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China pledges to send 3 out of every 10 Tibetan students to college - 0 views

news.xinhuanet.com/...c_13992746.htm

china college students university education Tibet

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • LHASA, July 18 (Xinhua) -- The government is planning to raise the higher education gross enrollment rate in southwest China's Tibet Autonomous Region to 30 percent in less than five years, meaning that three out of every 10 Tibetan students will enter college by 2015, local officials said Monday as Vice President Xi Jinping inspected Tibet University.
  • More than 31,000 students, mostly ethnic Tibetans, currently study in Tibet's six universities and junior colleges. Of them, 718 are pursuing post-graduate degrees. In addition, many students from Tibet are studying in universities outside the region, officials said.
  • Tibet's first modern primary school opened in Lhasa in 1952; the first secondary school opened four years later with significant government investment. In the 1970s, Tubdain Kaizhub attended a county-level high school near Lhasa, where courses were mainly taught in Tibetan. He managed to pick up Mandarin Chinese, the most widely-used language in China, from his neighbors in a military compound.
Teachers Without Borders

Third of trainee teachers shunning state schools - Telegraph - 0 views

www.telegraph.co.uk/...rs-shunning-state-schools.html

schools teachers education teacher education England

shared by Teachers Without Borders on 12 Aug 11 - No Cached
  • More than a third of students who start teacher training are still not working in state schools six months after courses finish, it was revealed. Figures show just 62 per cent of students end up in state education as others either drop out of courses, shun the teaching profession altogether or get jobs in private schools. It comes despite the fact that graduates are eligible for Government bursaries of up to £9,000 a year to train as school teachers in England.
  • Out of 39,103 students who started training that year, just 71.5 per cent were in teaching six months after courses finished. Around 11 per cent failed to complete courses on time and a further 17.4 per cent were not in teaching, although some may have secured jobs after the six-month cut-off.
  • “We know that we need to improve retention rates - that’s why we are reforming initial teacher training so that more time is spent in the classroom with a focus on the core skills a teacher needs, and ensuring there’s a better link between training and employment,” a spokesman said.
Teachers Without Borders

India announces $35 tablet computer to help lift villagers out of poverty - The Washing... - 0 views

www.washingtonpost.com/...gIQAPT8PNL_story.html

India technology education

shared by Teachers Without Borders on 08 Oct 11 - No Cached
  • NEW DELHI — India introduced a cheap tablet computer Wednesday, saying it would deliver modern technology to the countryside to help lift villagers out of poverty.
  • Developer Datawind is selling the tablets to the government for about $45 each, and subsidies will reduce that to $35 for students and teachers.
  • “This is not just for us. This is for all of you who are disempowered,” he said. “This is for all those who live on the fringes of society.”Despite a burgeoning tech industry and decades of robust economic growth, there are still hundreds of thousands of Indians with no electricity, let alone access to computers and information that could help farmers improve yields, business startups reach clients, or students qualify for university.
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  • The Android 2.2-based device has two USB ports and 256 megabytes of RAM. Despite hopes for a solar-powered version — important for India’s energy-starved hinterlands — no such option is currently available.
  • India, after raising literacy to about 78 percent from 12 percent when British rule ended, is now focusing on higher education with a 2020 goal of 30 percent enrollment. Today, only 7 percent of Indians graduate from high school.
Teachers Without Borders

On World Teachers Day, three educators share their unique perspectives | Back... - 0 views

www.educationandtransition.org/...world-teachers-day

Liberia Afghanistan Education teachers teaching Reimers podcast UNICEF

shared by Teachers Without Borders on 06 Oct 11 - No Cached
  • NEW YORK, USA, 4 October 2011 – As school enrolment continues to climb throughout most of the developing world, the roles teachers play in our lives have become even more crucial. Tasked with providing a quality education to our current generation of students, teachers also have a significant hand in shaping the future by instilling in children essential cultural and social values such as tolerance, gender equality and open dialogue. Despite the heavy responsibility placed on their shoulders, in many parts of world they are rewarded poorly and in some countries even subject to deadly attacks.
  • This Wednesday will mark the annual celebration of World Teachers’ Day, and to commemorate the event, UNICEF’s podcast moderator Femi Oke spoke with Jamila Marofi, a high school teacher from Afghanistan, Gorma Minnie, a school administrator from Liberia and Professor Fernando Reimers from the Harvard Graduate School of Education in America.
  • Professor Reimers went on to highlight the need to provide educators with the proper training before and during the school year as well as creating an environment conducive to effective teaching.
Teachers Without Borders

Education Week: State of Mind - 0 views

www.edweek.org/...08publicagenda_ep.h29.html

teaching teacher education teacher development in-service teachers

shared by Teachers Without Borders on 24 Oct 09 - Cached
  • Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
  • The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
  • Only 14 percent rated their principals as “excellent” at supporting them as teachers, and 61 percent cited lack of support from administrators as a major drawback to teaching. Nearly three-quarters cited “discipline and behavior issues” in the classroom, and seven in 10 cited testing as major drawbacks as well.
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  • By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) viewed teaching as a lifelong career. Most said their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agreed that “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been in the classroom for more than 10 years, a majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.
  • However, it is the Idealists—23 percent of teachers overall—who voiced the strongest sense of mission about teaching. Nearly nine in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly said that helping underprivileged children improve their prospects motivated them to enter the profession
  • and 36 percent said that even though they intend to stay in education, they plan to leave classroom teaching for other jobs in the field.
  • half the Idealists believe their students’ test scores have increased significantly as a result of their teaching, a higher percentage than the other teachers in the survey.
  • A 22-percentage-point difference separated the Idealists and the Disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Idealists strongly believe that teachers shape student effort (75 percent), whereas just 50 percent of the Disheartened believe that. Only one-third of the more disillusioned teachers were very confident in their students’ learning abilities, compared with nearly half among the other groups (48 percent of the Contented and 45 percent of the Idealists).
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