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Teachers Without Borders

In Somalia, UNICEF constructs classrooms and trains teachers for children dis... - 0 views

www.educationandtransition.org/...children-displaced-by-conflict

somalia children education teacher development teachers UNICEF classrooms

shared by Teachers Without Borders on 01 Jun 11 - No Cached
  • “You can’t compare what we have now with how it used to be. Now we have good space for the children to learn, we have classrooms and furniture, toilets and hand-washing facilities.” says Mr. Odol. There are now 305 children – 234 of them girls – enrolled at the small school. It runs two shifts, one in the morning and the other in the afternoon, to accommodate the increasing number of students. The effect has been startling. “Children are learning better now. We have a better environment and enrolment has doubled because children prefer to spend their time in school,” says Mr. Odol.
  • Although the incentive he receives is not much, Mr. Odol says that he will keep teaching in his community. “I want to continue to teach these children, my children,” he says. “I hope that the children I teach will grow up to know how to help themselves and their families.”
  • UNICEF is constructing classrooms, training teachers, supplying learning and teaching materials and school uniforms, and distributing vouchers to families to ensure that children are released to spend time in school instead of working to support their families. UNICEF is also providing financial incentives for teachers.
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  • NICEF is helping to pay incentives to over 1,100 teachers across Somalia,” says UNICEF Education Officer Salad Dahir. At Shabelle School, each child has a complete set of textbooks and learning materials that have been provided with UNICEF support.
Teachers Without Borders

Commonwealth of Learning - A Basic Guide to Open Educational Resources (OER) - 0 views

www.col.org/...detail.aspx

guide COL OER

shared by Teachers Without Borders on 02 Aug 11 - No Cached
  • This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively.
Teachers Without Borders

Education at a Glance 2011: OECD Indicators - 1 views

www.oecd.org/...63238_48634114_1_1_1_1,00.html

OECD statistics report education

shared by Teachers Without Borders on 25 Sep 11 - No Cached
  • Across OECD countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.
  • ISBN: 9789264114203 Publication: 13/9/2011 (click on the image to download the publication)   Education at a Glance 2011: OECD Indicators Across OECD countries,
  • The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults’ chances of employment.
Teachers Without Borders

Somalia: Children need school as well as food - Save the Children UK - 0 views

www.savethechildren.org.uk/...en-need-school-as-well-as-food

Somalia drought education schools

shared by Teachers Without Borders on 01 Oct 11 - No Cached
  • For many children in Somalia, the arrival of September meant the start of a new school year. But, for a huge number of children, school remains inaccessible. In South Central Somalia, an estimated 1.8 million children aged between 5 and 17 have been out of school. This number looks set to grow even bigger with the influx of internally displaced people caused by the country’s food crisis.
  • For children facing these risks, education is essential to provide protection in a safe environment. Children learn life-saving knowledge and skills, and they become more linked into other services – food, nutrition, health, water, sanitation and child protection. That’s why our emergency team in Somalia is making access to schools a priority. We’re building on Save the Children 20-years’ experience here. We’re now running in South Central Somalia, Somaliland and Puntland.
  • Another is the project in Somalia called Strengthening Capacity for Teacher Training, which works with primary and secondary school teachers. Teachers are trained in teaching skills, and the project focuses on girls’ education and on using effective teaching methodologies that incorporate local materials developed by Somali staff.
Teachers Without Borders

Rwanda makes gains in all-inclusive education | Society | Guardian Weekly - 0 views

www.guardian.co.uk/...andan-schools-open-up-disabled

Rwanda teachers child-friendly disabilities students education

shared by Teachers Without Borders on 02 Sep 11 - No Cached
  • In Rwanda, children with disabilities typically face discrimination and are excluded from school and community life. Silas Ngayaboshya, a local programme manager for Handicap International (HI), says that "many families hide their kids at home because having a disability is a shameful thing for the child and the family, as it's considered to be a punishment from God".
  • Rwanda's ministry of education says that 10% of young people have disabilities, while the Education for All (EFA) Global Monitoring Report 2010 concludes that the number of disabled children at school is likely to be small. A few attend their local mainstream school, though most go to special schools and centres in urban areas, too far for most Rwandans and mainly for children with visual or hearing impairments.
  • Despite these shortcomings, Rwanda's education system overall is considered to be one of the most progressive in Africa. The government recently introduced free compulsory education for the first nine years of school for all Rwandan children (this initiative is expected to increase to 12 years from next year). According to Unicef, Rwanda now has one of the highest primary school enrolment rates in Africa (95% of boys and 97% of girls in 2009). 
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  • Currently, the ministry of education and Unicef fund 54 "child-friendly" schools across Rwanda, which also provide "best-practice" examples to other schools in their cluster areas. A 2009 Unicef report on the initiative indicates that they have assisted 7,500 disabled children. The government is aiming to expand the programme to 400 schools nationwide by 2012, and has also adopted it as the basic standard for all Rwanda's primary schools.
  • Ngayaboshya, who worked with Claude, says that his inclusion plan also involved preparing the teachers and the other children at his school through measures such as pinning up Claude's picture in the classroom, talking in class about how disability can occur, inviting the class to contribute ideas that could help to include him, and encouraging Claude's father to visit the school and show teachers simple measures to assist his son.
  • It took weeks to integrate Claude into school life, but he now gets good grades and is making friends. And he walks over a kilometre every day on his crutches to go to school. Although it is a long way he doesn't mind the journey, and is excited about the classroom. 
  • Undoubtedly there are complex challenges for disabled learners in Rwanda. These include the lack of awareness among families that children with disabilities can attend school; poverty (poor families might need their children to support them with looking after animals, fetching water or firewood); the effects of the genocide in 1994, including the massacre of thousands of teachers that has reduced their numbers (the pupil-teacher ratio in Rwanda is as high as 60:1 according to HI); and the burden placed on resources by a curriculum shift from French to English as the official language of instruction.
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

Mosoko - NRCC Wiki - 0 views

wiki.nrcc.noklab.com/Mosoko

mosoko mobile phones Nairobi Africa development developing nations cell phone wiki audio wiki Nokia

shared by Teachers Without Borders on 09 Apr 09 - Cached
  • Two recent examples show how mobile phones can improve peoples' access to information in developing economies. Robert Jensen studied the effect of the growth in mobile phone use in fishing villages in the Indian state of Kerala. As cellular coverage grew from nothing to 100% from 1997 to 2000, the fish market became more efficient: fishermen knew where that days' catch would fetch a good price, price fluctuations between villages diminished, and fewer fish were discarded at the end of each day. A second example shows how markets for agricultural goods -- accessed via phone -- aided farmers in East Africa. The Kenyan Agricultural Commodity Exchange makes nationwide prices available through text messages. Prior to the Exchange, the main source of pricing information was the middleman to whom the farmers were selling -- people who were motivated to buy the commodity as cheaply as possible. Armed with better pricing information, farmers can now sell their goods for prices closer to market rates.
  • Billions of people have mobile phones but only a small fraction of those people have access to the Web. We are focusing on three main types of services that are widespread on the Web, but are absent in developing regions: classified advertising, social networks, and information sharing through Wikis. In all three service aspects, we seek to provide an intuitive and dynamic infrastructure for user-generated content. Craigslist, in the US, and similar free classified services in other developed countries have created marketplaces for exchanging goods and services where none existed before. Their web-based access cannot be brought to developing countries in the near future. Instead, what if we could assist people in forming similar types of connections using only their mobile phones?
  • Short-term goals: Focus on one domain: apartment listings. Build a prototype and deploy it for a month in Nairobi for free.
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  • Provide more powerful interfaces to users who do have Internet access. These interfaces will be both through standard computer web browsers and through customized applications that run on higher-end phones. Currently, the vast majority of phones in developing regions are not capable of running customized applications (e.g. Java). Use speech recognition to improve matching process.
  • This project seeks to develop an "audio wiki" -- an open platform (like Wikipedia) that people can freely access and contribute to, but rather than using a desktop computer, they use a cell phone. This means that all content will be spoken rather than written, and there are a host of interesting challenges in user interfaces, speech recognition, and audio processing that need to be tackled.
Teachers Without Borders

Which countries spend more on arms than primary schools? | News | guardian.co.uk - 1 views

www.guardian.co.uk/...adult-literacy-war-crimes

developing nations teachers education conflict schools report

shared by Teachers Without Borders on 06 Apr 11 - No Cached
  • "When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."
  • According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).
  • The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)
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  • But while the Unesco report examines the effects of conflict on education, it criticises donor countries for skewing assistance towards a small group of "strategic" countries while neglecting the world's other equally poor and equally conflict-affected countries. While aid for basic education increased more than fivefold in Afghanistan during the past five years, for example, it stagnated or declined in other conflict-affected countries, such as Ivory Coast.
  • Globally, more children are going to school than ever before but, according to the report, the number of children out of school is falling far too slowly, and progress is far too varied across the different regions of the world.
  • Half-of the world's out-of-school children live in just 15 countries. The largest population of out-of-school children is in Nigeria (8.3 million), followed by Pakistan (7.3 million), India (5.6 million), Ethiopia (2.7 million), and Bangladesh (2 million)
  • In sub-Saharan Africa, about 10 million children drop out of school every year
  • It also points to key capacity gaps – for example, that another 1.9 million teachers will be needed by 2015 to achieve universal primary education
Teachers Without Borders

UNICEF - Côte d'Ivoire - Children struggle to access basic education as schoo... - 0 views

www.unicef.org/...cotedivoire_57879.html

Cote D'Ivoire education conflict schools students children UNICEF

shared by Teachers Without Borders on 06 Apr 11 - No Cached
  • BOUAKÉ, Côte d’Ivoire, 9 March 2011 – Since last November’s disputed presidential election, many schools in Côte d’Ivoire have remained closed. There are now nearly 800,000 children waiting to get back to learning.
  • The impact could be long-term. “This school year is seriously disrupted and if children cannot go to school during a crisis, they are more likely to drop out and never return even when the crisis is over,” said Save the Children Country Director Guy Cave.
  • The effect of the school closures can be seen around the country. In Bouaké, a city in central Côte d’Ivoire, the streets are filled with children who – faced with nowhere to learn – sell goods to earn a little money and help support their family.
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  • UNICEF, Save the Children and other partners are working to get children back to school as quickly as possible. Temporary schools have been set up in places such as Duékoué in the west, where 15,000 refugees have been sheltering since January.
  • An estimated 60 per cent of teachers are not in post due to the growing insecurity.
  • In the south, public schools have been more or less open for the last couple of months, but the on-going political crisis is causing a heavy burden on families. It’s paralyzed the economy causing massive layoffs, and with banks closed families are finding it increasingly difficult to have money to feed their children and send them to school. Food prices have also soared since the beginning of the year.
  • Public school is free in Côte d’Ivoire but families have to pay for school supplies and other miscellaneous fees. Where schools are open, UNICEF is distributing school bags filled with supplies such as textbooks, pens, pencils, eraser, pencil sharpener to support families in need.
  • Unfortunately, the education crisis in Côte d’Ivoire is compounded by chronic poverty. At the moment, families are faced with the difficult choice of feeding their children or sending them to school. It’s a decision no one should ever to have to make.
Stephanie Lill

Internet's memory effects quantified in computer study - 0 views

www.bbc.co.uk/...science-environment-14145045

memory Internet psychology computers test

shared by Stephanie Lill on 18 Jul 11 - No Cached
  • Stephanie Lill on 18 Jul 11
     
    Computers and the internet are changing the nature of our memory, research in the journal Science suggests.
Teachers Without Borders

allAfrica.com: Ghana: School-Going Children Still At Home - From Edmond Gyebi, Tamale - 0 views

allafrica.com/...201107010243.html

Ghana EFA education girls' education school

shared by Teachers Without Borders on 02 Jul 11 - No Cached
  • In spite of numerous interventions by governments to ensure quality basic education for all Ghanaian children, the majority of children of school-going age in some parts of the Northern Region are still not in school.
  • Against this backdrop, the Right To Play, a child-centered international non-governmental organisation (NGO) operating in the three northern regions, has taken steps to ensure that all children of school-going age in their operational areas are enrolled in school.
  • The Right To Play, currently, operates in about 50 communities in four districts in the Upper East, Upper West and Northern Regions. The NGO is using all forms of play activities including drama, talent hunt and football competitions to effect changes in the behaviour and development of its target groups.
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  • The Northern File gathered that young girls in the Tingoli community see early marriage as the surest way of removing themselves and their parents from poverty, to the total neglect of their education.
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