ENTREPRENEURS AND LEADERS
meez | December 30, 2021
meez, the first-of-its-kind, digital recipe platform is honored to announce its partnership with prominent bicoastal culinary school, the Institute of Culinary Education (ICE). meez's built-in operational empathy and essential functions provide unprecedented culinary technology for the on-campus and new online diploma programs.
Launched in 2020 by entrepreneur, chef and restaurant industry veteran Josh Sharkey, meez is the all-in-one recipe tool created for chefs by chefs. ICE instructors and students can engage with collaborative and shareable recipe books, laser accurate ingredient costing, automated recipe scaling and conversions, customized training capabilities, and nutrition calculations with a database of 20,000 unique ingredients. "ICE powered by meez" gives the school's aspiring culinary professionals curriculum access via recipes and docs on digital devices.
"After more than 25 years in the culinary industry, I am incredibly excited and humbled to provide the next generation of food professionals with a digital tool dedicated to the craft of cooking and recipe development," said meez Founder and CEO Josh Sharkey. "Our mission at meez is to empower chefs worldwide to take control of their content and enable them to manage their work at every stage of their career from early days of learning the fundamentals, all the way through running their own operation as a culinary professional. We could not be more grateful for the opportunity to partner with ICE to start every student's journey into the food world with a tool for every recipe and bit of information they learn or develop along the way."
This fall, ICE introduced its inaugural online diploma program, Culinary Arts & Food Operations, which is derived from its award-winning program and developed by the chefs and educators at New York and Los Angeles campuses.
"We aim to develop the future generation of food professionals by equipping them with the best culinary tools available to succeed. Meez allows our students to move on from their culinary education equipped with a premier tool for success in the hospitality industry."
ICE VP of Culinary Operations Barry Tonkinson
The partnership includes discounts for students and faculty to upgrade their subscriptions on the most comprehensive culinary operating system in the food tech landscape.
Launched in 2020 by entrepreneur, chef, and restaurant industry veteran Josh Sharkey, meez is the all-in-one recipe tool for culinary professionals. A first-of-its-kind culinary operating system created for chefs, by chefs, meez is the epitome of user-friendly, built with operational empathy and ever-evolving product updates via industry feedback. meez is the tool that chefs have been waiting for, featuring offerings such as collaborative and sharable recipe databases, laser accurate ingredient costing, automated recipe scaling and conversions, customized training capabilities, and specialized allergen identification and nutrition calculations, and much more. Currently in use across hundreds of kitchens over five continents, meez has quickly taken the culinary world by storm as the must-have recipe solution.
ICT | May 25, 2020
The COVID-19 pandemic has triggered an abrupt transition to distance education, training and e-learning.
The crisis has resulted in massive shifts to online platforms and tools for the continued delivery of learning and skills development, which have shown both promising trends.
In the future, skills that can easily be acquired and strengthened via distance learning during this pandemic could change the landscape of work for the coming generation.
The COVID-19 pandemic has triggered an abrupt transition to distance education, training and e-learning. The crisis has resulted in massive shifts to online platforms and tools for the continued delivery of learning and skills development, which have shown both promising trends and troubling signs. Among those signs, the evidence that, while much is being made of digital learning making access more equitable, access to online platforms doesn’t always result in equal quality learning. Women, for example, are being disproportionately cut off from distance learning due to lack of childcare or home help during the pandemic.
These were among some of the main conclusions emerging from a recent E-Discussion on “Continuing online learning and skills development in times of the COVID-19 crisis”, organized by the ILO’s Skills and Employability Branch through its Global Skills for Employment Knowledge Sharing Platform. For more than two weeks, the virtual discussion drew scores of practitioners, representatives of training institutions and policy-makers from around the world who shared their experiences regarding the impact of the pandemic, highlighted challenges that have emerged for education and training and offered solutions for tackling them.
Learn more: COVID-19 SUMMER TO KEEP THE OPPORTUNITY DOORS OPEN FOR EDUCATION COMPANIES
“Representatives of training institutions and policy-makers from around the world who shared their experiences regarding the impact of the pandemic, highlighted challenges that have emerged for education and training and offered solutions for tackling them.”
~ Policy-Makers say
Challenges included: instructors not properly trained and prepared to deliver online courses. Difficulties in adapting TVET (Technical and Vocational Education and Training) curricula and training to online formats. Lack of access to the internet or ICT (Information and communications technology) equipment to carry out learning or training. Apprentices ready for assessment but who couldn’t be assessed due to COVID-19 issues. Students unable to access the resources necessary to continue their training because they were not familiar with online platforms. Yet, despite these challenges, students, apprentices, providers of TVET, and policy-makers are making the important changes needed when it comes to learning and acquiring skills in times of crisis.
“Continuing online learning and skills development in times of the COVID-19 crisis”, organized by the ILO’s Skills and Employability Branch through its Global Skills for Employment Knowledge Sharing Platform. ”
For example, in Uruguay, INEFOP (Instituto Nacional de Empleo y Formación Profesional) developed a contingency plan calling for proposals from institutions that wanted to work in distance and semi-presence courses. Based on this, a table was created to study the methodology of moving from face-to-face courses to online formats. In Bangladesh, the Skill 21 project, a joint initiative of the government and the ILO, is developing an e-campus which would be the first online learning management platform for the TVET sector in the country. In England, the Education and Skills Funding Agency (ESFA) is taking steps to ensure that, wherever possible, apprentices can continue and complete their apprenticeship, despite any break they need to take as a result of COVID-19.
New forms of partnerships are also emerging. In Syria, for example, a partnership established with IECD, a development assistance organization, is being repackaged to include e-learning, and to develop videos on recent training programmes in construction, agriculture and manufacturing.
In the future, skills that can easily be acquired and strengthened via distance learning during this pandemic could change the landscape of work for the coming generation. In the near-term, we need to think about the “new” skills required by industry and employers post-COVID-19 to get people back into employment quickly. These might encompass short courses and/or skill sets that are targeted. In the long-term, hiring remote workers could become more commonplace. One thing seems clear: Giving informal education a more privileged spot in the lifelong learning concept to ensure better validation of skills will be critically important when we emerge from this crisis. With the COVID-19 pandemic, the ongoing mega-experiment in distant learning demonstrates that no country has been properly prepared for such a challenge. Schools and universities in both developing and developed countries struggle with the complexity of providing equitable access to education. To address the educational crisis, the most inspiring actions have been taken by individual teachers in both rich and poor countries.
HOW THE REMOTE LEARNING PIVOT COULD SHAPE HIGHER ED IT
prnewswire | November 09, 2020
SparkCognition, the world's leading industrial artificial intelligence (AI) company, is pleased to announce the launch of its new educational program, SparkCognition Academy™ (SCA), offering a Practical Data Science Course for businesses. Designed by Professor Bruce Porter, SparkCognition's Chief Science Officer and two-time Chair of the University of Texas Computer Science Department, SCA's Practical Data Science Course offers a live, interactive experience with curriculum customized to specific needs and use cases. SparkCognition already has successfully developed and delivered this practical course to Fortune 500 organizations across multiple industries, in which employees learned how to approach problem solving with data science.