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stephknox24

Factors that Promote Implementation of Peace Education Training - 0 views

jspc.library.wisc.edu/...article6.html

shared by stephknox24 on 22 Dec 10 - No Cached
  • What factors influence whether or not teachers trained in peace education actually teach about peace?
  • It involves getting the adult students to express their concerns about violence in their lives, presenting an analysis of different peace strategies, and arguing that teaching about alternatives to violence is an effective way to deal with the threats of violence both in schools and in the broader community.
  • The objectives of the course are to explore the role of violence in the lives of students, to consider the effect of violence upon educational practices, to examine how peace education can help deal with violence, and to provide examples of peace education activities and curricular ideas.
  • ...18 more annotations...
  • The main hypothesis of this study is that theoretical knowledge about violence and nonviolence is not enough to motivate teachers to become peace educators. They need further support, either in their personal or professional lives, to pick up this new curricular area.
  • Lantieri and Patti say that coaching and practice are key components in whether or not teachers used the peace education material in which they received training:
  • to mentor their development as peace educators.
  • district-wide support
  • peace education should not just be an add on used by a few teachers, but rather should involve all levels of the school.
  • teacher training
  • A supportive administration
  • rganization siz
  • specific characteristics of the program, school-based factors and community support.
  • Much training in peace education comes from outside consultants and is limited. As a result educators are not trained in conflict resolution as extensively as they are in subject areas, so that they may feel insecure about pursuing it in their classes.
  • if the participants in this study find that peace education provides immediate benefits, they are more likely to incorporate into their educational practices.
  • he presence of a supportive administrator is the most important ingredient in whether a particular innovation gets adopted
  • personal friendships and kinship ties provide support for these individuals to become peace educators.
  • One course alone will not begin to make a peace educator.
  • From these responses it can be concluded that knowledge of subject matter is a necessary but not a sufficient condition for peace education curriculum reforms. Professional educators also need personal and professional support for a world view that embraces peace in the midst of a violent culture that glamorizes violence.
  • Family support, feelings of urgency, and professional factors like administrative support and positive school climate help teachers deal with the overwhelming nature of this subject matter
  • How can school leaders provide a climate that supports the use of peace education curricula?
  • The impact of peace education upon students is very hard to assess because students could take years to transfer learning about nonviolence into positive peaceful behaviors. Because of the complex factors that influence human behavior, it is almost impossible to demonstrate that a teacher's activities result in a specific behavior on the part of a student. What this study does show is that teachers feel they benefit from learning about peace strategies and that incorporating peace education reforms has positive benefits for professional educators struggling to deal with problems of violence.
  • stephknox24 on 22 Dec 10
     
    Factors that impact the Implementation of Peace Education Training
Teachers Without Borders

Launch of World Atlas of Gender Equality in Education - 0 views

www.uis.unesco.org/...unesco-gender-atlas-2012.aspx

gender equality women education EFA UNESCO

shared by Teachers Without Borders on 09 Mar 12 - No Cached
  • Teachers Without Borders on 09 Mar 12
     
    To mark International Women's Day, UNESCO and the UIS have jointly released the World Atlas of Gender Equality in Education, which includes over 120 maps, charts and tables featuring a wide range of sex-disaggregated indicators.   The vivid presentation of information and analysis calls attention to persistent gender disparities and the need for greater focus on girls' education as a human right.   The atlas illustrates the educational pathways of girls and boys and the changes in gender disparities over time. It hones in on the gender impact of critical factors such as national wealth, geographic location, investment in education, and fields of study.     The data show that: Although access to education remains a challenge in many countries, girls enrolled in primary school tend to outperform boys. Dropout rates are higher for boys than girls in 63% of countries with data. Countries with high proportions of girls enrolled in secondary education have more women teaching primary education than men. Women are the majority of tertiary students in two-thirds of countries with available data. However, men continue to dominate the highest levels of study, accounting for 56% of PhD graduates and 71% of researchers.
Teachers Without Borders

IRIN Africa | SOUTH AFRICA: Poor marks for education | South Africa | Children | Educat... - 0 views

www.irinnews.org/report.aspx

South_Africa education study teachers teacher development

shared by Teachers Without Borders on 05 Jun 11 - No Cached
  • CAPE TOWN, 11 May 2011 (IRIN) - Instead of providing much needed opportunities, South Africa’s ailing education system is keeping children from poor households at the back of the job queue and locking families into poverty for another generation.
  • The study, "Low Quality Education as Poverty Trap", found that the schooling available to children in poor communities is reinforcing rather than challenging the racial and economic inequities created by South Africa’s apartheid-era policies.
  • The government allocated R190 billion (US$28 billion) or 21 percent of its 2011/12 budget to education, but 80 percent is spent on personnel and the remainder is not enough to supply thousands of schools in mainly poor areas with basic requirements like electricity and textbooks.
  • ...7 more annotations...
  • Yet the top 20 percent of state schools - which largely correspond to historically white schools and charge fees to compensate for insufficient public funding - enjoy adequate facilities and attract the best teachers.
  • When seen in regional context, South Africa grossly under-performs, given that it has more qualified teachers, lower pupil-to-teacher-ratios and better access to resources," the report on the study noted.
  • many teachers had received an inferior education as a result of apartheid's "Bantu" education system, which was deliberately designed to disadvantage black learners and only ended in 1994 when a new democratic government came into power.
  • "The focus needs to be on teachers' development," said Cembi. "We've had changes in the curriculum since the new [post-apartheid] era, but we find not much focus on training teachers."
  • n recent years, SADTU has called for the reopening of training colleges because the shortage of teachers has meant that some schools in poor and rural areas have had to hire individuals who do not meet the official requirement of holding a teaching diploma.
  • Her view was backed up by the Stellenbosch study, which identified the lack of regular and meaningful student assessments and feedback to parents as another major weakness in the education system.
  • The researchers found that the job prospects of school leavers were determined not only by the number of years of education attained, but the quality of that education.
Teachers Without Borders

UNESCO IITE | Publications | "Open Educational Resources in Brazil: State-of-the-Art, C... - 0 views

iite.unesco.org/...3214695

publications unesco resources brazil innovation OER

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    The book "Open Educational Resources in Brazil: State-of-the-Art, Challenges and Prospects for Development and Innovation"(author - Andreia Inamorato dos Santos)  has been out of print. This is the second IITE publication within the series of case studies summarizing best practices of OER development in non-English-speaking countries. The study contains an overview of the Brazilian educational landscape, national educational policy and the strategies of ICT use in education. The author describes existing open digital content repositories with due emphasis on the copyright situation and considers several examples of successful international OER projects which involved Brazilian partners. The book is destined for those who study OER initiatives and projects on a national scale as well as promotion of OER movement worldwide. 
Teachers Without Borders

"Social networking helped me realize my right to education." | Education | United Natio... - 2 views

www.unesco.org/..._realize_my_right_to_education

peace education networking peace_education right to education

shared by Teachers Without Borders on 08 Apr 11 - No Cached
  • Having tried and failed to get support from official channels (embassies, NGOs such as Amnesty International, even the European Parliament), he turned to social networking. The week before he was due to start his studies, Ayman posted an article on his blog called “I have a dream” recounting his difficulties with the Israeli authorities in trying to leave Gaza. “It was non-accusatory,” he explains”. I was just asking for the basic right to pursue an education.” He ended the article with the sentence: “I am appealing and calling lawyers, politicians, journalists and all activists for human rights to join the fight for me and my right to the education that I have always dreamed of.” 
  • “Social networking helped me realize my right to education,” Ayman claims. Following the international mobilization Ayman finally received his permission to travel. He arrived in Spain one week late for class. At the Jaume I University, he is taking several courses on aspects of human rights education, peace education and conflict transformation.  “It is a very healthy environment where I am also being educated in mulitculturality,” he says. “Thanks to these courses I have became more aware about different conflicts taking place around the world.” Ayman also shared first-hand experience with people who have lived in conflict situations. “It assured me that conflicts are the same everywhere, and that humanity is humanity wherever we are.”  
stephknox24

Study Proves: Peace Education Promotes Readiness for Peaceful Conflict Settlement - Com... - 0 views

www.uni-heidelberg.de/...209_friedenspaedagogik_en.html

peace_education

shared by stephknox24 on 13 Mar 11 - No Cached
  • stephknox24 on 13 Mar 11
     
    ntists from Heidelberg University investigate effectiveness of educational projects in crisis areasPeace education work in crisis and conflict areas actually does help to make hostile groups more peaceable in their attitudes towards one another. Compared with persons who have not taken part in such programmes, participants in so-called peace-building education projects in countries with armed conflicts differ often distinctly in the extent to which they are prepared to envisage peaceful conflict settlement. A research project at Heidelberg University's Institute for Education Studies has demonstrated that this is the case. Headed by Prof. Dr. Volker Lenhart, the scientists questioned almost 1,600 people in seven countries featuring earlier or ongoing armed conflicts, such as Afghanistan, Sudan or Israel/Palestine.
anonymous

Education Management Online | Studying Teaching and Learning | Scoop.it - 0 views

www.scoop.it/...education-management-online

education management online teaching

shared by anonymous on 31 Jul 12 - No Cached
  • anonymous on 31 Jul 12
     
    This page provides information on what is studied in Education management online degrees, where you can study them, prospects, and more ...
Teachers Without Borders

Thailand takes first steps on long road to inclusive mainstream education | Global deve... - 0 views

www.guardian.co.uk/...irst-steps-inclusive-education

thailand education inclusive education inclusion disabilities children schools

shared by Teachers Without Borders on 30 Mar 12 - No Cached
  • Cultural barriers continue to deny disabled children access to schools, but progress on inclusive education is finally gathering
  • The strict hierarchy of Thai society means the drive for inclusive education needs strong commitment from both politicians and school leaders. In the past decade, there has been significant political progress in moves to implement a system that ensures children with disabilities have access to mainstream schools. However, with cultural barriers and resistance from some headteachers, the journey towards fully inclusive education has only just begun.
  • Some headteachers Lennon spoke to were amenable to the concept of inclusive education, but didn't feel they had the resources or training to implement it effectively. Others, with decades of experience of working in special schools, felt this institutional model was more suitable.
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  • However, many headteachers in Vorapanya's study cited the Buddhist belief in the need for compassion as a reason they support inclusive education. Meanprasat private school in Bangkok, which combines western-style "child-centric" learning with a Buddhist ethos of moral ethics and regular meditation, is recognised as a national leader in integrated educational practices. In total, 130 of its 1,300 students are disabled. The school's philosophy is that children with disabilities "should have the chance to mix with society and be accepted by it". More than 5,000 teachers visit the school annually and attend workshops held to help spread good practice.
  • Nanthaporn (Nuey) Nanthamongkol, a six-year-old girl with Down's syndrome, was due to be sent to a distant boarding school before he intervened. "Without our work, Nuey would have been separated from her parents, sent to a school 80km away," says Lennon. "For kids with Down's syndrome, this is the worst possible thing you could do."
  • State schools, however, which have much less funding, have been described by Vorapanya as having "woefully insufficient resources" to implement inclusive education properly. Headteachers have complained that while schools can now access a minimum of 2,000 baht (approximately £41) funding for each disabled child, this is not enough to cover the required resources or training expenses. Another problem is that this funding can only be given if the child has been officially certified with a disability. Teachers have reported that some parents do not want this social stigma or are fearful that this certification will lead to discrimination.Despite the significant challenges, Lennon is optimistic. "We are making great strides," he says. "If we keep doing good, the results will surely follow."
Teachers Without Borders

Education in Emergencies: Research Methodologies - 0 views

www.ineesite.org/..._Methodologies_Paper_final.pdf

education Education in Emergencies research INEE

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • Teachers Without Borders on 21 Mar 12
     
    Education in emergencies (EiE) is both a research "field in its infancy" and a rapidly "emerging  field" (Tomlinson & Benefield, 2005). This scoping study reviews a wide range of academic  articles and grey literature in the education in emergencies field to map current and past research  methodologies used by academics and practitioners. It identifies the unique successes and gaps in  the evidence base in order to support future academics and practitioners in conducting and  documenting research. This study concludes that ensuring sound ethical and rigorous reflective  research practices is critical to fill research gaps and to move EiE from infancy to a welldeveloped, reputable research field.
Themba Dlamini

NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS - Phuzemtho... - 0 views

phuzemthonjeni.com/...e-study-at-higher-education-in

NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS

shared by Themba Dlamini on 27 Sep 12 - No Cached
  • Themba Dlamini on 27 Sep 12
     
    NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS
Teachers Without Borders

IRIN Africa | ZIMBABWE: Thousands of girls forced out of education | Zimbabwe | Childre... - 0 views

www.irinnews.org/report.aspx

Zimbabwe education school girls girls' education Education Under Attack gender

shared by Teachers Without Borders on 16 Nov 11 - No Cached
  • HARARE, 7 November 2011 (IRIN) - Poverty, abuse and cultural practices are preventing a third of Zimbabwean girls from attending primary school and 67 percent from attending secondary school, denying them a basic education, according to a recent study which found alarming dropout rates for girls. ''Sexual harassment and abuse by even school teachers and parents, cultural issues, lack of school fees, early marriage, parental commitments and early pregnancies are some of the contributing factors to the dropout by the girl child,'' said the authors of "Because I am a Girl" by Plan International, a nonprofit organisation that works to alleviate child poverty.
  • According to the Plan International report, the long distances that children in rural areas have to travel to reach school, and the burden that girl children face because they often have to assume the responsibilities of being head of the household after the death of their parents, are other factors contributing to the high dropout rate for girls.
  • A 2005 government programme of forced evictions, known as Operation Murambatsvina (Drive out Trash), which uprooted some 700,000 people from urban areas across the country, compounded the difficulties of accessing education for girls from affected households. Amnesty International, in its report ''Left Behind: The Impact of Zimbabwe's Forced Evictions on the Right to Education'' released in October 2011, documents the ways in which the evictions disrupted the primary and secondary education of an estimated 222,000 children.
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  • The Amnesty International report notes that many girls at Hopley became sex workers, entered relationships with older men, or married at a young age after eviction from their homes, and the government's failure to support them to re-enrol in school.
  • Zimbabwe's education system, once considered a model for other African countries, has been steadily declining over the last decade due to the economic crisis. Many schools lack text books and other supplies.
Teachers Without Borders

School Bullying and Current Educational Practice: Re-Imagining Theories of Educational ... - 1 views

www.tcrecord.org/Content.asp

bullying research article schools

shared by Teachers Without Borders on 27 Mar 12 - No Cached
  • Teachers Without Borders on 27 Mar 12
     
    Background/Context: Bullying within schools continues despite thoughtful and well-researched anti-bullying strategies deployed against it. The bulk of research targeted toward understanding and eradicating bullying within schools is of an empirical nature. In other words, through data collection, questionnaires, interviews, ethnography, observation, case studies, etc., researchers have sought to carefully assess bully/victim characteristics as well as the social processes that fuel bullying within schools. Purpose/Objective/Research Question/Focus of Study: This project considers educational transformation (i.e., how we might transform those we educate) through a variety of pertinent, yet diverse, lenses. Specifically this paper is situated in the conviction that in order to stop bullying we must affect desire. We ask, then, how philosophical theories of transformation, specifically those regarding changes in dispositions, might contribute to our understanding of school bullying and current strategies aimed at reducing it. In short, the driving question underlying this project simply asks: how can we help the bully to no longer desire to bully?
Teachers Without Borders

South Korean students' 'year of hell' culminates with exams day - CNN.com - 0 views

www.cnn.com/...index.html

South Korea students schools exams standardized testing education

shared by Teachers Without Borders on 25 Nov 11 - No Cached
  • Seoul (CNN) -- Most South Korean students consider their final year in high school "the year of hell." It is when all students are put to the ultimate test. About 700,000 test applicants sat down in classrooms across the country Thursday to take their college entrance exams -- also known as the College Scholastic Ability Test (CSAT).
  • For many, this one test -- which lasts a good eight hours -- will determine which university they enter. It is considered the chance to make or break one's future. In a country where more than 80% of high school students move on to higher-level education, getting into a prestigious school is all the more competitive. The final year leading up to the test is one of most intense periods students will ever experience.
  • Many test-takers will give up sleep, living sometimes on only five hours of rest a day throughout the year. Family members live nervously in fear that they will disrupt the mood of their high-school child.
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  • South Korea's obsession with education and academic success is rooted in Confucianism. The long practice of equating social status with academic achievement has left behind a tradition of pouring everything into studying.
  • From elementary school ages, South Koreans will spend many hours in cram schools after their regular classes. Almost 75% of the student population last year took up private education, according to the Ministry of Education.
  • For a senior high school student, a study routine will include self-study sessions at school, cram school classes and more self-studying hours late into the night at private cubicles. This is all on top of their regular class hours.
  • The psychological burden is such that South Korea suffers from high student suicide rates. More than 200 students committed suicide in 2009 and about 150 the following year, according to Ahn's Presidential Advisory Council on Education, Science and Technology.
Teachers Without Borders

Education International - Mali: New study reveals serious teacher quality challenges - 0 views

www.ei-ie.org/...1988

Mali teachers report OXFAM teacher teacher development professional development

shared by Teachers Without Borders on 19 Oct 11 - No Cached
  • More than half of primary school teachers in Mali are without a basic teaching qualification and the competences required to deliver quality education, according to a new study commissioned by EI and Oxfam Novib.
  • This study has used the national Competence Profile for primary teachers, developed by the Quality Educators for All project partners in Mali, as a benchmark for assessing the professional needs of community teachers. The Quality Educators for All project is a joint initiative between EI and Oxfam Novib. It aims to help governments meet their obligation to provide quality education for all by improving teacher quality through pre- and in-service training and continuing professional development, mainly focusing on unqualified and under qualified teachers in both formal and non-formal education.
  • The union and other stakeholders in Mali are determined to continue supporting the professionalisation of community teachers through training and advocacy, supported by a media campaign. The government of Mali has begun to transform some of the community schools into municipal schools, thanks to intensive advocacy by SNEC and the Education for All coalition!
Teachers Without Borders

BBC News - UK pupils 'among least likely to overcome tough start' - 0 views

www.bbc.co.uk/...education-13794591

UK education disadvantaged children socioeconomics study OECD

shared by Teachers Without Borders on 22 Jun 11 - No Cached
  • The UK performs poorly in an international league table showing how many disadvantaged pupils succeed "against the odds" at school. The Organisation for Economic Co-operation and Development (OECD) has studied how pupils from poor backgrounds can succeed academically.
  • It says that "self-confidence" is a key factor in whether such pupils succeed. The UK comes behind Mexico and Tunisia in the table - with the top places taken by Asian countries.
  • The study from the international economic organisation looks at whether there is an inevitable link between disadvantaged backgrounds and a cycle of poor school results and limited job prospects.
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  • Using science test results from the major international PISA study, which compares the performance of different education systems, it shows that there are wide differences in the levels of resilience.
  • Among countries, South Korea, Finland, Japan, Turkey and Canada are the most successful in terms of poorer pupils achieving high results.
  • But the UK is well below average and at the lower end of this ranking of resilience, with only 24% showing such examples of "resilience".
  • Believing that they are likely to succeed in exams is an important part of how they actually perform. The study argues that mentoring schemes can be particularly beneficial.
  • There is also a link between longer hours in class studying a subject and the improved chances of poorer pupils. It is also says that motivation is important - but in the form of a "personal, internal drive" rather than the promise of a reward or an incentive.
  • "All of these findings suggest that schools may have an important role to play in fostering resilience," says the report. "They could start by providing more opportunities for disadvantaged students to learn in class by developing activities, classroom practices and teaching methods that encourage learning and foster motivation and self-confidence among those students."
Konrad Glogowski

Educators in Exile - 0 views

publications.thecommonwealth.org/educators-in-exile-965-p.aspx

Education_Under_Attack teachers report refugees PDF

shared by Konrad Glogowski on 27 May 13 - No Cached
  • Konrad Glogowski on 27 May 13
     
    Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher. Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
Teachers Without Borders

Reuters AlertNet - DRC: Where schools have flapping plastic walls - 0 views

www.alertnet.org/...1ab83fd6f6c8384e15612ad0c8.htm

Congo Education Under Attack Education in Emergencies students education violence conflict

shared by Teachers Without Borders on 26 Jul 10 - Cached
  • KIWANJA, 19 July 2010 (IRIN) - It is a sunny day at the Mashango primary school in the Democratic Republic of Congo's (DRC's) North Kivu Province. That is good news for teacher Dusaba Mbomoya who is holding a geography exam under a roof filled with holes in a classroom where flapping pieces of plastic do duty as walls. Even the blackboard has holes large enough for students to peer through. "When it rains we allow the pupils to go back to their houses," said Mbomoya.
  • Most classrooms are dark and crumbling with limited teaching materials. With the government opting out, Save the Children estimates that parents are forced to finance 80-90 percent of all public education outside the capital Kinshasa, though under the DRC's 2006 constitution elementary education is supposed to be free. Teachers' salaries go unpaid which means parents must contribute to their wages via monthly school fees of around US$5 per pupil. Large families and an average monthly income of just $50 means such fees are entirely unaffordable for large swathes of the DRC population - with serious consequences. Estimates from Save the Children and others suggest nearly half of Congolese children, more than three million, are out of school and one in three have never stepped in the classroom.
  • Save the Children's research shows that teachers' pay is so low and so irregular that many take on other jobs, such as farming, taking them away from their classrooms and students. The situation is particularly bad in North Kivu where hundreds of thousands have been uprooted by years of war. Some like Laurent Rumvu live in camps for the internally displaced. None of his five school-aged children are in regular education.
  • ...3 more annotations...
  • Ransacked Schools in the area were closed for several months in late 2008 and early 2009 when fighting between rebel soldiers in the National Congress for the Defence of the People (CNDP - now a political party) and the DRC army brought chaos to North Kivu. Children were forcibly recruited from schools by militia groups and the army and students and teachers were shot and abducted, according to the UN Children's Fund (UNICEF). Schools were ransacked and many were occupied by either soldiers or IDPs.
  • After the war, he said 120 fewer pupils returned to classes. At Kasasa, CNDP soldiers occupied the school for several weeks, taking books and causing damage. Some pupils were killed during the fighting, and Nkunda said others were traumatized. "Of course the war has had an effect," he said. "Imagine going to school after your parents have been killed." Getting displaced children back in school is a priority for international agencies including the Norwegian Refugee Council.
  • "Education is extremely important to the future of Congo," said Mondlane. "With large numbers of displaced children it is extremely important to invest in education in this humanitarian crisis." "Bad government" Kasasa student Shirambere Tibari Menya, 22, lost four years of his schooling to war. Most recently, he fled to Uganda during the fighting in 2008 and is now close to finishing secondary school. But one obstacle remains - a one-off series of final exams which all DRC pupils must take before graduation. Tibari is confident he will pass and would like to go on to study medicine but says his family does not have the $12 he must pay to take the tests. "I don't accept that I'm going to lose another year, but you can see that we are studying in bad conditions," he said. "For our parents the main activity is to go to the fields, but they are raped and attacked so we have the problem of food and no money. "I blame the government. We are in a bad country with a bad government."
Meghan Flaherty

Nairobi Forward-looking Strategies for the Advancement of Women. III. Peace - 0 views

www.un-documents.net/nfl-3.htm

women UN peace

shared by Meghan Flaherty on 25 May 10 - Cached
  • 2. Education for peace
  • 272. Governments, non-governmental organizations, women's groups and the mass media should encourage women to engage in efforts to promote education for peace in the family, neighbourhood and community. Special attention should be given to the contribution of women's grass-roots organizations. The multiple skills and talents of women artists, journalists, writers, educators and civic leaders can contribute to promoting ideas of peace if encouraged, facilitated and supported.
  • 273. Special attention should be given to the education of children for life in peace within an atmosphere of understanding, dialogue and respect for others. In this respect, suitable concrete action should be taken to discourage the provision of children and young persons with games and publications and other media promoting the notion of favouring war, aggression, cruelty, excessive desire for power and other forms of violence, within the broad processes of the reparation of society for life in peace.
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  • 274. Governments, educational institutions, professional associations and non-governmental organizations should co-operate to develop a high-quality content for and to achieve widespread dissemination of books and programmes on education for peace. Women should take an active part in the preparation of those materials, which should include case studies of peaceful settlements of disputes, non-violent movements and passive resistance and the recognition of peace-seeking individuals.
  • 275. Governments should create the conditions that would enable women to increase their knowledge of the main problems in contemporary international relations. Information should be widely and freely disseminated among women, thereby contributing to their full understanding of those problems. All existing obstacles and discriminatory practices regarding women's civil and political education should be removed. Opportunities should be provided for women to organize and choose studies, training programmes and seminars related to peace, disarmament, education for peace and the peaceful settlement of disputes.
  • 276. The participation of women in peace research, including research on women and peace, should be encouraged. Existing barriers to women researchers should be removed and appropriate resources provided for peace researchers. Co-operation amongst peace researchers, government officials, non-governmental organizations and activists should be encouraged and fostered.
Teachers Without Borders

In India, the Premji Foundation Tries to Improve Public Education - NYTimes.com - 0 views

www.nytimes.com/...18teach.html

india education foundation reform curriculum

shared by Teachers Without Borders on 22 Feb 11 - No Cached
  • PANTNAGAR, India — The Nagla elementary school in this north Indian town looks like many other rundown government schools. Sweater-clad children sit on burlap sheets laid in rows on cold concrete floors. Lunch is prepared out back on a fire of burning twigs and branches.
  • But the classrooms of Nagla are a laboratory for an educational approach unusual for an Indian public school. Rather than being drilled and tested on reproducing passages from textbooks, students write their own stories. And they pursue independent projects — as when fifth-grade students recently interviewed organizers of religious festivals and then made written and oral presentations.
  • Nagla and 1,500 other schools in this Indian state, Uttarakhand, are part of a five-year-old project to improve Indian primary education that is being paid for by one of the country’s richest men, Azim H. Premji, chairman of the information technology giant Wipro. Education experts at his Azim Premji Foundation are helping to train new teachers and guide current teachers in overhauling the way students are taught and tested at government schools.
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  • But within India, there is widespread recognition that the country has not invested enough in education, especially at the primary and secondary levels.
  • In the last five years, government spending on education has risen sharply — to $83 billion last year, up from less than half that level before. Schools now offer free lunches, which has helped raise enrollments to more than 90 percent of children.
  • But most Indian schools still perform poorly. Barely half of fifth-grade students can read simple texts in their language of study, according to a survey of 13,000 rural schools by Pratham, a nonprofit education group. And only about one-third of fifth graders can perform simple division problems in arithmetic. Most students drop out before they reach the 10th grade.
  • Those statistics stand in stark contrast to China, where a government focus on education has achieved a literacy rate of 94 percent of the population, compared with 64 percent in India.
Teachers Without Borders

Centre for Studies on Inclusive Education - 0 views

www.csie.org.uk/index.shtml

inclusive education inclusion

shared by Teachers Without Borders on 16 Jun 10 - Cached
  • Teachers Without Borders on 16 Jun 10
     
    The Centre for Studies on Inclusive Education (CSIE) is an independent centre, set up in 1982, actively supporting inclusive education as a human right of every child. We are funded by donations from charitable trusts and foundations, with additional income from sale of publications and small grants for research or other projects. Our work is driven by a commitment to overcome barriers to learning and participation for all children and young people. Our activities include lobbying and campaigning, research, training, consultancy and dissemination of information. For more information please follow the links below.
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