OCTA Innovation Issue 30/ 2017 – Actualités

OCTA Innovation Issue 30/ 2017 – Actualités

Le système d’apprentissage mixte à trois piliers a été développé par OCTA Innovation pour permettre le renforcement des compétences dans les PTOM. L’éducation et le renforcement des compétences sont essentiels pour progresser dans la promotion de l’innovation dans l’économie, ce qui permet une croissance durable et des perspectives accrues pour la société. L’apprentissage mixte à trois piliers a été conçu comme un système d’éducation qui favorise le renforcement des compétences en utilisant l’apprentissage en face-à-face (présentiel), l’apprentissage en faisant et l’apprentissage à distance.

En faisant de l’innovation un des leviers du développement économique et social, la Nouvelle-Calédonie dirigée par le Président Philippe Germain est un territoire exemplaire en matière d’éducation et de coopération régionale. Un des exemples est la coopération avec le Vanuatu mise en place par les acteurs de l’Université de Nouvelle-Calédonie. Suite à la mission d’OCTA Innovation en Nouvelle-Calédonie au mois d’octobre dernier avec plusieurs réunions avec le Président Philippe Germain et avec différentes parties prenantes, dont le Professeur Jean-Marc Boyer de l’Université de Nouvelle-Calédonie, nous sommes heureux de continuer notre collaboration avec le Professeur Jean-Marie Fotsing qui vient pour la deuxième fois à Bruxelles.
La mise en oeuvre de l’apprentissage mixte à trois piliers, système innovant d’éducation, se concrétise et avance.

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OCTA Innovation Issue 29/ 2017 – Three Pillars Blended Learning

OCTA Innovation Issue 29/ 2017 – Three Pillars Blended Learning

OCTA Innovation has developed the OCTA Innovation Studies, aimed at facilitating the process of learning and knowledge sharing, which is good capacity building tool for the Overseas Countries and Territories. These studies are designed to assist in the development of systemic innovation for innovation directors and also other key innovation stakeholders, primarily members of innovation council.

The structure of the studies uses a combination of face-to-face education, learning-by-doing as well as distance/online learning, with an emphasis on independent and self-reflective learning, supported by the OCTA Innovation project.

This is a unique opportunity to learn more about the importance of innovation and knowledge sharing, and we invite you to apply and take part in these studies, which gives recognition to already executed and ongoing activities on the OCTA Innovation project, and upon completion of the Studies, you receive the Innovation Expert Diploma. I am proud to be one of the actors in fine-tuning our Innovation Expert Diploma Study, Jessica Tongue, Assistand Head of Studies.

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Online Learning

Online Learning

OCTA Innovation is currently working on further advancing the OCTA Innovation Studies, by developing:

  • Webinars – to enhance current use of skype and try the audio-visual distance online communication to extend for a larger number of participants in one OCT. The target audience is 20-25 participants, working especially on trainings in innovation such as InnoLab, startups, incubators, accelerators, business and marketing, use of social networks for business development
  • Podcasts – These already exist, however mission is to enhance both on the OCTA Innovation youtube channel and the current e-learning modules, especially multiplying examples and news of implementing innovation in different areas of economy
  • Mobile-friendly CMS – which allows for mobile friendly learning without need of using a specific application. This will further enhance the concept of the Three Pillars Blended Learning system by giving an additional component and quality. It will further make the system more user-friendly and result in higher engagement of the students
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Three Pillars Blended Learning

Three Pillars Blended Learning

OCTA Innovation has developed the Three Pillars Blended Learning system, which takes into consideration all limitations the OCTs face concerning good education, such as very limited human capacities, remoteness of islands and distance of big knowledge centres, having these less favoured countries for innovation and capacity building. The Three Pillars Blended Learning system is a unique concept as by taking into consideration the issues of the OCTS, it mixes working directly with experts, on the job learning and online learning.

OCTA Innovation has been very proud to be working with a team of two experts from the Vrije Universiteit Brussels (VUB). The Team, headed by Professor Chang Zhu, a worldwide education expert who specializes in blended learning, gave their input to the concept and agreed agreed to be co-authors of the academic article being published by Milan Jezic von Gesseneck on the Three Pillars Blended Learning system in the OCTs. Our special appreciaton goes to the VUB team, who gave their input and recommendations, without any payment or any kind of compensation, as they really liked what we are doing here on education for the OCTs.

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Blended Learning

Blended Learning

In August 2017, Jessica Tongue, a graduate from the University of Glasgow, voluntarily joined the OCTA Innovation project. Jessica was so keen to learn about how innovation can be propelled, and how the practice can be transferred that she worked without payment, with the primary goal of learning-by-doing.

During her time at OCTA Innovation, she worked on the OCTA Innovation Studies, and jointly worked on an academic paper on Three Pillars Blended Learning, an education system which combines face-to-face education, learning-by-doing and distance/ online learning, tailored to the needs of the Overseas Countries and Territories of the European Union.

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ERASMUS+

ERASMUS+

OCTA Innovation is currently working on developing several project proposals to apply for a Strategic Partnership Grant under the Horizon 2020, EASME and Erasmus+.  The project is based on the innovative concept of the Three Pillars Blended Learning, which combines face-to-face education, learning-by-doing and distance/online learning, allowing to work on capacity-building, while bringing new, innovative approaches to education. The Strategic Partnership in the field of education and training would be ideal, as it would be highly beneficial for all partners, creating more attractive education and training programs in line with individual needs and expectations, and bringing new and improved practices to better support competitiveness and employment at regional and local level.

It would benefit the project to have a minimum of 5 OCTs, mainly education entities such as colleges and universities, to work together, have combined workshops and exchange of information and best practices, with Europe and among themselves.

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Capacity Building

Capacity Building

The Three Pillars Blended Learning system has been developed by OCTA Innovation as a result of work on capacity building in the OCTs, which has remained a key priority for OCTA Innovation. Education and capacity building are key to achieving progress in propelling innovation in economy, which allows for sustainable growth and increasing prospects for society. The Three Pillars Blended Learning was developed as a system of education which promotes capacity building by using face-to-face, learning-by-doing and distance/ online learning as a new, innovative system to education. This new unique type of education has been developed by OCTA Innovation to maximise and this makes a system of education which takes into account all necessities and limitations of the OCTs, offering education which is a mix of direct contact with professors, with on the daily job training and learning-by-doing, blended with internet learning, which offers huge opportunities, but each is not sufficient alone. So we developed education, which is based on three pillars and is interwoven, depending on the particular subject and level of education.

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Three Pillars: Intertwining innovation, education and commitment

Three Pillars: Intertwining innovation, education and commitment

OCTA Innovation under leadership of Mr Milan Jezic von Gesseneck (left on the photo) has developed into an innovation think tank committed to best outcomes in island states in the Atlantic and South Pacific. With innovation as the engine of sustainable development, Milan has lead developing innovation, including a new concept in learning, blended education. From his experience of working in developing countries, he developed a learning methodology that brings together most effortless in-job education, with structured distance learning enabling the students on minimal face to face support (often not available on the islands) to gain from the most advanced education tools and gain valuable qualifications.

In the summer of 2017 University of Aruba and Katholieke Universiteit Leuven (University of Leuven) signed a 5-year partnership agreement for the Green Faculty at the University of Aruba. Under leadership of Mr Glenn Thodé (middle on the photo) the Green Faculty encapsulates an academic program focused on research in the field of sustainability, and application of new technologies related to green, renewable energy, in combination with economic and social sciences. The Green Faculty is a major leap forward for all region. By welcoming high-level experts and academic staff, the Green Faculty will, no doubt become the hotbed of learning in the Caribbean. Great work Glenn!

From economic hit-man to protector. Emerging from the world of hard, imperial economics where power is unscrupulously used to further interest of global finance, Mr John Perkins (right on the photo) has been reborn into one of the strongest protectors of natural life and resources. Advising small countries and organizations that protect resources and support economics that respects both environment and societal needs, John is using his economic knowledge and commitment to sustainable and circular economy. We love this work.

On the first sight these three approaches are unrelated. But they form the big picture of economic and societal prosperity in the Overseas Countries and Territories, the Three Pillars.

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Education: coopération régionale Pacifique

Education: coopération régionale Pacifique

Suite à sa mission en Nouvelle-Calédonie où Milan Jezic von Gesseneck a rencontré le Président Philippe Germain mais aussi les acteurs de l’Université de Nouvelle-Calédonie, une rencontre a été organisée avec le Professeur Jean-Marie Fotsing à Bruxelles.

La rencontre a été l’occasion d’approfondir la discussion sur le travail de la Nouvelle-Calédonie en matière d’éducation et la coopération régionale dans le Pacifique.

L’équipe de l’Université de Nouvelle-Calédonie a notamment mis en place une coopération avec le Vanuatu. Ce système d’éducation recouvre les trois piliers que sont le face-à-face, l’apprentissage en faisant et l’apprentissage à distance. Cette coopération régionale permet aussi de reconnaitre les acquis de l’expérience professionnelle d’une personne et d’obtenir une certification grâce à la validation des acquis d’expérience.

Professeur Jean-Marie Fotsing, responsable du master, met également en place la cellule des doctorats de Vanuatu. De cette manière, la coopération avec le Vanuatu couvre tous les niveaux, du BAC+ 3 en passant par le master jusqu’au doctorat.

L’Université de Nouvelle-Calédonie par la mise en œuvre de son opération en Nouvelle-Calédonie et ses différentes iles, et par la coopération régionale avec le Vanuatu a un rôle important dans l’éducation régionale. Le travail de l’Université de Nouvelle-Calédonie a un réel impact sur le développement des capacités tout comme sur la parité et l’établissement d’une société inclusive.

cooperation Pacifique

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OCTA Innovation Issue 25/ 2017 – CRESICA – Nouvelle-Calédonie

OCTA Innovation Issue 25/ 2017 – CRESICA – Nouvelle-Calédonie

L’aboutissement d’une réflexion collective a débouché sur l’affirmation d’une volonté commune de mieux coordonner les activités menées en Nouvelle-Calédonie en recherchant les pistes de synergie et de mutualisation des moyens liant étroitement formation-recherche, innovation et transfert. Ainsi, la volonté manifestée par l’État, la Nouvelle-Calédonie et les collectivités provinciales en charge du développement se conjugue à celle des principales institutions académiques. La dispersion des moyens de recherche en Nouvelle-Calédonie plaide, en effet, en faveur : d’une coopération entre établissements de façon à éviter la tentation du repli sur soi; d’un gain collectif; de la nécessité d’une identité visible et reconnue localement et à l’international qui permettra un changement d’échelle et un élargissement du périmètre d’influence.

C’est pourquoi, les établissements de recherche et d’enseignement supérieur présents en Nouvelle-Calédonie se sont rassemblés pour créer le Consortium pour la Recherche, l’Enseignement Supérieur et l’Innovation en Nouvelle-Calédonie (CRESICA) qui a vocation à construire des liens forts entre eux, dans le cadre d’un partenariat étroit avec l’État, la Nouvelle-Calédonie et ses trois provinces.

Les membres du Comité de site du CRESICA sont : L’Université de la Nouvelle-Calédonie (UNC), l’Institut Agronomique Néo-Calédonien (IAC), l’Institut de Recherche pour le Développement (IRD), l’Institut Français de Recherche pour l’Exploitation de la Mer (lFREMER), l’Institut Pasteur de Nouvelle-Calédonie (IPNC), le Bureau de Recherches Géologiques et Minières (BRGM), le Centre National de la Recherche Scientifique (CNRS) et le Centre de Coopération Internationale en Recherche Agronomique pour le Développement (CIRAD).

Pour la plaquette de présentation du CRESICA, cliquez ici

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