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BBC News - England's schools should learn from Japan, says Twigg - 0 views

  • He continues: "Education in England has had years of reform to structures, exams and accountability measures. But the style of classroom teaching has changed little since Victorian times.

    "In Japan, teaching practices have changed markedly in the last 50 years, through a process of gradual, incremental improvements over time. Japan gives teachers themselves primary responsibility for improving classroom practice."

  • He highlights how participation in continual professional development, known as kounaikenshuu, is considered a core job requirement in Japan.

    Mr Twigg also points out that in England, teachers lead students through a series of steps to help them learn how to solve problems.

    England's schools should take lessons from Japan and the Far East on how to improve performance, the shadow education secretary says.

    Stephen Twigg says despite many school reforms, there has been little change to the style of classroom teaching since Victorian times.
Teachers Without Borders

National council of teacher education begins revamp of teaching education system in cou... - 0 views

    ALLAHABAD: The National council of teacher education (NCTE) has taken an initiative to reform and revamp teaching education system in the country. Following the implementation of the Right of Children to Free and Compulsory Education-2009, the government is now gearing up to reform the teaching education system with an aim to improve the quality of procedures and practices.

    Following the exercise, all courses of teacher education like BEd, MEd, NTT (Nursery Teachers Training), BPEd and MPEd will get revised.
Teachers Without Borders

Tunisia's Educational System Open for Reform : Tunisia Live - 0 views

    three-day national conference on how to reform Tunisia's educational system will kick off tomorrow in the Tunisian capital.
    Experts in education, members of various civil society organizations and political parties, and a high number of parents will attend the conference.
    The event will discuss the way forward regarding the necessary reforms that the Tunisian educational system should implement. According to Khaled Chabbi, the spokesman for the Ministry of Education, the goal is to "highlight the existing defects from which the current Tunisian educational system is suffering, and review its methodology in light of results learned throughout previous attempts at reforms."
Teachers Without Borders

In South Korean classrooms, digital textbook revolution meets some resistance - The Was... - 0 views

    But South Korea, among the world's most wired nations, has also seen its plan to digitize elementary, middle and high school classrooms by 2015 collide with a trend it didn't anticipate: Education leaders here worry that digital devices are too pervasive and that this young generation of tablet-carrying, smartphone-obsessed students might benefit from less exposure to gadgets, not more.

    Those concerns have caused South Korea to pin back the ambition of the project, which is in a trial stage at about 50 schools. Now, the full rollout won't be a revolution: Classes will use digital textbooks alongside paper textbooks, not instead of them. First- and second-graders, government officials say, probably won't use the gadgets at all.
Teachers Without Borders

Five Things US Schools Can Learn From the Rest of the World | Asia Society - 1 views

    Five Things US Schools Can Learn From the Rest of the World
Teachers Without Borders East Africa: Uganda to Teach Swahili in Schools - 1 views

    Uganda will introduce Kiswahili as a compulsory subject in primary and secondary schools this year as a way of integrating fully with the other EAC partner states.

    Uganda joins Rwanda in the list of regional countries seeking to boost their language use as they seek opportunities in the integrated EAC where English and Swahili are the main languages of communication.
Teachers Without Borders

Palestinian Textbooks Debate Reaches US Campaign : NPR - 0 views

  • RAMALLAH, West Bank (AP) — Do Palestinian school textbooks "teach terrorism," as Newt Gingrich claimed in a recent debate among U.S. Republican presidential hopefuls?

    His example — that Palestinians "have text books that say, 'If there are 13 Jews and nine Jews are killed, how many Jews are left?'" — is not in any of the texts, researchers say.

    As for Gingrich's broader claim, the textbooks don't directly encourage anti-Israeli violence, but they also don't really teach peace, studies say.

    A review of some texts by The AP, as well as several studies by Israeli, Palestinian and international researchers, found no direct calls for violence against Israel. However, the books lack material about the historic Jewish presence in the region and scarcely mention Israel and then mostly in a negative way. Peace with Israel rarely comes up. Texts for religious schools are harder-core, openly glorifying martyrdom.

    Researchers disagree sharply in their interpretation of the material.

    RAMALLAH, West Bank (AP) - Do Palestinian school textbooks "teach terrorism," as Newt Gingrich claimed in a recent debate among U.S. Republican presidential hopefuls?

    His example - that Palestinians "have text books that say, 'If there are 13 Jews and nine Jews are killed, how many Jews are left?'" - is not in any of the texts, researchers say.

    As for Gingrich's broader claim, the textbooks don't directly encourage anti-Israeli violence, but they also don't really teach peace, studies say.
Teachers Without Borders

Vietnam demands English language teaching 'miracle' | Education | Guardian Weekly - 0 views

  • More than 80,000 English language teachers in Vietnam's state schools are expected to be confident, intermediate-level users of English, and to pass a test to prove it, as part of an ambitious initiative by the ministry of education to ensure that all young people leaving school by 2020 have a good grasp of the language.
  • But the initiative is worrying many teachers, who are uncertain about their future if they fail to achieve grades in tests such as Ielts and Toefl.

    "All teachers in primary school feel very nervous," said Nguyen Thi La, 29, an English teacher at Kim Dong Primary School in Hanoi.

    "It's difficult for teachers to pass this exam, especially those in rural provinces. B2 is a high score."

    "All we know is that if we pass we are OK. If we don't we can still continue teaching, then take another test, then if we fail that, we don't know."

  • "No teachers will be sacked if they are not qualified because we already know most of them are not qualified. No teachers will be left behind and the government will take care of them. But if the teachers don't want to improve, then parents will reject them because only qualified teachers will be able to run new training programmes."
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  • The state media recently reported that in the Mekong Delta's Ben Tre province, of 700 teachers who had been tested, only 61 reached the required score. In Hue, in central Vietnam, one in five scored B2 or higher when 500 primary and secondary teachers were screened with tests tailored by the British Council.
  • "B2 is achievable enough. The teachers I know want to improve their English but want their salaries to be higher so that they can have an incentive to try harder to meet the standard," said Tran Thi Qua, a teacher trainer from the education department in Hue.
  • A new languages-focused curriculum delivered by retrained teachers should be in place in 70% of grade-three classes by 2015, according to ministry plans, and available nationwide by 2019. English teaching hours are set to double and maths will be taught in a foreign language in 30% of high schools in major cities by 2015.
  • "The government needs to fund courses to help improve the quality of the teachers, and pay them more money, but I think if teachers don't want to improve, then they should change jobs," she said.
  • Rebecca Hales, a former senior ELT development manager at British Council Vietnam, said: "The ministry is taking a phased approach, which is commendable, but there are issues with supply and demand. They don't have the trained primary English teachers. The targets are completely unachievable at the moment."
  • "The teacher trainers we trained up are now at the mercy of the individual education departments. There's no evidence at this stage of a large-scale teacher training plan," Hales said.
  • "There are many challenges. We are dealing with everything, from training, salaries and policy, to promotion, how to train [teachers] then keep them in the system. I'm not sure if [Project 2020] will be successful. Other countries have spent billions on English language teaching in the private sector but still governments have been very unhappy with the outcomes."
Teachers Without Borders

Gains in girls' education in Afghanistan are at risk: Real lives - 1 views

    As of September 2011, there were 2.7 million Afghan girls enrolled in school, compared to just 5,000 in 2001. There are two main challenges here. One is the lack of security in this country. There aren't many places which are peaceful where girls can go to school easily. Secondly, we don't have enough schools, books, chairs, tables or professional teachers. These are the things that close the path to school for many girls in Afghanistan. The biggest problem here that it is a mixed school. There are four thousand female students and not enough room for them. In the morning, both boys and girls come while in the afternoon it's just girls. But it is difficult because many people are not open-minded and do not like the girls and boys being educated together. We need a separate school for the girls but right now we have no choice.
Teachers Without Borders

Nigeria: Govt dumps 9-3-4 system of education - 0 views

  • NDICATIONS have emerged that the Federal Government has dropped the 9-3- 4 system of education.


    This educational system took stakeholders over three years to plan and work out its implementation strategy.


    The system, which purportedly kicked off in 2009, had the components of basic, technical and vocational inputs, which pupils were expected to complete in the first nine years before proceeding on a career path in the next three years of secondary education.


    Education Minister, Prof.  Uqayyatu Rufa’i, last Tuesday, proposed to the National Assembly (NASS), the need to revert to the old system of 6-3-3-4, but with a modification that would include Early  Childhood Education (ECE).

Teachers Without Borders

OECD educationtoday: Chinese lessons - 0 views

  • The previous wave of reforms in Shanghai had focused on professionalising education and disseminating good practice through a system of empowered and networked schools. Those established the capacity of the education system to attracted the most talented teachers to the most challenging classrooms and the most capable school leaders to the most disadvantaged schools. The new reforms are now intended to produce innovative approaches to pedagogy and personalised learning experiences.
  • The aim is to offer a more flexible curriculum while avoiding the pitfalls that are familiar to students and teachers in the West.
  • This investment, and the ways in which students expressed themselves and discussed their ideas about their education, were very different from what I had seen and heard in Chinese schools before. What is evident now is that the Chinese system is well beyond playing catch-up with world-class standards; quite simply, China is designing its own educational future.
Teachers Without Borders

New school curriculum to be tested - The National - 0 views

    ABU DHABI // A new curriculum cutting from 13 to a maximum of seven the number of compulsory subjects in the last three years of school is to be tested in 2012. The revamped curriculum, which will go on trial in selected secondary schools in Abu Dhabi next September, will also offer a vocational stream for non-academically inclined pupils in Grades 10, 11 and 12.
Teachers Without Borders

Effective policies give children in Angola a second chance to learn  | Back o... - 0 views

  • Despite recent economic development, Angola remains a society deeply scarred by the still-recent civil war. The conflict caused massive internal displacement and refugee outflows, along with the collapse or destruction of key agricultural, health, education and transportation infrastructures, limiting the government’s ability to provide basic public services. This has resulted in a series of barriers to children enrolling and remaining in school.
  • Children living in emergencies or post-conflict contexts are often excluded from schooling or start school late. Their educational progress suffers and they lack the necessary tools for learning, leading them to drop out of school.
  • Many of today’s adolescents in Angola were born during the prolonged civil war and missed several years of schooling or never had the opportunity to attend primary school at all. These youth often do not fit in the primary school setting, and classrooms are already crowded with much younger children.
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  • UNICEF’s Accelerated Learning Programme, called Programa de Alfabetização e Aceleração Escolar (PAAE) in Angola, provides a second-chance learning opportunity for literacy, numeracy and life skills for adolescents through a condensed and adapted primary school curriculum, which can be completed in two-and-a-half years rather than the full six years of primary schooling. It thus encourages out-of-school adolescents to complete primary education, come back into the school system and continue to the second level.
  • “The Accelerated Learning Programme is a critical national strategy of the Government of Angola but what is more important is that this strategy is translated into a second chance and a renewal of hope for adolescents, and girls especially, to continue to learn and develop,” said Paulina Feijo, UNICEF Angola, Education Project Officer.
Teachers Without Borders

Will a More International Curriculum Help Indian Students? - India Real Time - WSJ - 0 views

  • Indian education has often been criticized for focusing on rote learning rather than problem solving. Experts say the curriculum in most schools is outdated and disconnected from the actual world.
  • Randeep Kaur, education adviser at Plan India, a New Delhi-based children’s organization, said most Indian students learned only with the aim of scoring marks but never with the intention of understanding and enhancing their knowledge. “How many of them (students) can actually make use of what they had learned?” she asked.
  • The new program of study, called the CBSE-i will put less emphasis on methods such as memorization and greater focus on developing analytical and communication skills.
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  • World literature will also have greater space in this curriculum.
  • Languages are an important component of the international curriculum. The students are also expected to study three languages, rather than just two. Compulsory languages are English and either Hindi or another local language, as is already the case in the regular curriculum, plus a foreign language. Options could include French, Russian, Spanish, German and Portuguese.
  • Anjali Chhabra, education officer at the CBSE in New Delhi told India Real Time that subjects will be taught with a more global perspective. For instance, when it comes to history there will be more space for world history, rather than just Indian history, as is the case in the regular curriculum.
  • So far, only ten schools across India have applied for the international syllabus.
  • In a major leap for India’s education system the country’s Central Board of Secondary Education has decided to go international with a brand new curriculum.
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