International Council for Open and Distance Education

Education, with an emphasis on prison health, has acted as a policy inducing changes in work processes, which the Brazilian National Health System (SUS) has used, and which is present in permanent health education, which promotes health care for people deprived of liberty. This article aims to present an analysis of the impacts of the strategy of massive education on prison health in Brazil from the perspective of health professionals and other actors operating in the Brazilian prison system. The data used in the study come from a questionnaire consisting of 37 questions applied nationwide between March and June 2022. Responses were collected from students who completed the course "Health Care for People Deprived of Freedom" of the learning pathway "Prison System", available in the Virtual Learning Environment of the Brazilian Health System (AVASUS). This course was offered nationally, whose adhesion (enrollment) occurred spontaneously, i.e., the course was not a mandatory. The data collected allowed us to analyze the impacts of massive education on prison health. The study also shows that the search for the course is made by several areas of knowledge, with a higher incidence in the health area, but also in other areas, such as humanities, which also work directly with the guarantee of the rights of people deprived of liberty, which are professionals in the areas of social work, psychology, and education. The analysis based on the data suggests that the massive education mediated by technology through the courses of the learning pathway, besides disseminating knowledge-following the action plan of the 2030 Agenda of the United Nations Educational, Scientific and Cultural Organization (UNESCO)-, are an effective tool to promote resilience in response to prison health and care demands of people deprived of liberty.

Whilst digitisation is far from a new concept, many assume that simply introducing automation and information systems in various forms will be enough to make their organisation’s operations more efficient. This misconception can often lead to disarray and costly mistakes. Digital Transformation: Understanding Business Goals, Risks, Processes, and Decisions shows how to avoid such issues via careful consideration of what an enterprise really needs. Unlike many other books on digital transformation, the authors do not dwell on database design or the details of implementing information systems. Instead, they emphasise the importance of a clear understanding of all aspects of an organisation in order to effectively implement and manage digital systems, from business goals and strategies to structuring information and making decisions, risk assessments, project management, organising, and procuring services and products. Organised in eleven chapters, and drawing on examples from all over the world, this book will be of interest to university students of business administration, management, information systems, and computer science, as well as practitioners seeking to better understand how to handle digital transformation in their own organisation.

Whilst digitisation is far from a new concept, many assume that simply introducing automation and information systems in various forms will be enough to make their organisation’s operations more efficient. This misconception can often lead to disarray and costly mistakes. Digital Transformation: Understanding Business Goals, Risks, Processes, and Decisions shows how to avoid such issues via careful consideration of what an enterprise really needs. Unlike many other books on digital transformation, the authors do not dwell on database design or the details of implementing information systems. Instead, they emphasise the importance of a clear understanding of all aspects of an organisation in order to effectively implement and manage digital systems, from business goals and strategies to structuring information and making decisions, risk assessments, project management, organising, and procuring services and products. Organised in eleven chapters, and drawing on examples from all over the world, this book will be of interest to university students of business administration, management, information systems, and computer science, as well as practitioners seeking to better understand how to handle digital transformation in their own organisation.

Whilst digitisation is far from a new concept, many assume that simply introducing automation and information systems in various forms will be enough to make their organisation’s operations more efficient. This misconception can often lead to disarray and costly mistakes. Digital Transformation: Understanding Business Goals, Risks, Processes, and Decisions shows how to avoid such issues via careful consideration of what an enterprise really needs. Unlike many other books on digital transformation, the authors do not dwell on database design or the details of implementing information systems. Instead, they emphasise the importance of a clear understanding of all aspects of an organisation in order to effectively implement and manage digital systems, from business goals and strategies to structuring information and making decisions, risk assessments, project management, organising, and procuring services and products. Organised in eleven chapters, and drawing on examples from all over the world, this book will be of interest to university students of business administration, management, information systems, and computer science, as well as practitioners seeking to better understand how to handle digital transformation in their own organisation.

While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders -organisations, educators, and students -this has been a new and challenging experience and has been described in policy terms as 'emergency remote education'. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a 'new normal' that embraces 'global citizenship' while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.

Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K-12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62,7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.