achieving this.