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From laggards to leaders
(2021)
The 2015 Paris Agreement on climate change embraces the participation of non-state actors in a separate governance track – the ‘Non-state actor zone for global action’ (nazca) – that runs alongside the formal track of unfccc negotiations and the implementation of the Paris Agreement by State Parties through ‘nationally determined contributions’. unfccc Secretariat is entrusted with orchestrating non-state global and transnational initiatives, partnerships and networks. The involvement of non-state actors in the implementation of the Paris Agreement helps to address an action gap by countries that are unable or unwilling to implement ambitious ndcs.
However, the increased prominence of initiatives driven by non-state actors also increases their direct and indirect influence on processes and rules which raises a number of questions with regards to the legitimacy of action and the democratic deficit of the global climate regime. Balancing legitimacy with effectiveness requires non-state initiatives to ensure transparent and inclusive governance, and accountability towards progress against their goals and pledges.
Despite its encouragement towards private initiatives, the Paris Agreement creates surprisingly little regulatory space for non-state actors to gain hold. Neither are there measures that would link ndcs to nazca initiatives, nor are functional requirements such as transparency or reporting extended to non-state initiatives. While the Paris Agreement marks an important step towards harnessing private sector ability and ambition for climate action, more remains to be done to create a truly enabling framework for private action to strive and complement public efforts to address climate change.
Although the literature on the determinants of training has considered individual and firm-related characteristics, it has generally neglected regional factors. This is surprising, given the fact that labour markets differ by regions. Regional factors are often ignored because (both in Germany and abroad) many data sets covering training information do not include detailed geographical identifiers that would allow a merging of information on the regional level. The regional identifiers of the National Educational Panel Study (Starting Cohort 6) offer opportunities to advance research on several regional factors. This article summarizes the results from two studies that exploit these unique opportunities to investigate the relationship between training participation and (a) the local level of firm competition for workers within specific sectors of the economy and (b) the regional supply of training measured as the number of firms offering courses or seminars for potential training participants.
New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies “Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising.” (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.
Ausgehend von der nötigen Implementierung und strukturellen Verankerung der Ergebnisse und Erkenntnisse der Modellversuche des Bundesinstituts für Berufsbildung (BIBB) in die Berufsbildungspraxis kommt dem Ausbildungspersonal eine Schlüsselfunktion zu. Nur eine ganzheitliche Qualifizierung des Berufsbildungspersonals ermöglicht eine Vorbereitung auf den digitalen Wandel sowie eine Verankerung von nachhaltiger Entwicklung in die berufliche Ausbildungspraxis und dadurch die Befähigung der Auszubildenden zur Mitgestaltung der Gesellschaft und Wirtschaft durch nachhaltiges Denken und Handeln. Hierfür bietet der Deutsche Qualifikationsrahmen (DQR) sowohl einen berufs- als auch bildungsbereichsübergreifenden Orientierungsrahmen, welcher für die Ordnungsarbeit und Berufsbildungspraxis nutzbar gemacht werden kann.