HESI and FAOU Integration Partnership
Description
This project is managed by volunteers that they are renewed each 4 months (except those who are active and would like to be a permanent member). To work on the different departments and offices of the university. The team are 100% volunteers and the university are 100% independent. <br />
The professors are hired in freelance contract, with 60% of benefits from the courses selling go to them and 40% benefit go to the university.
The university is using online platform to offer its non profit courses, those courses can be basically videos or audio presentation, additional reading materials and forums for discussions.
We are a multinational team at Fatima Al-Fihri Open University with diverse skills and experiences in a great number of fields and advocates of an open education system. We seek to be a world leader in the design, content and delivery of supported open and distance learning. The University’s structure is made up of 10 different teams with members being assigned to a particular team. The teams include the following;<br />
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-Pedagogical Affairs Dept.<br />
This team is responsible for finding the most suitable pedagogical system for the University- also collecting data about pedagogical systems around the world.<br />
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-Internal Communications Dept.<br />
This team is concerned with enhancing communications among members of the University such as; creating activities, knowing each other, etc.<br />
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-Public Relations Dept.<br />
Introducing the project to the world, creating partnerships and fundraising, communicating and representing the University are all entrusted to the Public Relations Team.<br />
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-Human Resources Dept.<br />
HR Team is responsible for hiring members in vacant vacancies, in addition to managing member’s contracts and evaluating their performance, etc.<br />
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-Social Media Dept.<br />
Members of this team are charged with the responsibility of promoting the University through the social media platforms, also sharing notes, articles, studies, etc.<br />
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-Platform & IT Dept. <br />
The responsibility for running and managing the University platform is assigned to this team.<br />
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-Marketing Office<br />
To run and manage the University branding on social media platforms.<br />
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-Partnership Office<br />
To seek opportunities to deal with local & international partners
We all Work(National Youth Organization-Morocco)
Union Of Scientists Albert Einstein(Germany)
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Andisheh Jahangir, Ms