RUMPUS

Dr. Okada from the Open University UK and representatives of CONNECT 2030 from Brazil took part in the Global Education Meeting (GEM), organized by UNESCO. This event took place in Fortaleza on October 31 and November 1, 2024, with attendance from education ministers and representatives from governments and international organizations including 194 UNESCO member countries.

The GEM provided a significant platform for discussing global education priorities, policies, and collaborations, with a focus on promoting inclusive and equitable quality education, aligning with the  UNESCO’s broader mission for sustainable development.

The 2024 edition of the Global Education Meeting (GEM) has been convened by UNESCO, held every two years, GEM is one of the largest international conferences on education, bringing together ministers of education, ministers of finance, civil society, the private sector, academia, and young people from around the world. GEM 2024 aligns with the Brazilian presidency’s focus for the G20, which places equity and inclusion at its center. Thus, the meeting aims to promote multilateral, intersectoral, and multisectoral dialogue, recognizing education as a social equalizer and a driving force for sustainable development.

CONNECT 2030 led by Dr Okada was recognized as one of UNESCO’s top 22 global initiatives focused on digital transformation to accelerate the 2030 Agenda. This network, led by The Open University (OU) in the UK, comprises a diverse group of organizations. At GEM 2024, representatives from CONNECT 2030 included the NGO Anjos Digitais, the Secretary of Education (SEDUC) of Ceará’s government, and three universities—UFSC, UFCA, and UNEB—alongside OU-UK.

CONNECT 2030’s research practices focused on Digital Transformation to Empower Youth.

During GEM 2024, CONNECT 2030 highlighted five key initiatives focused on harnessing digital transformation to empower youth, each accompanied by specific recommendations:

1. AI for Ecosystem Protection and Support for Vulnerable Communities Affected by Climate Change
   Led by The OU, supported by MSC and RDE 
   This initiative advocates for the right of all youth, in collaboration with local communities, researchers, and AI technologies, to fully develop their potential through education centered on transversal skills and ecosystem protection. Supported by the local Secretaries of Education, the program is implemented across rainforest areas, wetlands, and fire-affected regions, including Afro-Indigenous and other vulnerable communities.
2. Audiovisual Resources for Heritage and Cultural Protection and Resilience
   Led by UFCA, supported by The OU
   Youth are empowered to engage in creative expression through educational initiatives that preserve local culture and promote urban sustainability via digital transformation. This initiative is backed by the Secretary of Education of Ceará and involves local communities in Brazil’s semi-arid regions.
3. Augmented Reality (AR) for Health and Well-being
   Led by UFSC, supported by The OU
   This initiative upholds the right of youth, their families, and health professionals to deepen their understanding of well-being through education enhanced by AR technologies. Supported at the national level by Brazil’s Ministry of Science, Technology, and Innovation, it has been rolled out across the country.
4. Digital Inclusion for Gender Equality and Equity
   Led by Anjos Digitais, supported by The OU
   Focused on empowering women with digital skills, this initiative promotes equity, diversity, and inclusion within their communities. Supported by the Brazilian government, it has been implemented in Brazil’s North and Northeast regions.
5. Mobile Tools for Decent Work Against Human Trafficking
   Led by UNEB, supported by The OU
   This program supports youth in building awareness and advocacy against human trafficking, with educational components that offer professional support and develop transversal skills. Supported by local governments and human rights organizations, it operates in Northeast Brazil.

Global Engagement and Contributions

As a member of the UNESCO Global Education Coalition and in partnership with the Brazilian government, Dr. Okada has been invited to participate in United Nations SDG summits in the United States. She has engaged in events with global leaders at UNESCO in Europe, contributing to dialogues on Digital Education, Foundational Literacies, Artificial Intelligence, and Digital Sustainable Innovation. Dr. Okada is also actively involved in initiatives under Brazil’s leadership in the G20 and COP30.

Advancing CONNECT 2030 through GEM 2024

GEM 2024 served as a vital forum for knowledge exchange and progression of CONNECT 2030, an initiative funded by The Open University’s Open Societal Challenges program. CONNECT 2030 integrates a network of European-funded projects—including weSPOT, ENGAGE, and CONNECT—structured around the CARE-KNOW-DO framework. The network’s objectives are to promote, analyze, and expand best practices, achieving positive impacts that influence public policy and foster innovation, accelerating progress towards Agenda 2030.

Dr Okada highlited “The GEM 2024 is a significant event for The Open University, which is at the forefront of open schooling worldwide.  We are honored to present our initiative alongside leaders from United Nations member countries. This is a unique opportunity to engage with ministers of education, and representatives from international organisations”

GEM 2024 presented an invaluable opportunity for knowledge exchange aligned with the Fortaleza Declaration, advancing CONNECT 2030—an integral initiative of The Open University’s Open Societal Challenges program aimed at accelerating progress toward Agenda 2030.

The Fortaleza Declaration, issued during GEM 2024 in Fortaleza, Brazil, organized by UNESCO, emphasizes education as a transformative tool for creating sustainable, fair, and peaceful societies. Below is a summary aimed at making the declaration’s key points accessible for educators.

Main Goals

1. Reinforcing Education as a Right and Public Good: Education is reaffirmed as a fundamental human right that governments must protect and promote for everyone. Ensuring high-quality, inclusive education aligns with Sustainable Development Goal 4 (SDG 4), which aims to provide lifelong learning for all.
2. Addressing the Global Education Crisis: The declaration highlights urgent global issues like climate change, economic inequality, and the learning crisis. Currently, 251 million children and youth are out of school, and nearly 60% of children in low-income countries lack early childhood education.
3. Recognizing Education as an Investment: Education is not just an expense but a vital investment for long-term societal benefits, driving economic growth, reducing inequalities, and fostering social cohesion. The declaration calls for increased education funding, especially in low-income countries, which need an additional $97 billion annually to meet their education goals.

Key Actions for Transforming Education

The declaration outlines several multi-sectoral actions to make education a powerful force for positive change:

1. Climate and Environmental Education: Schools should integrate sustainability and climate resilience into their curricula, helping students and communities adopt sustainable lifestyles and prepare for climate challenges.
2. Peace and Human Rights: Education systems should protect schools from conflict, promote peace and tolerance, and include human rights education to support peaceful societies.
3. Gender Equality: Schools must be safe, inclusive, and free from gender-based discrimination. This includes supporting equal access for girls, especially in science, technology, engineering, and math (STEM) fields.
4. Health and Well-being: Education must go beyond academics, providing health services, nutritious school meals, and mental health support to enhance students’ overall well-being.
5. Technology and Innovation: Investments in digital learning and STEM should improve access to education, particularly for underrepresented groups like girls. Digital tools, including AI, should be used responsibly to enhance learning and reach students in conflict or disaster-affected areas.

Critical Areas for Progress

1. Inclusive and Equitable Education: Review policies and teaching practices to ensure that all learners, especially those from marginalized groups, have fair access to education.
2. Early Childhood Education: Support access to quality early childhood education, with at least one free year of pre-primary education for all, as a foundation for lifelong learning.
3. Lifelong Learning: Provide flexible learning options for people of all ages, aligning education with workforce needs and promoting essential skills like critical thinking, digital literacy, and environmental awareness.
4. Support for Teachers: Address teacher shortages, improve salaries, and provide ongoing professional development. Teachers should be empowered and involved in decision-making processes.
5. Educational Governance and Leadership: Promote evidence-based policymaking with the participation of students, teachers, and communities. Stronger data collection and analysis are needed to ensure transparency and accountability in education.

Enhancing Education Funding

The declaration calls for increased and sustainable investment in education through:

1. Domestic Resource Mobilization: Governments should expand their tax bases and allocate a minimum of 4-6% of GDP to education.
2. Efficient Use of Funds: Resources must be transparently managed, targeting marginalized communities.
3. Global Aid: Donor countries should increase education-focused aid, prioritizing countries furthest from achieving SDG 4.
4. Debt and Innovative Financing: Countries with heavy debt should consider debt-for-education swaps, while public-private partnerships and innovative financing can also help fund education initiatives.

Commitment to Action

The Fortaleza Declaration concludes by emphasizing the need for collaborative, multi-stakeholder approaches to drive education reform. UNESCO and other international organizations will lead efforts to monitor and support SDG 4, ensuring education plays its critical role in achieving global development goals.

This declaration serves as a roadmap to guide educators, policymakers, and communities worldwide in advancing equitable, inclusive, and impactful education for sustainable development.

USEFUL Links:

Plenary sessions were recorded on the GEM webpage.

Fortaleza Declaration

Brazil United for Education 

Album of Bilateral Meetings 

Closing Album 

Broadcasting 

 Access the schedule for the Global Education Meeting (GEM) 2024

G20 Education debates the relationship between school and community

SDG4_indicator_list

Broadcast: MEC YouTube Channel

News about GEM:

MEC – Ministry of Education – Brazil Government

Education cannot wait is an initiative dedicated to ensuring that children and youth affected by crises, including conflicts, natural disasters, and displacement, have access to quality education.

It was launched in 2016 during the World Humanitarian Summit as a response to the urgent educational needs of children in crisis situations who are often deprived of schooling due to circumstances beyond their control.

Key goals of ECW include:

1.Rapid Response: Providing immediate funding and support to maintain education continuity during emergencies.

2.Long-Term Investment: Supporting countries and organizations in rebuilding and strengthening educational systems in crisis-affected areas.

3.Holistic Approach: Addressing both the immediate educational needs and the psychological, physical, and social well-being of students.

4.Advocacy and Awareness: Raising global awareness about the importance of education in crisis situations and mobilizing resources for affected populations.

Education Cannot Wait partners with governments, NGOs, and international organizations to reach marginalized children and promote inclusive, resilient education systems.

Continue reading “Education Now”

A blog post by Kieron. 23 October 2024.

Recently an Open University project (ASSIK- Anak Setara SIaga Kebencanaan)
ran workshops for teachers about how to create songs for their classrooms as part of teaching young children about natural disasters and what to do to when they happen. A key part of the workshop was making their songs, and associated activities, accessible for children with special educational needs and disabilities (SEND). To support this, the workshop groups included disabled students and early career researchers.

The ASSIK team included people from the Open University, ROCHMI (Research of Community Mental Health Initiatives), University of Indonesia, Jakarta and the Disability innovation centre (UNESA, Surabaya). [see below]

[The banner reads song and movement based inclusive disaster mitigation workshop]

Why did we do this?
Indonesia is a large and diverse nation, with a population over 280 million people. It sits on the pacific ‘ring of fire’ and experiences one of the highest rates of natural disasters in the world. When these events occur children are the most impacted group and in Indonesia the risk of death and injury is profoundly higher for young children with special educational; needs and disabilities.
.
International research has shown that disaster risk reduction education (DRRE) in schools can help mitigate this situation, to some extent. However whilst the Indonesian government has thoughtful and explicit polices which give everyone the right to DREE, in practice children’s access to DRRE is often lacking and provision for children with SEND is largely absent (Sheehy et al.. 2022). For example, Indonesian kindergartens lack materials and approaches that are inclusive and accessible (Isrona, et al., 2021). In response to this, our project created sign supported big books to teach DRRE in a way that was fun and engaging for all the class. These are whole class story books with one or two signs associated with each page of the story (Rofiah et al, 2021). At the workshop we asked participants for feedback to develop new books on the topic of tsunamis and fires.

In developing this approach further, our ongoing work has highlighted 1) the importance of creating DRRE activities that are locally and culturally relevant and 2) the need to include disabled people in the development and implementation of DRRE (Global Facility for Disaster Reduction and Recovery, 2017; Sheehy et al., 2022).

Song and dance have a rich historical and current significance in Indonesia (Salazar, 2011 cited in Siregar, Dasar Negeri,and Pekanbaru, 2024.) Although overlooked within formal DRRE (Sutton et al., 2021), there is some evidence that drawing on local music and song can enhance the success of DRRE (Sutton et al, 2021, Kurniah, Agustriana, and Kusumah, 2023, Tunip et al, 2018). In this workshop we therefore supported participants group to create their own songs, and each group included disabled students or researchers to advise and shape the inclusivity of the activities and the final songs.

Each participant received a workshop bag [translation inclusive disaster response for children] containing some sign supported big books.

Later in the week we visited a school of some teachers who had attended the workshop. Teachers and children performed traditional songs and dances, as well as showing us their newly created songs combined with sign supported big book activities.

We also created a facilitators manual so that the workshop approach could be replicated by others in future.

References.

E104 Introduction to childhood studies and child psychology. Unit 8 Children’s lives and models of disability. OU online (open.ac.uk) This introduces different ways of thinking about disability, and examines some Indonesian DRRE research

GFDRR -Global Facility for Disaster Reduction and Recovery (2017) ‘Disability Inclusion in Disaster Risk Management Promising Practices and Opportunities’, pp. 1–56. Available at: https://www.gfdrr.org/sites/default/files/publication/GFDRR Disability inclusion in DRM Report_F.pdf.
Isrona, L., et al (2021). “Monster VIPs”: disaster preparedness training for children with intellectual disabilities. In E3S Web of Conferences (Vol. 331, p. 04008). EDP Sciences.
Kurniah, N., Agustriana, N. and Kusumah, R.G.T. (2023) ‘Applied Science for Early Childhood: Disaster Mitigation in Bengkulu City Kindergarten’, in, pp. 225–232. Available at: https://doi.org/10.2991/978-2-38476-012-1_30.
Rofiah, K. et al. (2021) ‘Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens’, International Journal of Early Years Education [Preprint]. Available at: https://doi.org/10.1080/09669760.2021.1956440.
Sheehy, K. et al. (2022) ‘Inclusive disaster risk reduction education for Indonesian children’, International Journal of Inclusive Education, 0(0), pp. 1–17. Available at: https://doi.org/10.1080/13603116.2022.2115156.
Siregar, L., Dasar Negeri, S. and Pekanbaru, I. (2024) ‘Teacher’s strategy to support student’s creativity in cultural arts and craft learning’, International Journal of Social Science Education, Art and Culture, 3(1), pp. 2828–1241. Available at: https://doi.org/10.24036/langgam.
Sutton, S.A. et al. (2021) ‘Nandong smong and tsunami lullabies: Song and music as an effective communication tool in disaster risk reduction’, International Journal of Disaster Risk Reduction, 65. Available at: https://doi.org/10.1016/j.ijdrr.2021.102527.
Turnip, S.S. et al. (2018) ‘Finding A Fun and Engaging Media to Deliver Disaster Preparedness Messages for Younger Children in Indonesia’, International Conference on School’s Disaster Risk Reduction and Resilience Education in Practice. – TW, Taipei, Taiwan, Province of China, pp. 1–12.

Segundo os dados da Inteligência Artificial algumas carreiras importantes desta Era Contemporânea
Ale: Quais as profissões mais relevantes agora e para o futuro?

1. Inteligência Artificial (IA) e Aprendizado de Máquina (ML)

• Engenheiro de IA/ML: Desenvolve algoritmos, modelos e sistemas que permitem que as máquinas aprendam e executem tarefas de forma autônoma.
• Cientista de Dados: Analisa e interpreta dados complexos para ajudar organizações a tomar decisões informadas.
• Especialista em Ética de IA: Foca nas implicações éticas da IA, garantindo o desenvolvimento responsável e justo das tecnologias de IA.

2. Sustentabilidade e Tecnologia Verde

• Técnico/Engenheiro de Energias Renováveis: Trabalha com energia solar, eólica e outras fontes renováveis para reduzir o impacto ambiental.
• Consultor de Sustentabilidade: Ajuda empresas e organizações a adotarem práticas sustentáveis para minimizar sua pegada de carbono.
• Cientista do Clima: Pesquisa as mudanças climáticas e desenvolve estratégias de mitigação e adaptação.

3. Saúde e Biotecnologia

• Engenheiro Biomédico: Projeta e cria dispositivos e tecnologias médicas para melhorar os resultados de saúde.
• Conselheiro Genético: Fornece informações e suporte a indivíduos sobre distúrbios genéticos e condições hereditárias.
• Especialista em Telemedicina: Oferece serviços de saúde remotamente, usando plataformas digitais para consultas médicas.

4. Cibersegurança

• Analista de Cibersegurança: Protege organizações contra ameaças digitais, identificando vulnerabilidades e respondendo a ciberataques.
• Hacker Ético: Realiza avaliações de segurança simulando ciberataques para melhorar as defesas de uma organização.
• Diretor de Segurança da Informação (CISO): Lidera a estratégia e implementação de políticas de cibersegurança em uma organização.

5. Robótica e Automação

• Engenheiro de Robótica: Projeta, constrói e mantém robôs para indústrias como manufatura, saúde e logística.
• Especialista em Automação: Desenvolve sistemas para automatizar tarefas repetitivas, melhorando a eficiência em várias indústrias.
• Operador de Drones: Opera veículos aéreos não tripulados (UAVs) para indústrias como agricultura, logística e monitoramento ambiental.

6. Economia Digital e Criativa

• Desenvolvedor de Realidade Virtual (VR) / Realidade Aumentada (AR): Cria experiências digitais imersivas para jogos, educação e outras aplicações.
• Criador de Conteúdo Digital: Produz conteúdo de mídia, incluindo vídeos, podcasts e redes sociais, muitas vezes para marketing ou entretenimento.
• Designer de Experiência do Usuário (UX): Melhora a interação do usuário com produtos e serviços digitais através de design e usabilidade.

7. Tecnologia Educacional (EdTech)

• Desenvolvedor EdTech: Cria software e plataformas educacionais para melhorar as experiências de aprendizado.
• Instrutor de Cursos Online: Ensina matérias através de plataformas digitais, oferecendo educação flexível para um público global.
• Especialista em Tutoria de IA: Desenvolve sistemas de tutoria baseados em IA que oferecem experiências de aprendizado personalizadas para os alunos.

8. Exploração Espacial e Aeronáutica

• Engenheiro Espacial: Trabalha no desenvolvimento de espaçonaves, satélites e outras tecnologias para a exploração espacial.
• Astrobiólogo: Estuda o potencial de vida em outros planetas e contribui para missões espaciais.
• Piloto de Espaço Comercial: Opera espaçonaves para viagens espaciais comerciais, à medida que o turismo espacial se torna mais proeminente.

9. Manufatura Avançada e Ciência dos Materiais

• Especialista em Impressão 3D: Desenvolve tecnologias e aplicações para manufatura aditiva em indústrias como saúde, aeroespacial e construção.
• Engenheiro de Nanotecnologia: Trabalha com materiais em nível atômico ou molecular para desenvolver novos produtos, especialmente em medicina e eletrônicos.
• Engenheiro de Manufatura Inteligente: Implementa tecnologias de IA e IoT (Internet das Coisas) para otimizar processos de manufatura.

10. Computação Quântica

• Pesquisador em Computação Quântica: Investiga as potenciais aplicações dos computadores quânticos, incluindo a solução de problemas complexos em criptografia e otimização.
• Desenvolvedor de Software Quântico: Cria software que roda em sistemas de computação quântica, resolvendo problemas que os computadores clássicos não conseguem.
• Criptógrafo Quântico: Desenvolve novos métodos de criptografia usando os princípios da mecânica quântica para comunicação segura.

11. Dados e Análise

• Analista de Big Data: Interpreta grandes conjuntos de dados para fornecer insights que ajudam as organizações a tomar melhores decisões estratégicas.
• Oficial de Privacidade de Dados: Garante que as organizações cumpram as leis de proteção de dados e que os dados pessoais sejam tratados de forma ética.
• Treinador de IA de Dados: Prepara dados para o treinamento de modelos de IA, anotando e organizando conjuntos de dados para aplicações de aprendizado de máquina.

12. Ética e Políticas

• Analista de Políticas de IA: Desenvolve políticas relacionadas ao uso e à regulamentação da IA, garantindo que sua implementação esteja alinhada com os valores e a ética da sociedade.
• Consultor de Políticas de Sustentabilidade: Aconselha governos e organizações sobre políticas relacionadas à sustentabilidade ambiental.
• Consultor de Ética Digital: Ajuda empresas e instituições a navegar por questões éticas relacionadas à tecnologia digital e ao uso de dados.

Webinar Transcript

Westminster Education Forum: Next Steps for Climate Change and Sustainability Education in England

Why is understanding and preserving 
the world are not valued by all humans?
Mary Cowell

The recent conference on climate change and sustainability education in England provided a critical platform for policymakers, educators, and stakeholders to discuss the future of climate education.

 

Key issues included the rollout of the Department for Education’s (DfE) Sustainability and Climate Change Strategy, which aims for all educational institutions to have a designated sustainability lead and Climate Action Plans by 2025.

Highlights:

• Discussions on the Government’s new Curriculum and Assessment Review and its impact on embedding climate education in the curriculum.
• The Climate Ambassadors Scheme, expanding to support students and teachers in leading climate-related initiatives.
• Introduction of the Natural History GCSE by September 2025, giving students in-depth knowledge about environmental issues and the natural world.
• Rollout of the Climate Action Planning Sector Engagement and Support Service (SESS), a DfE initiative to provide free, cross-disciplinary support to schools.

Key speakers included:

• Professor Andrew Charlton-Perez, Co-Lead of the Climate Ambassador Scheme, who discussed its progress.
• Mary Colwell, Conservationist and Director of Curlew Action, on the ambitions for the new GCSE.
• Lauren Hyams, Head of Learning at the Natural History Museum, emphasized collaboration across educational settings to empower students in climate action.

This event signals important steps forward in integrating climate change and sustainability into England’s education system.

More details about the programme:

This policy conference will cover critical themes for the rollout of climate change and sustainability education in England, featuring a range of expert speakers from academia, policy, and industry. Key topics include:

• Climate Ambassador Scheme: Professor Andrew Charlton-Perez (University of Reading) will discuss progress and next steps.
• Sustainability Education in Schools: Ann Finlayson (SEEd), Professor Sylvia Knight (Royal Meteorological Society), and Kelly Smith (The Royal Society) will examine curriculum design, practical challenges, and collaboration.
• Natural History GCSE: Mary Colwell (Curlew Action) will outline the aims and ambitions of the upcoming GCSE.
• Engaging Learners and Teachers: Dr. Cormac Lawler (Manchester Metropolitan University), Naheeda Maharasingam (Rathfern Primary School), and Dr. Deborah Outhwaite (London School of Economics) will share strategies for implementing Climate Action Plans and promoting sustainability in education.
• Collaboration and Empowerment: Lauren Hyams (Natural History Museum) will explore how to empower young people to take climate action.
• Pathways to Green Jobs: Martin Baxter (IEMA), Louise Wolsey (London & South East Education Group), and Dr. Paul Warwick (University of Plymouth) will discuss the green jobs market and career opportunities for students.

With contributions from Baroness Bennett of Manor Castle and Lord Redesdale, the event promises to shape the future of climate change education in England.

More details: https://www.unesco.org/sdg4education2030/en/global-education-meeting

 

 

The Next Generation Initiative at the Open University embodies a forward-looking approach towards fostering an inclusive and supportive environment for both students and staff to pursue their career and life aspirations. It encompasses a wide array of initiatives aimed at promoting equality, diversity, and inclusion while facilitating the entire research journey, from its inception to advanced stages of professional development.

The event on February 8th was organized by Professors Lindsay O’Dell and Clare Warren. Dr. Franci Awolowo delivered the keynote, sharing insights on mentorship, character, and collaboration in early career research. Following this, Dr. Margaret Ebubedike led an interactive session focusing on support, barriers, recognition, and development.

Prof. Kevin Shakesheff delivered an inspiring talk on research and innovation. The final panel featured Prof. Richard Holliman discussing impactful and engaged research, Prof. Arosha Bandara addressing digital presence, and Prof. Lindsay O’Dell sharing insights on managing networking.

At its core, the Next Generation programme seeks to address prevalent issues within the research landscape, not just locally but also on a national and global scale. It aligns with contemporary discussions and initiatives within the broader academic community, including the R&D People and Culture Strategy, which underscores the importance of nurturing talent, enhancing career opportunities, and fostering a diverse and dynamic research workforce.

One of the key motivations to join the Next Generation program lies in its commitment to expanding access to research careers and ensuring that individuals from diverse backgrounds have equitable opportunities to thrive in this domain. By prioritizing stable career paths, promoting interdisciplinary collaboration, and facilitating seamless transitions between academia and industry, the program aims to dismantle barriers that may deter aspiring researchers from pursuing their ambitions.

Participation in the Next Generation program is open to all stakeholders within the academic community, including students, early-career researchers, faculty members, and administrative staff. Engaging with the program may involve various activities such as attending workshops, seminars, and networking events focused on career development, diversity, and research excellence. Additionally, individuals can contribute to shaping the program’s initiatives by providing feedback, proposing new ideas, or actively participating in its implementation.

Furthermore, the Next Generation program emphasizes the importance of cultivating a positive and inclusive research culture, where individuals feel empowered to contribute their unique perspectives and talents. Recognizing and rewarding achievements at all levels, fostering mentorship opportunities, and promoting confidence among aspiring researchers are integral aspects of creating an environment conducive to personal and professional growth.

In summary, the Next Generation program represents a holistic approach towards nurturing the next wave of researchers and leaders in academia and beyond. By fostering a supportive and inclusive environment, the program aims to unlock the full potential of individuals, regardless of their background or circumstances, and pave the way for a more diverse and innovative research community.

LINKS: https://research.open.ac.uk/governance/plan/activities/the-next-generation 

https://research.open.ac.uk/sites/research.open.ac.uk/files/files/ou-research-plan-2022-2027.pdf