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دعوة لحضور الملتقى العلمي لتنظيم الورش التدريبية في #العراق

((دعوة))
يدعو الاتحاد الدولي للمبدعين في العراق الاساتذة والتدريسين والاعلاميين والصحفيين والكفاءات المبدعة والشريحة المثقفة وطلبة الجامعة المتميزين
للمشاركة في الملتقى العلمي لتنظيم الورش التدريبية في المجالات التالية :
1- اسس علوم الحاسوب وفن التصميم.
2- التنمية البشرية واثرها في الصحافة الاعلام .
3- العلوم المالية والمصرفية ودورها في ادارة مؤسسات الدولة.
4- الاعشاب الطبية والطب التكميلي ودورهما في صحة المجتمع.
5- معايير واسس تطوير المناهج التعليمية في المدارس والجامعات.
6- فن الدعاية والاعلان والتصوير .
7- الدعم النفسي والاجتماعي واثره في سلوك الفرد.

يحاضر في الورش التدريبية أمهر الاساتذة والتدريسيين في الجامعات العراقية وهم
1- الاستاذة فريال اسماعيل كريم والدكتورة الاء احمد عباس اساتذة علم الحاسبات في الجامعة التقنية حيث سيحاضرون في دورة (اسس علوم الحاسوب وفن التصميم).
2- الدكتورة (فاطمة حيدر) استاذ اللغة العربية في جامعة بغداد والدكتور محمد وليد استاذ كلية الاعلام في جامعة بغداد والاستاذ عمار صبر (مدرب دولي معتمد) , يحاضرون في دورة (التنمية البشرية واثرها في الاعلام) .
3- الاستاذ الدكتور كريم جبر ثامر والأستاذ المتمرس الدكتور محمدصالح القريشي
رئيس قسم العلوم المالية و المصرفية – كلية الأدارة و الأقتصاد- جامعة أوروك والاستاذة زينب حميد كاطع والاستاذة اسيل مبدرداود اساتذة معهد الادارة والاقتصاد يحاضرون في دورة (العلوم المالية والمصرفية في ادارة مؤسسات الدولة).
4- الاستاذة الدكتورة فيحاء عبود مهدي النداوي التدريسية في الجامعة المستنصرية تحاضر في (الاعشاب الطبية والطب التكميلي ودورهما في صحة المجتمع).
5- معايير واسس تطوير المناهج التعليمية في المدارس والجامعات ،الاستاذ الدكتور فاضل عبد رسن) استاذ في الجامعة التكنولوجيا.
المزايـــــــا
1- يحصل المتدرب على شهادة موثقة من الاتحاد الدولي للمبدعين فرع العراق.
2- عضوية شرفية من الاتحاد الدولي للمبدعين – فرع العراق.
3- قلادة الابداع للمتدربين العشرة الاوائل للورشة.
4- شهادة درع الابداع والتميز .
5- كارنيه الاتحاد الدولي للمبدعين (اختياري).
العنوان:
تقام الورش التدريبية في العراق -المركز الثقافي النفطي -بارك السعدون -ساحة الاندلس (يوم السبت القادم المصاداف 30 / 6/ 2018) .

لمزيد من المعلومات الاتصال على الارقام التالي:07737184294 – 07827752316
1- تكون المشاركة في الملتقى العلمي عن طريق ملئ الاستمارة الخاصة وعبر الرابط المعلن في الورشات التدريبية .
2- يكون شرط الاشتراك في الورش التدريبية بناءاً على نقاط مهمة .
أ- ان يكون المتقدم الى الدورة من الفئة المثقفة وحاصل على شهادة البكالوريوس ،بإستثناء طلبة الجامعات والمعاهد .
ب- تقديم نشاط ابداعي في مجال تخصصه يهدف الى خدمة المجتمع.
3- المشاركة تكون مجانية ،دفع رسوم 10000 الف دينار فقط للحصول على الشهادات(اختياري).
4- يحق لجميع اعضاء الاتحاد الاشتراك بالورش التدريبية بدون قيود او شروط.
5- يحق للجميع المشاركة في الورش التدريبية بصفة حضور فقط ،
ويستثنى من ذلك حضور وكالات الانباء والفضائيات ووسائل الاعلام .
فعلى الراغبين بالاشتراك حجز المقاعد من خلال ملئ الاستمارة الخاصة بالورش التدريبية وتأكيد الحضور واعلام المكتب الاعلامي واللجنة المنظمة.

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Committee to Protect Journalists | Photojournalist Safety survey

Readers in English, please click the second link.

تطلق لجنة حماية الصحفيين الدولية مشروعًا ضخمًا يهدف إلى تحسين سلامة المصورين الصحفيين العاملين في جميع أنحاء العالم. من أجل التأكد من أننا نعالج احتياجات المصور بأفضل طريقة ممكنة ، فإننا نطلب من المصورين – العاملين والمستقلين على حد سواء – ملء هذا الاستبيان ، حتى نتمكن من الحصول على إحساس حقيقي بالمخاطر والصعوبات التي تواجهها ، وما يمكن القيام به لمعالجتها.

ستكون مساعدة كبيرة إذا تمكنت من ملء هذا النموذج (يستغرق الأمر بضع دقائق فقط ويمكن القيام به دون الكشف عن هويتك)، ومن ثم تمرير الرابط إلى زملائك المصورين. سوف تلعب إجاباتك دورًا حيويًا في تشكيل الطريقة التي نتناول بها هذه المشكلات. آخر موعد لتقديم الطلبات هو يوم الجمعة 6 يوليو 2018.

فيما يلي روابط الاستطلاع باللغتين الإنجليزية والعربية:

اللغة العربية:
https://docs.google.com/forms/d/e/1FAIpQLSf9rLoKKwYx1v6Tx12uMupjmxJkHExUeAghweq2NErxfpwHjw/viewform

اللغة الأنجليزية:
https://docs.google.com/forms/d/e/1FAIpQLSeAICjZaDdCApUtKpFwrJZNCEy0IMs-jXJjfG4WXJ3FA-j4vg/viewform?usp=send_form

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Anticipating and Preparing for Emerging Skills and Jobs

By Dominique Slade04.01.18InGeneralComments 0

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

Curiosity, ability to question and to research

Innovation and creativity

Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate

Adaptability, responsiveness, agility;

STEM education, designing and making, understanding and use of data;

Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,

Coping with and learning from failure

Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

By Dominique Slade

Dominique is Head of Technical and Vocational Pathways and part of the Education Services team at Cambridge International Examinations.

View all posts by Dominique Slade

Tweets by @CIE_Education

© 2018 Cambridge International Examinations

App, Cambridge, Communication, Creativity, Education, Grammar Guide, Human Rights Education, Lesson Plan, Life Long Learning, Links, Literature, Magazine, Media, Moral Education, New Curriculum, Poetry, Postgraduate studies, Prose, Public Speaking, Resources, SDG, Training, UN Sustainable Development in Education, UniUN17, مجلة, Workshop, Writing, Writing Style, Writing Tip, اللغة الانكليزية, اللغة العربية, الانكليزي, الانكليزية, تدريب

Anticipating and Preparing for Emerging Skills and Jobs

By Dominique Slade04.01.18InGeneralComments 0

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

Curiosity, ability to question and to research

Innovation and creativity

Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate

Adaptability, responsiveness, agility;

STEM education, designing and making, understanding and use of data;

Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,

Coping with and learning from failure

Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

By Dominique Slade

Dominique is Head of Technical and Vocational Pathways and part of the Education Services team at Cambridge International Examinations.

View all posts by Dominique Slade

Tweets by @CIE_Education

© 2018 Cambridge International Examinations

Cambridge, Communication, Creativity, Education, Job, Life Long Learning, Links, Postgraduate studies, Resources, Training, UN Sustainable Development in Education

Anticipating and Preparing for Emerging Skills and Jobs

Teamwork

Anticipating and Preparing for Emerging Skills and Jobs

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

Obsolete jobsMachinery Riots

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Jill Watson: AI teaching assistantArtificial intelligence in the classroom

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

  • Curiosity, ability to question and to research
  • Innovation and creativity
  • Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate
  • Adaptability, responsiveness, agility;
  • STEM education, designing and making, understanding and use of data;
  • Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,
  • Coping with and learning from failure
  • Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

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Related posts

http://blog.cambridgeinternational.org/preparing-for-emerging-skills-and-jobs/

Cambridge, Communication, Creativity, Education, Job, Life Long Learning, Links, Postgraduate studies, Resources, Training, UN Sustainable Development in Education

Anticipating and Preparing for Emerging Skills and Jobs

Teamwork

Anticipating and Preparing for Emerging Skills and Jobs

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

Obsolete jobsMachinery Riots

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Jill Watson: AI teaching assistantArtificial intelligence in the classroom

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

  • Curiosity, ability to question and to research
  • Innovation and creativity
  • Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate
  • Adaptability, responsiveness, agility;
  • STEM education, designing and making, understanding and use of data;
  • Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,
  • Coping with and learning from failure
  • Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

Share this

Leave a comment

Related posts

http://blog.cambridgeinternational.org/preparing-for-emerging-skills-and-jobs/

Cambridge, Communication, Creativity, Education, Job, Life Long Learning, Links, Postgraduate studies, Resources, Training, UN Sustainable Development in Education

Anticipating and Preparing for Emerging Skills and Jobs

Teamwork

Anticipating and Preparing for Emerging Skills and Jobs

Back in December, I attended the Asian Development Bank 7th Skills Forum on Anticipating and Preparing for Emerging Skills and Jobs. As Head of Technical and Vocational Pathways at Cambridge International, I believe this topic is crucial.

We must actively prepare learners for the world of the future if we don’t want to fail whole generations of young people – not just youth with low or inexistent skills but increasingly high school or higher education graduates without the right skills for employment. The Forum started with two inspiring keynote presentations: Dr Carl Frey, Oxford University, presented the ‘fourth industrial revolution’ from a historical perspective, by asking the question: The Future of Skills and jobs: Is this time different?

Obsolete jobsMachinery Riots

The second presentation, by Dr Paul Kim from Stanford University, focused on The Fourth Industrial Revolution and its Implications for Education. The difference in style between the two presentations was in itself an illustration of the main change brought about by the digital revolution – pace! For Dr Kim the main disruptor for education today is Artificial Intelligence and its underpinning big data technology.

Jill Watson: AI teaching assistantArtificial intelligence in the classroom

Dr Kim’s key message, in true digital language, is that education does not need tweaking but a complete re-boot. How we learn in the future needs to go hand in hand with the other key question: what should we learn in the future? Introducing new technologies for teaching and learning must not only include sound reflection about how pedagogy has to be re-thought carefully to make the most of what technology has to offer but also essential re-thinking of what we should teach.

The ADB forum brought together a range of different education stakeholders such as policy makers, practioners, experts, employers, and social entrepreneurs.

It prompted rich discussions and some clear leads in terms of qualities and skills essential for the future:

  • Curiosity, ability to question and to research
  • Innovation and creativity
  • Multi-disciplinarity and ability to connect,develop own networks, to empathise and collaborate
  • Adaptability, responsiveness, agility;
  • STEM education, designing and making, understanding and use of data;
  • Entrepreneurship/social entrepreneurship, leadership, ability to explore/let others explore new ideas,
  • Coping with and learning from failure
  • Autonomy, learning to learn, life-long learning

Nothing of this is new but there is a shift, the ‘soft’ skills of the past are becoming the ‘hard’ skills of the future. Dr Kim illustrated this with a quote from Alvin Toffler: The illiterates of the 21s century will not be those who cannot read and write but those who cannot learn, unlearn and relearn.

Dr Kim presented SMILE (Stanford Mobile Inquiry-Based Learning Environment), a mobile learning platform designed to help students study school subject matter, develop higher order learning skills and generate transparent real-time learning analytics. Here is a school resource that can support learners to develop holistically the knowledge, skills and qualities that they will need to strive in tomorrow’s world. It is an example of how school leaders and teachers will have to unlearn and relearn new approaches to teaching and learning if they are committed to preparing their students for the future.

Here at Cambridge International we have been following closely the development of our new international headquarters in Cambridge, called the Triangle. Our new office from March 2018 will reflect the working practices of the future – a flexible, open plan environment equipped with the latest technology and plenty of breakout spaces where workers can reinvigorate their focus. The idea is to encourage and facilitate collaboration and innovation. This move will bring the whole of the Cambridge Assessment Group under one roof and coincides with our re-branding as Cambridge Assessment International Education, a more integrated global organisation, and an enhanced mission – how we’ll work and what we’ll do in the future re-thought at the same time.

We must approach education in the same way: not only re-think pedagogy in the digital age but also re-think holistically about the whole school environment and what we teach our children if we want to prepare them for the world of the future.

Share this

Leave a comment

Related posts

http://blog.cambridgeinternational.org/preparing-for-emerging-skills-and-jobs/