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Themba Dlamini

ECDOE - Principals Posts - Phuzemthonjeni - 0 views

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ECDOE - Principals Posts

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  • Themba Dlamini on 30 May 13
     
    ECDOE - Principals Posts
Themba Dlamini

ECDOE - Educator Posts - Phuzemthonjeni - 1 views

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ECDOE - Educator Posts

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    ECDOE - Educator Posts
Themba Dlamini

Administrative Officer - Contracts Posts SAQA 2012. - Phuzemthonjeni.com - 0 views

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Administrative Officer - Contracts Posts SAQA 2012.

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  • Themba Dlamini on 21 Feb 12
     
    Administrative Officer - Contracts Posts SAQA 2012.
Themba Dlamini

Career Opportunities - Post Graduates Chemical, Textile, etc. - Phuzemthonjeni.com - 0 views

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Career Opportunities - Post Graduates Chemical Textile etc.

shared by Themba Dlamini on 01 Nov 11 - No Cached
  • Themba Dlamini on 01 Nov 11
     
    Career Opportunities - Post Graduates Chemical, Textile, etc.
Teachers Without Borders

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

www.ineesite.org/...n-for-youth-affected-by-crisis

bibliography professional development teachers Education in Emergencies Education Under Attack

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  • Teachers Without Borders on 14 Nov 13
     
    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

In post-flood Pakistan, temporary learning centres offer education amid uncer... - 0 views

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Pakistan flood natural disasters education UNICEF temporary learning centres in emergencies

shared by Teachers Without Borders on 10 Apr 12 - No Cached
  • With UNICEF support, a Temporary Learning Centre (TLC), or emergency tent school, has been established in the camp. One of her brothers is a regular attendee, and Luxmi has started going as well. It is the first chance she has had to go to school, and it is opening up possibilities that were previously unimaginable.
  • “I want to learn more. When I grow up, I can start working like girls in the cities,” she said. ”Maybe I can become a teacher. But it is difficult. I have only just learnt my alphabet and counting.”
  • With 60 per cent of schools in affected areas damaged, UNICEF has established 2,070 TLCs, benefiting over 100,000 children in Sindh and Balochistan. Intended to ensure that education is not interrupted, the TLCs have also attracted over 39,000 children to school for the first time, including 16,000 girls.
  • Teachers Without Borders on 10 Apr 12
     
    With UNICEF support, a Temporary Learning Centre (TLC), or emergency tent school, has been established in the camp. One of her brothers is a regular attendee, and Luxmi has started going as well. It is the first chance she has had to go to school, and it is opening up possibilities that were previously unimaginable. "I want to learn more. When I grow up, I can start working like girls in the cities," she said. "Maybe I can become a teacher. But it is difficult. I have only just learnt my alphabet and counting." © UNICEF Pakistan/2012/Chaudhry Luxmi and her younger brother learn to count at a UNICEF-supported Temporary Learning Centre in Naukot, Pakistan. With 60 per cent of schools in affected areas damaged, UNICEF has established 2,070 TLCs, benefiting over 100,000 children in Sindh and Balochistan. Intended to ensure that education is not interrupted, the TLCs have also attracted over 39,000 children to school for the first time, including 16,000
Teachers Without Borders

Researchers blast Chicago teacher evaluation reform - The Answer Sheet - The Washington... - 0 views

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evaluation teacher chicago researchers teacher_evaluation standardized tests

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  • Teachers Without Borders on 30 Mar 12
     
    Scores of professors and researchers from 16 universities throughout the Chicago metropolitan area have signed an open letter to the city's mayor, Rahm Emanuel, and Chicago school officials warning against implementing a teacher evaluation system that is based on standardized test scores. This is the latest protest against "value-added" teacher evaluation models that purport to measure how much "value" a teacher adds to a student's academic progress by using a complicated formula involving a standardized test score. Researchers have repeatedly warned against using these methods, but school reformers have been doing it in state after state anyway.
Teachers Without Borders

Guest Post | Helping Students Motivate Themselves - NYTimes.com - 1 views

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students teaching learning motivation

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  • Teachers Without Borders on 10 Jan 12
     
    The main way to help students develop this kind of intrinsic motivation, of course, is to have teachers take the time to learn the interests, hopes and dreams of their students. Through this relationship-building process, we can help our students connect what is happening in class each day with their self-interests. And perhaps we can develop the mutual trust needed to help us successfully challenge our students, and help students challenge us, to stretch and expand what we see as our interests, hopes and dreams.
Teachers Without Borders

Children severely tortured in detention centers / schools used as detention centers - 1 views

www.crin.org/...infodetail.asp

Syria human_rights torture Education Under Attack children detention schools

shared by Teachers Without Borders on 03 Feb 12 - No Cached
  • Syrian army and security officers have detained and tortured children with impunity during the past year, Human Rights Watch said today. Human Rights Watch has documented at least 12 cases of children detained under inhumane conditions and tortured, as well as children shot while in their homes or on the street. Human Rights Watch has also documented government use of schools as detention centres, military bases or barracks, and sniper posts, as well as the arrest of children from schools.
  • “Children have not been spared the horror of Syria’s crackdown,” said Lois Whitman, children’s rights director at Human Rights Watch. “Syrian security forces have killed, arrested, and tortured children in their homes, their schools, or on the streets. In many cases, security forces have targeted children just as they have targeted adults.”
  • Some of the arrests took place in schools. “Nazih” (not her real name), a 17-year-old girl from Tal Kalakh, told Human Rights Watch that in May 2011, security forces entered her school and arrested all the boys in her class, after questioning them about the anti-regime slogans painted on the school walls.
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  • Ala’a,” a 16-year-old boy from Tal Kalakh, told Human Rights Watch that Syrian security forces detained him for eight months, starting in May 2011, after he participated in and read political poetry at demonstrations. He was released in late January 2012 after his father bribed a prison guard with 25,000 Syrian pounds (US$436). During his detention he was held in seven different detention centres, as well as the Homs Central Prison. Ala’a told Human Rights Watch that at the Military Security branch in Homs: When they started interrogating me, they asked me how many protests I had been to, and I said “none.” Then they took me in handcuffs to another cell and cuffed my left hand to the ceiling. They left me hanging there for about seven hours, with about one-and-a-half to two centimetres between me and the floor – I was standing on my toes. While I was hanging there, they beat me for about two hours with cables and shocked me with cattle prods. Then they threw water on the ground and poured water on me from above. They added an electric current, and I felt the shock. I felt like I was going to die. They did this three times. Then I told them, “I will confess everything, anything you want.” 
  • A number of adult detainees and security force members who had defected and who were interviewed by Human Rights Watch confirmed the presence and torture of child detainees in facilities across Syria. “Samih,” a former adult detainee held in a political security facility in Latakia, told Human Rights Watch that children were subjected to worse treatment than adults, including sexual abuse, because they were children.
  • The government has used schools as detention centres, sniper posts, and military bases or barracks. “Marwan,” from the Insha’at neighborhood in Homs, and other Homs residents told Human Rights Watch that the army attacked Bahithet Al-Badiyah school on Brazil Street on November 4, and that military security forces then turned the school into a detention centre. Local activists also told Human Rights Watch that military security turned Al-Ba’ath elementary school in Joubar, another Homs neighborhood, into a military base and detention center in late December.
  • Children also told Human Rights Watch that their schools closed in 2011 due to violence, or that it was no longer safe for them to go to school. “Mohammed,” a 10-year-old boy from Homs, said, “I went to school for only one day [this year]. The teachers just gave us the books and told us not to come back. The road to school was not safe because of snipers.”
  • “Schools across Syria are closed because it’s too dangerous for students to attend, or because the military thinks schools are better used as detention centres than educational establishments,” said Whitman. “How long will Syrian children pay the price for the violence around them?” 
Teachers Without Borders

Annotated Bibliography: Teacher Professional Development in Crisis | INEE Site - 0 views

www.ineesite.org/...essional-development-in-crisis

bibliography professional development teachers Education in Emergencies Education Under Attack

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  • Teachers Without Borders on 14 Nov 13
     
    This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.  The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org.  
anonymous

Massive List of MOOC Resources, Lit and Literati | Studying Teaching and Learning | Sco... - 1 views

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MOOC resources teaching learning web2.0 technology

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  • anonymous on 03 Jul 12
     
    "We've been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand replay." In this post on Mediasite, Erica St. Angel has collected an impressive list of MOOC resources.
Teachers Without Borders

The World Congress of Comparative Education Societies, 14-18 June 2010 | Back... - 0 views

www.educationandtransition.org/...tion-societies-14-18-june-2010

education UNICEF comparative education congress conference emergencies emergency_education

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  • Teachers Without Borders on 17 Jun 10
     
    NEW YORK, 10 June 2010 - The World Congress of Comparative Education Societies begins Monday 14 June in Istanbul. The 5-day meeting will feature two events focusing on UNICEF's Education in Emergencies and Post-Crisis Transition programme.
Teachers Without Borders

In post-earthquake Haiti, children's voices are integrated into reconstructio... - 0 views

www.educationandtransition.org/...ted-into-reconstruction-effort

Haiti schools children reconstruction emergencies earthquake

shared by Teachers Without Borders on 03 Jul 10 - Cached
  • “I want to have my school back, but one that is safer and won’t collapse if there is another earthquake,” she says. “Too many children died, and children are not supposed to die.”
  • Ideas for improving securityYouth facilitator Emmanuela, 21, is from Jacmel, one of the cities worst affected by the earthquake. She explains how the children’s drawing are being used as a tool for developing proposals. Some of the children suggest projects to clean up the trash in camps for the displaced, while others want to band together to improve security where lighting isn’t adequate for girls to feel safe at night.Josette, 14, suggests that giving children flashlights is a good way to protect them from gender-based violence.
  • “The entire reconstruction of Haiti is not something that is possible in just a few months or a few years,” says Widmark, 17, from Cap Haitien. “The reconstruction will happen in the future, but the children need to be educated first.”
Voytek Bialkowski

breakthrough: educational materials - 0 views

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human_rights_education human_rights OER

shared by Voytek Bialkowski on 01 Mar 10 - Cached
  • Educational Materials
  • ICED Curriculum Download PDF Curriculum | Posted: 02/09/2009 Get your students’ attention with the standards aligned ICED curriculum to teach immigration, due process and human rights lessons. More...
  • Rights Advocates: A Resource Guide on HIV/AIDS Awareness Download PDF Discussion Guide | Posted: 02/05/2009 A colorful guide for youth trainers to implement HIV/STD education programs in schools and organizations. More...
  • Voytek Bialkowski on 01 Mar 10
     
    Sparse but varied education materials dealing with topics such as domestic violence, racism, HIV/AIDS from an educational/institutional perspective. Searchable by issue, campaign & country. PP.
Teachers Without Borders

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

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Egypt Tunisia unemployment education EFA democracy teachers

shared by Teachers Without Borders on 27 Feb 11 - No Cached
  • 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.
Teachers Without Borders

Ivory Coast violence keeps children out of school - UN - AlertNet - 0 views

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Ivory Coast Cote D'Ivoire Education Under Attack conflict teachers children education

shared by Teachers Without Borders on 27 Feb 11 - No Cached
  • DAKAR (AlertNet) - Some 800,000 children in Ivory Coast have missed out on school since the outbreak of violence following last year's disputed presidential election. In the western regions of Moyen Cavally and 18 Montagnes, where fresh fighting erupted on Tuesday, some 180,000 children are losing out on their education and most teachers have been absent since November. "We know from experience that when children’s education is disrupted in a situation like this, they are less likely to go back to school once the crisis is over," said Guy Cave, Ivory Coast country director for Save the Children.
  • Nearly 45,000 of those who have fled their homes have sought safety in Liberia. But aid groups say the thousands of children who have crossed into Liberia cannot attend school there because of language and curriculum differences.   
  • Simmering political tensions among secondary and college students supporting different sides in the deadlock have led to fights. About 4,000 students have seen their books, schoolbags and other study materials destroyed by fellow students.
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  • Teachers in some areas have been encouraged not to attend their classes in protest at the post-electoral crisis. Others have abandoned their posts out of fear for their safety, the agency said.
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