Browsing by Author "Passos, Rosario"

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    Book Review: Assignments as Controversies: Digital Literacy and Writing in Classroom Practice by Ibrar Bhatt
    (2019-03) Passos, Rosario
    Assignments as controversies tells a multifaceted story about academic assignments and how they are completed in the classroom. It looks at the complex task of assignment writing from a perspective of the different practices the task entails and the actors that enact them. Acknowledging the social aspect of literacy, informed by Literacy Studies theory, the author explores the impact of ‘the social’ on meaning making, the disconnect between personal and curricular literacies and ponders how the practices of assignment writing should contribute to the improvement of assignments as assessment tools.
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    Pre-Open Schooling Workshop Report
    (2019-12) Passos, Rosario
    This report reflects on the results of the Pre-Open Schooling workshop delivered to staff and Board members of the Adult Education Association (AEA) of Guyana and invited stakeholders, such as the Superintendent of Examinations, heads of vocational schools that are a part of Technical and Vocational Education and Training (TVET), a technical specialist from the distance learning unit at the University of Guyana as well as curriculum representatives from the Ministry of Education.
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    Review: Reimagining Digital Learning for Sustainable Development: How Upskilling, Data Analytics, and Educational Technologies Close the Skills Gap
    (2021-10-19) Passos, Rosario; Panda, Santosh
    Reimagining digital learning for sustainable development offers a compilation of curated insights from leading experts in the educational sector, as they contemplate how educational systems will have to reinvent themselves to support the achievement of the United Nations’ Sustainable Development Goals (SDG) by 2030. The ambitious SDGs pose multi-sectoral challenges requiring massive upskilling and reskilling of the workforce as it faces the challenges of meeting the job requirements of the Fourth Industrial Revolution. As they acknowledge that educational systems must prepare learners for multiple career pathways involving jobs that do not yet exist, the authors posit that resourceful and innovative approaches to educational development will be required for meaningful and powerful transformation of educational institutions that, to this day, are constrained by a system created for the First Industrial Revolution. Lifelong learning is brought to the forefront as a model for developing institutional capacity, on the fringes of formal education.