Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

In this episode of the “World We Want” podcast series, RELX’s Global Head of Corporate Responsibility, Dr. Márcia Balisciano, talks to Michael Sheldrick about leadership.
Held in partnership with the University of Johannesburg, this Elsevier webinar discusses the SDGs and how researchers can incorporate them into their work.
Held in partnership with the University of São Paulo, this Elsevier webinar discusses the SDGs and how researchers can incorporate them into their work.
In this episode of the “World We Want” podcast series, RELX’s Global Head of Corporate Responsibility, Dr. Márcia Balisciano, talks to Tessy Antony de Nassau about leadership.
The aim of the March Kennesaw State University College of Computing and Software Engineering Hackathon event, was to demonstrate to students how big data analytics may be used for social good to solve problems in society that make a real difference in people's lives. HPCC Systems provided students with the opportunity to learn more about The ADAM Program and take a look at missing children trends.
In The World We Want we explore key themes related to the SDGs: leadership, innovation and youth. Dr. Márcia Balisciano, Global Head of Corporate Responsibility, interviews influencers and thought leaders across disciplines on how we can build back better to achieve the global goals.
RELX,

September 2020

Over the past five years, we have used data and analytics to help the research and healthcare  communities navigate the sea of research and to put collaboration, both interdisciplinary and international, at the heart of scientific progress on the SDGs. View findings for SDG 4.
The SDG Impact of COVID-19 podcast series gathers expert opinion exploring the impact of COVID-19 on the Sustainable Development Goals. In this segment, we get the view of Monika Froehler, CEO of the Ban Ki-moon Centre for Global Citizens.
Advancing SDGs 4 and 5, this article discusses how stereotypical assumptions about boys’ reading skills affect students’ reading outcomes.

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