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Teachers Without Borders

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

www.unesco.org/...ge_education_is_in_its_infancy

climate climate_change teacher education teachers teacher development climate environment

shared by Teachers Without Borders on 22 Aug 11 - No Cached
  • UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011
  • 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..    
  • 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.
  • ...1 more annotation...
  • 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.
  • Teachers Without Borders on 22 Aug 11
     
    "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

The Climate Change Starter's Guidebook has been published | United Nations Educational,... - 1 views

www.unesco.org/...mate_change_starters_guidebook

environment education environmental_education UNESCO PDF guidebook guide climate change

shared by Teachers Without Borders on 25 Jun 12 - No Cached
  • Teachers Without Borders on 25 Jun 12
     
    It provides an introduction and overview for education planners and practitioners on the wide range of issues relating to climate change and climate change education, including causes, impacts, mitigation and adaptation strategies, as well as some broad political and economic principals.
Teachers Without Borders

Manual on school safety: preparing schools for a safer tomorrow - Educational Materials... - 0 views

www.preventionweb.net/...v.php

school_safety disaster_preparedness hazards Bangladesh

shared by Teachers Without Borders on 20 Jan 11 - No Cached
  • This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
  • Teachers Without Borders on 20 Jan 11
     
    This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
Teachers Without Borders

Crossing the Line: Sexual Harassment at School - 0 views

www.millennia2015.org/news.asp

school education sexual_harassment harassment report US

shared by Teachers Without Borders on 14 Mar 12 - No Cached
  • Teachers Without Borders on 14 Mar 12
     
    Sexual harassment has long been an unfortunate part of the climate in middle and high schools in the United States. Often considered a kind of bullying, sexual harassment by definition involves sex and gender and therefore warrants separate attention. The legal definition of sexual harassment also differentiates it from bullying. Based on a nationally representative survey of 1,965 students in grades 7-12 conducted in May and June 2011, Crossing the Line: Sexual Harassment at School provides fresh evidence about students' experiences with sexual harassment, including being harassed, harassing someone else, or witnessing harassment. The survey asked students to share their reactions to their experience with sexual harassment and its impact on them. It also asked them about their ideas for how schools can respond to and prevent sexual harassment.
Meghan Flaherty

Which way to peace? - 0 views

www.ppu.org.uk/...pe_which1.html

peace_education

shared by Meghan Flaherty on 19 Jul 10 - Cached
  • an attempt to maintain consistency between means and ends: 'There is no way to peace, peace is the way'. The stress in education for peace is thus as much on method as on content.
  • If one is teaching for peace and not merely about peace, a close relationship needs to exist between ends and means, content and form. If one is concerned about developing self-respect, appreciation of others, concepts of justice and nonviolence, they must also be part of the process of learning itself. This puts the teacher in the role of a facilitator rather than in authority, creating a personcentred learning climate which involves much more than just the intellect. Such a climate will encourage participatory and experiential learning, it will involve democracy in action through the development of social and political skills in the classroom.
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
stephknox24

PeaceBuilders - Creating Safe, Positive Learning Environments - 0 views

www.peacebuilders.com

peace_education violence prevention

shared by stephknox24 on 11 Apr 11 - Cached
  • stephknox24 on 11 Apr 11
     
    PeaceBuilders is the research-validated youth violence prevention program approved for the federally funded Safe & Drug-Free Schools Act. PeaceBuilders is a comprehensive program launched in organizations that shifts the entire climate to a peaceful, productive and safe place for children, teenagers, parents, staff and faculty. To learn more about PeaceBuilders, click here.
Teachers Without Borders

Africa Faces Surge of Secondary School Students | Africa | English - 0 views

www.voanews.com/...School-Students-139528728.html

Africa EFA MDGs education development

shared by Teachers Without Borders on 19 Mar 12 - No Cached
  • Africa’s educational systems are suffering from growing pains.  More students than ever are enrolling in school, but the supply of teachers and infrastructure have not kept up with demand. Educators say about 80 percent of African students are completing primary school -- thanks in part to the push to meet the UN’s Millennium Development Goals. They call for universal primary education by the 2015. John Daniel, the president and CEO of the intergovernmental organization the Commonwealth of Learning, says success is bringing more challenges. SCOPESecondary school students at KwaMhlanga High School in Mpumalanga, South Africa. “The African countries achieved in 10 years what it took many developed countries 100 years to do two centuries ago," he said, "and they don’t have many resources left over to do secondary.”
  • “Girls who have secondary education … have on average worldwide one-point-eight fewer children than girls who don’t," he said. "That’s a difference of two or three billion to the population of the world by 2050. There is [one educational researcher, Joel Cohen] who says therefore girls’ education is best way of stopping population growth and climate change.”
  • The Commonwealth of Learning proposes open schools, using new technologies and new ways to meet the needs of school aged children, drop-outs, mothers who want to learn at home and working adults. He said the schools cut costs and save time by using new technologies, including cell phones. Secondary school curricula can be created and shared among schools without costly intellectual property rights.
  • ...2 more annotations...
  • That’s exactly what’s happening in a project involving six Commonwealth countries that develop and share course materials – Botswana, Lesotho, Namibia, Seychelles, Zambia and Trinidad and Tobago.
  • Some secondary schools in Africa are considering the use of cell phones to reach students who cannot attend traditional classroom lectures.  Instead, they can listen to lessons sent by voicemail and even take tests by phone.
Teachers Without Borders

EVOKE -- a crash course in changing the world | A World Bank Blog on ICT use in Education - 0 views

blogs.worldbank.org/...h-course-in-changing-the-world

EVOKE serious games socialchange socialissues Africa developing nations

shared by Teachers Without Borders on 03 Apr 10 - Cached
  • Evoke emerged from discussions with universities in Africa who increasingly wanted to find avenues to encourage their students to engage in local communities and develop innovative solutions to local development challenges. The universities were searching for ways to engage students in real world problems and to develop capacities for creativity, innovation, and entrepreneurial action that many believe will be the engine for job creation now and in the future.
  • Evoke  therefore is designed to empower young people all over the world, and especially in Africa, to start solving urgent social problems like hunger, poverty, disease, conflict, climate change, sustainable energy, health care, education, and human rights.; to collaborate with others globally; and to develop real world ideas to address these challenges.Players will be challenged to complete a series of ten missions and ten quests -- one per week, over the course of the ten-week game.   The "text book" for this course is an online graphic novel written by Emmy-award nominated producer Kiyash Monsef. 
  • The game's creative director, alternate reality pioneer Jane McGonigal, is debuting the game at this week's TED conference in Long Beach, California.  As she describes the game, "An evoke is an urgent call to innovation.  When we evoke, we look for creative solutions. We use whatever resources we have. We get as many people involved as possible. We take risks. We come up with ideas that have never been tried before. That's what we're asking players to do in this online game. To learn how to tackle the world's toughest problems with creativity, courage, resourcefulness and collaboration."
Teachers Without Borders

Charity Report: Water - A Child's Right - 0 views

www.soschildrensvillages.ca/...Water-Child-Right-111.aspx

water water_day water_crisis MDGs Africa children

shared by Teachers Without Borders on 02 Apr 10 - Cached
  • Imagine, for a moment, that you had to walk for miles to find clean water. Imagine again, if you lived in a country devastated by civil war and humanitarian disaster, and your only source of water was contaminated by the runoff from refugee camps—garbage, human excrement, and people bathing.
  • UN Secretary-General Ban Ki-Moon issued a statement today. “Water is the source of life and the link that binds all living beings on this planet,” he said. “It is connected directly to all our United Nations goals: improved maternal and child health and life expectancy, women's empowerment, food security, sustainable development and climate change adaptation and mitigation.” There is good news: there have been vast improvements in water and sanitation—so much so that 87% of the world population can now access safe drinking water, and is on-target to meet the targets identified in the Millennium Development Goals. The majority of these improvements have been in rural areas.
  • 90% of the 1.1 billion people forced to defecate in open areas due to a lack of toilets or latrines are rural dwellers. Conditions such as these are the primary cause of the 1.5 million deaths of children under five years old due to diarrhoeal diseases, the UN reports. Such needless deaths have been called “an affront to our common humanity” by Ban Ki-Moon. In addition to faecal contamination risks, poor personal hygiene, agricultural and livestock runoff, and inadequate garbage disposal services can spread water-borne diseases.
Teachers Without Borders

Turning environmental destruction into a crime against peace - AlertNet - 0 views

www.trust.org/...ion-into-a-crime-against-peace

environmental destruction peace peace_education environmental_education

shared by Teachers Without Borders on 18 Jan 11 - No Cached
  • environmental lawyer Polly Higgins outlined the proposed law of ecocide, which she says should be recognised by the United Nations as a fifth crime against peace alongside genocide, crimes against humanity, war crimes and crimes of aggression.
Teachers Without Borders

UNICEF-supported programme prepares Georgian students for potential disasters - YouTube - 0 views

www.youtube.com/watch

students disasters Georgia disaster_preparedness UNICEF teaching education disaster risk reduction climate change

shared by Teachers Without Borders on 19 Oct 11 - No Cached
  • Teachers Without Borders on 19 Oct 11
     
    A UNICEF-supported Disaster Risk Reduction (DRR) programme was officially incorporated into the national curriculum last month, providing learning materials for school children, along with educational games and child-friendly posters.
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