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Teachers Without Borders

Education failures fan the flames in the Arab world « World Education Blog - 1 views

  • Education is a key ingredient of the political crisis facing Arab states. Superficially, the education profile of the region is starting to resemble that of East Asia. The past two decades have witnessed dramatic advances in primary and secondary school enrollment, with a step-increase in tertiary education. Many governments have increased public spending on education. The 7% of GDP that Tunisia invests in the sector puts the country near the top of the global league table for financial effort.
  • In Egypt, the education group most likely to be unemployed is university level and above, followed by post-secondary. Around one quarter of the country’s male university graduates are unemployed, and almost half of its female graduates.
  • For all the expansion of access and investment in education, the Arab states have some of the world’s worst performing education systems. The problems start early. In this year’s Global Monitoring Report we carry a table showing the distribution of performance across different countries in reading test scores at grade 4. In Kuwait, Qatar and Morocco, over 90% of students scored below the lowest benchmark, indicating that they lacked even basic comprehension.  In fact, these countries held the bottom three positions in a group of 37 countries covered.
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  • The median (or middle-performing) student in Algeria, Egypt and Syria scores below the low-benchmark; in Tunisia they score just above. In other words, half of the students in each country have gone through eight years of school to arrive at a level that leaves them with no working knowledge of basic math. In Saudi Arabia and Qatar, over 80% of students fall below the low benchmark. The median student in both performs at around the same level as their counterpart in Ghana and El Salvador – and Qatar is the worst performing country covered in the survey.
  • Why are education systems in the Middle East and North Africa performing so badly? In many countries, teachers are poorly trained – and teaching is regarded as a low-status, last-resort source of employment for entrants to the civil service. There is an emphasis on rote learning, rather than solving problems and developing more flexible skills. And education systems are geared towards a public sector job market that is shrinking, and for entry to post-secondary education. Most don’t make it. And those who do emerge with skills that are largely irrelevant to the needs of employers.
  • Moreover, many Arab youth view their education systems not as a source of learning and opportunity, but as a vehicle through which autocratic rulers seek to limit critical thinking, undermine freedom of speech and reinforce their political control.
  • To a large extent, the protest movement across the Arab States has been led by educated youth and adults frustrated by political autocracy and limited economic opportunity. This has deflected attention from an education crisis facing low-income households in primary education – and from the needs of adolescents and youth emerging from school systems with just a few years of sub-standard education.
  • The Arab states have an unfinished agenda on basic education.  They still have 6 million primary school age children out of school – around 16% of the world’s total. Despite the vast gap in wealth between the two countries, Saudi Arabia has a lower primary school enrolment rate than Zambia. The Arab world also has some very large gender disparities: in Yemen, primary school enrolment rates are 79% for boys, but just 66% for girls.
  • Consider the case of Egypt. On average, someone aged 17-22 years old in the country has had around nine years of education. That’s roughly what might be anticipated on the basis of the country’s income. Scratch the surface, though, and you get a different picture: around 12% of Egyptians have had less than two years of education.
  • High dropout rates from primary and lower secondary school are symptomatic of parental poverty, poor quality education, and a sustained failure on the part of the Egyptian government to tackle the underlying causes of inequality. Adolescents from poor backgrounds entering labor markets without a secondary education are carrying a one-way ticket to a life of poverty, insecurity and marginalization.
  • The political crisis sweeping Arab states is the product of many years of political failure. The aspirations and hopes of young people – who are increasingly connected to each other and the outside world through the Internet – are colliding with an atrophied political system governed by complacent, self-interested elites who are disconnected from the population.
stephknox24

Factors that Promote Implementation of Peace Education Training - 0 views

  • 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.
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  • 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.
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    Factors that impact the Implementation of Peace Education Training
Teachers Without Borders

Pakistan declares 'education emergency' « World Education Blog - 0 views

  • Kicking off a campaign aimed at making March “the month that Pakistan talks about only two things: education and cricket”, a government commission has painted a damning picture of the country’s education system, whose poor progress towards global learning goals has been documented in the Education for All Global Monitoring Report.
  • the Pakistan Education Task Force says the country “is in the midst of an educational emergency with disastrous human and economic consequences.”
  • The report quotes the 2010 Global Monitoring Report’s finding that “30% of Pakistanis live in extreme educational poverty – having received less than two years of education.”
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  • In a powerful paper on education reform in Pakistan, Sir Michael quotes Mohammed Ali Jinnah, Pakistan’s founder, who said in 1947, “Education is a matter of life and death for Pakistan. The world is progressing so rapidly that without the requisite advance in education, not only shall we be left behind others but we may be wiped out altogether.”
  • The challenge now is to find that political will – the will to turn more words into concrete changes for the 7.3 million Pakistani children who are out of school – the world’s second-largest population of out-of-school children (after Nigeria).
  • As the 2011 Education for All Global Monitoring Report noted, Pakistan spends seven times more on the military than on primary education. One fifth of Pakistan’s military budget would be enough to pay for every child to complete primary school.
Teachers Without Borders

INEE Toolkit - Pocket Guide to Inclusive Education - 0 views

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    Pocket Guide to Inclusive Education With the input of many INEE members, INEE's Task Team on Inclusive Education and Disability developed this tool as a quick reference guide to help practitioners make sure that education in emergencies is accessible and inclusive for everyone, particularly those who have been traditionally excluded from education. This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards. It outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. For more information on this tool, please visit www.ineesite.org/inclusion or email network@ineesite.org.
Teachers Without Borders

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

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    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.
Konrad Glogowski

BBC News - UK education sixth in global ranking - 2 views

  • The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education.
  • Looking at the two top countries - Finland and South Korea - the report says that there are many big differences, but the common factor is a shared social belief in the importance of education and its "underlying moral purpose".
  • The report also emphasises the importance of high-quality teachers and the need to find ways to recruit the best staff. This might be about status and professional respect as well as levels of pay.
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  • The rankings show that there is no clear link between higher relative pay and higher performance.
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    "The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education."
Teachers Without Borders

The Condition of Education 2012 - 0 views

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    Description: The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.
Teachers Without Borders

Aid donors get an F for education « World Education Blog - 0 views

  • This is a war zone. Families in the sprawling camp have lost everything – everything that is except a drive to get their kids an education. In the midst of the most abject poverty, parents have come together to build makeshift classrooms, hire a teacher, and buy a blackboard. Many of the kids work in the afternoon, selling charcoal to pay the $1 fee charged every term. “Being in school is fun – and people with an education can have a better life. I’ll be a doctor,” says David Ichange, aged 12.
  • If every girl in sub-Saharan Africa had a secondary education, it would cut under-five deaths by around 1.8 million. The reason: educated mothers are empowered to demand better health and nutrition provision.
  • The same holds for cutting poverty. If every child in a low income country got into school and left with basic reading skills, the growth effects would lift 171 million people out of poverty. That’s a 12% decline.
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  • Here are the facts. We need around $16 billion in aid to achieve the international development targets in education – targets that donors have signed up for. Currently, aid levels are running at around $4.7 billion and stagnating.
  • Education in conflict-affected states is getting spectacularly short shrift. Humanitarian aid could play a vital role in keeping open opportunities for schooling in communities displaced by violence. Yet education receives just 2% of humanitarian aid – and no sector receives a smaller share of the emergency aid requested in emergency appeals.
  • Of course, some countries in conflict do receive substantial support. Afghanistan gets more aid for basic education than the Sudan, the DRC, Ivory Coast, Central African Republic and Chad combined. But the general picture is one of overwhelming neglect.
  • Yet effective aid on education is an investment in creating the hope and opportunity that makes conflict less likely by breaking the link between poverty and violence. Cutting aid for education is the type of cent-wise, dollar-dumb thinking that the Tea Party has brought to the budget reform table.
  • That $16 billion that we need in aid for education represents just six days worth of what donors spend each year on military budgets. Viewed differently, it’s roughly equivalent to the bonuses dished out to investment bankers in the City of London last year.
  • So, here’s the question. What do you think offers the best value for money? A global education initiative that could put over 67 million kids in school, or a week’s spending on military hardware. Do you really think we get a bigger bang for our buck by funding the indulgences of the team that brought you the crash rather than by financing books and schools that offer millions of kids a way out of poverty – and their countries a route into global prosperity?
Teachers Without Borders

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

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    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

Global Campaign for Peace Education Newsletter: July 2012 (Intro by Matthias ... - 0 views

  • TWB and Tijuana Department of Education completed Technical Assistance Mission (Mexico) With the support of the Office of Education and Culture of the Organization of American States (OAS) and the Inter-American Program on Education for Democratic Values and Practices, Teachers Without Borders (TWB) and the Baja California Department of Education recently completed a Technical Assistance Mission focusing on Peace Education in Mexican schools. As a result of this program, TWB’s Peace Education program has been endorsed as an official teacher professional development program throughout the state of Baja California. In the coming months, the program will be scaled through a partnership between Teachers Without Borders and the Baja California Department of Education and will reach 12,000 state teachers and, initially, 1,500 schools in the city of Tijuana. The Department also plans to work with Teachers Without Borders to develop Peace Education as a middle school subject.
  • Intro to Peace Ed Part I: Core Concepts – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (June 19 – July 17, 2012) For more information click on the link above.
  • Intro to Peace Ed Part 2: The Scope of Peace Education – Teachers Without Borders (TWB) and National Peace Academy (NPA) – online (July 24 – August 19, 2012) For more information click on the link above.
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  • Intro to Peace Ed Part 3: Pedagogy & Practice – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (September 3-30, 2012) For more information click on the link above.
Teachers Without Borders

The Right to Education for Children in Emergencies - 0 views

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    Abstract   h is paper presents the key international legal instrument relevant for education, their use and  links with policy frameworks and tools being developed by the humanitarian community to  address education rights of children in confl ict and emergencies. It describes the current thinking  around the right to education in emergencies and why education is a central right to uphold  from the onset of a crisis. It gives a brief introduction to how education can meet the international 
Teachers Without Borders

UNICEF warns of education crisis in Somalia :: U.S. Fund for UNICEF - UNICEF USA - 0 views

  • The assessment, which was carried out last week, indicates that with the movement of an estimated 200,000 school-age children who have migrated to urban areas or across the border due to hunger, the gross primary school enrolment of 30% could plummet even further.  This is likely to be compounded by an acute shortage of teachers and an increase in demand for education services in areas where influxes of internally displaced people have been the greatest, such as in Mogadishu. 
  • "Education is a critical component of any emergency response," said Rozanne Chorlton, UNICEF Somalia Representative.  "Schools can provide a place for children to come to learn, as well as access health care and other vital services. Providing learning opportunities in safe environments is critical to a child’s survival and development and for the longer term stability and growth of the country."
  • Already, most of 10,000 teachers across the southern and central regions are dependent on incentives paid through the support of Education Cluster partners. Results indicate that in Lower and Middle Juba as well as Bay regions, up to 50 percent of teachers may not return to the classroom when schools reopen. 
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  • more than $20 million will be needed to carry out the plans.  Funding received to date is inadequate, and funding gaps in the education sector have reached their highest levels in the last four years.
  • Support is urgently needed to establish temporary learning spaces in camps for the internally displaced, support additional classroom space to accommodate new learners in host communities where people have migrated, provide water and sanitation facilities, provide school kits of essential education and recreational material to 435,000 children, provide incentives to 5,750 teachers and strengthen the Community Education Committee’s involvement in schools.
  • "After decades of neglect and lack of funding, the educational opportunities for school-aged children in Somalia are already dire, so it is imperative that we do everything we can to make sure the situation does not get worse,” said Chorlton.
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    NEW YORK (August 10, 2011)- With an estimated 1.8 million children between 5-17 years of age already out of school in southern and central Somalia, a rapid assessment conducted by the Education Cluster, in ten regions, warns this number could increase dramatically when schools open in September unless urgent action is taken. The assessment, which was carried out last week, indicates that with the movement of an estimated 200,000 school-age children who have migrated to urban areas or across the border due to hunger, the gross primary school enrolment of 30% could plummet even further.  This is likely to be compounded by an acute shortage of teachers and an increase in demand for education services in areas where influxes of internally displaced people have been the greatest, such as in Mogadishu. 
Teachers Without Borders

Gordon Brown calls for new global education fund « World Education Blog - 0 views

  • Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015
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    Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015.
Teachers Without Borders

"Teacher training in climate change education is in its infancy" | Education | United N... - 1 views

  • UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011
  • In a nutshell, the course is designed to give teachers confidence in facilitating  CCESD inside and outside the classroom so that they can help young people understand the causes and consequences of climate change, bring about changes in attitudes and behaviors to reduce the severity of future climate change, and build resilience  in the face of climate change that are already present.
  • First, it helps teachers to understand the causes, dynamics and impacts of climate change through a holistic lens. Second, teachers are exposed to a range of pedagogical approaches that they can use in their own school environment. This includes engagement in whole school and school-in-community approaches. Third, teachers can develop their capacities to facilitate students’ community based learning.  Fourth, teachers can develop future oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning..    
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  • The course is needed precisely because teaching about climate change is such a demanding task. Teachers need to understand what and how to teach about the forces driving climate change as well as its impacts on culture, security, well-being and development prospects. Their role is to show young people how they and their communities can respond to the threat.
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    "Teacher training in climate change education is in its infancy" ©Fumiyo Kagawa In advance of the tenth anniversary of the Rio Earth Summit (Rio+20), UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011.
Teachers Without Borders

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

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    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

Bullying guidelines brought in by education council - The National - 1 views

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    ABU DHABI // The capital's education regulator is bringing in guidelines to help schools prevent bullying and other behavioural problems in pupils. Related ■ School violence: the truth behind a tragedy ■ Parents 'must act' if a child is being bullied Topic Abu Dhabi Primary schools High schools The guidelines, developed last year by the Abu Dhabi Education Council (Adec), will add to a disciplinary code issued by the Ministry of Education in December. Adec is training educators on how to use the guidelines in workshops.
Teachers Without Borders

IRIN Africa | DRC: Millions miss out on basic education | DRC | Children | Education - 0 views

  • KINSHASA, 14 November 2011 (IRIN) - Access to basic education in the Democratic Republic of Congo (DRC) remains poor, with up to seven million children across the vast country out of school - despite a 2010 government decision to make primary education free.
  • It said 25 percent of the primary school-aged children and 60 percent of adolescents were not enrolled in classes.
  • "Even with the announcement of free primary education, parents, many of whom are unemployed and have little means of sustaining themselves, are bearing most of the costs involved in educating their children because of delays in releasing the funds for free education," Ornelie Lelo, communications officer for an education NGO in the capital, SOS Kinshasa, told IRIN.
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  • "Many of the public schools in existence are in deplorable conditions; no blackboards in many of them; in some, children sit on the floor due to lack of desks, and the most worrying concern is encroachment on school land by individuals, many of whom are connected politically," Lelo said. "One can find a pharmacy, restaurant or even bar right in the middle of a school compound - it looks like all open spaces in schools are up for grabs.
  • Education officials have expressed concern over the severe shortage of teachers in public schools. In primary school, the national average is one teacher for 37 pupils, according to the national statistics, but in marginalized or rural areas, there can be more than 100 pupils per class.
  • Tshimbalanga said the average monthly salary for a primary school teacher was $35-40 and since the teachers' salaries are often several months in arrears, parents were forced to chip in. "Generally, teachers, like other Congolese workers, survive on very little, some even less than $1 a day, yet the cost of education is borne by parents, sometimes even up to 65 percent of the total cost," Tshimbalanga said. "In rural areas, some teachers supplement their earnings by working as casual labourers on farms; those in urban areas end up begging for money from their pupils' parents just to survive." To improve the quality of education, Tshimbalanga said, the government had to pay teachers properly. He said the teachers’ union entered into an agreement in 2004 with the government for teachers to be paid a minimum of $208 monthly but six years later, this has not been implemented.
Teachers Without Borders

SKNVibes | OAS Ministers of Education highlight the role of teachers in the "Declaratio... - 0 views

  • I hope that following this meeting and the Declaration of Paramaribo, Member States and the Governments that you represent will not only endorse the vision that you have agreed upon, but also will translate that into a working plan to put money behind those plans, to execute those plans,” the OAS official added. He also tanked national representatives on the support they provide to the OAS on these issues.
  • Minister Sapoen said that the meeting was “a very fruitful exchange of information, experiences and practices”. “Don’t let these agreements stay in words. We are currently in the years of writing words, let the coming years be the years of doing,” he added.
  • The Surinamese Minister was elected at the meeting to Chair the Inter-American Committee on Education (CIE, by its Spanish acronym), succeeding Ecuadorian Minister Gloria Vidal. Also elected were Costa Rica and Paraguay, both as Vice Chairs.
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  • The “Declaration of Paramaribo (available here) stressed the importance of teachers in all levels of the educational process. “We reaffirm the key role of the teacher in educational processes and results and recognize that the participation of teachers in efforts to improve the quality of education is important, so as to help ensure that the results are effective and lasting,” the text says.
  • The document also highlights the need for educators “to have access to quality initial preparation and continuing professional development” and acknowledges that “policies to strengthen the teaching profession and opportunities for quality professional development are vital to attract, employ, induct, develop, evaluate, motivate, retain, and recognize teachers so that they become ever better educators.”
  • The Declaration of Paramaribo also emphasizes the importance of expanding access to new technologies in education, and applauded the progresses made by the Inter-American Teacher Education Network (ITEN).
  • the government of the United States announced during the meeting its commitment to further provide resources to strengthen ITEN’s work
  • In Paramaribo, some countries already put forward proposals such as strengthening teacher’s education; establishing diploma or degree equivalencies among countries; strengthening learning of languages; and considering the importance of the role of the family in education and development.
Teachers Without Borders

Annotated Bibliography: Education for Youth Affected by Crisis | INEE Site - 1 views

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    Crises negatively affect the education and livelihood prospects of youth, which in turn can play a role in the perpetuation of fragility in post-crisis settings. The development and implementation of effective education and training for youth in contexts characterized by displacement, a breakdown of social services, and economic despair presents a broad spectrum of challenges. Yet, it is a necessary component of promoting self-sufficiency and long-term stability. This annotated bibliography aims to contribute to building the evidence base to effectively articulate and advocate for successful, quality education programming for all youth affected by crisis. The selection criteria for documents reviewed in this annotated bibliography were broadly defined as any texts dealing with, reviewing, analyzing, evaluating or describing educational programmes catering specifically or partially to youth and adolescents in situations of emergency, protracted crisis through to post-crisis and recovery. Preference was given to texts that address specific impacts and lessons learned. This review is not meant to be a mapping exercise of existing programmes and actors, rather it attempts to document specific impacts of programmatic approaches. To suggest additional articles to be included in the annotated bibliography or for further information, please contact youthtaskteam@ineesite.org or minimumstandards@ineesite.org.
Teachers Without Borders

ReliefWeb » P&I » Education Insights: Making education inclusive for all - 1 views

  • Educational inclusion relates to all children accessing and meaningfully participating in quality education, in ways that are responsive to their individual needs. The terms ‘inclusion’ and ‘inclusive education’ are often used in relation to children with disabilities and/or special needs and emerged partly out of debates to reduce their segregation from mainstream schooling.In recent years, these terms have been used by the Education for All (EFA) movement in relation to all children who are marginalised and excluded from basic education, not just in terms of initial access to schooling, but access to rights within schooling processes. United Nations Educational, Scientific, and Cultural Organization (UNESCO) identifies inclusion as “…a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education.”
  • According to UNESCO, inclusion “…involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.”  
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