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UNICEF - Afghanistan - In Kabul, the Government of Japan funds new classrooms to improv... - 0 views

www.unicef.org/...afghanistan_59077.html

UNICEF Afghanistan schools education

shared by Teachers Without Borders on 05 Aug 11 - No Cached
  • KABUL, Afghanistan, 5 July 2011 – New classrooms, chairs and desks mean better education at Shirino High School, one of the schools renovated and refurbished with funds from the Government of Japan as part of its ‘1,000 Classrooms’ initiative.
  • There were lots of problems last year, our students were sitting outside in the sun and they didn’t have a classroom,” recalls Shirino High School Headmistress Qamar Hadi. “There were no chairs or tables for the students.”
  • With new classrooms, the number of children enrolled in school has increased and retention rates have improved
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  • Kabul’s rapidly growing population has led to a severe shortage of classrooms and overcrowding in schools. In 2010, most schools in the city were teaching students in three shifts with up to 60 students per class.
  • “In the new classrooms, we are more comfortable than in the old ones,” says Akil, 14. “Now we have a chair for each student. Before, there was one chair for three students and it was very tiring. This new building is very good for us.”
  • Other improvements to create a safe, healthy and hygienic learning environment include boundary walls, recreation areas, water points and separate latrines for boys and girls. Providing a safe, attractive and sanitary environment is important for improving the enrolment and retention of girls, as studies and experience in numerous countries have shown.
  • The principles of child-centred learning have been taught to more than 3,000 teachers in workshops conducted by UNICEF. The workshops give teachers the skills needed to ensure that lessons focus on each child’s ability, stimulate his or her interest and participation in classroom activities, and deal with the child’s problems.
  • In addition, UNICEF runs workshops for student representatives and community committees to encourage their involvement in managing local schools. The results of school improvements are already starting to be seen.
Teachers Without Borders

Video Series - Improving Education in Mexico - 1 views

www.oecd.org/...84327_47930548_1_1_1_1,00.html

mexico education video teachers instruction

shared by Teachers Without Borders on 22 Jun 11 - No Cached
  • Teachers Without Borders on 22 Jun 11
     
    Video Series: "Improving Education in Mexico" Mexico has participated in every cycle of the Programme for International Student Assessment (PISA) since 2000. Inspired by PISA 2009 results and in the context of the cooperation agreement with Mexico, a video series entitled "Improving Education in Mexico" has been developed. The series consists of five short video segments (5 to 6 minutes), available in English and Spanish, that cover the following themes
Teachers Without Borders

BBC News - England's schools should learn from Japan, says Twigg - 0 views

www.bbc.co.uk/...education-18057883

twb_app England education schools reform

shared by Teachers Without Borders on 24 May 12 - No Cached
  • He continues: "Education in England has had years of reform to structures, exams and accountability measures. But the style of classroom teaching has changed little since Victorian times. "In Japan, teaching practices have changed markedly in the last 50 years, through a process of gradual, incremental improvements over time. Japan gives teachers themselves primary responsibility for improving classroom practice."
  • He highlights how participation in continual professional development, known as kounaikenshuu, is considered a core job requirement in Japan. Mr Twigg also points out that in England, teachers lead students through a series of steps to help them learn how to solve problems.
  • Teachers Without Borders on 24 May 12
     
    England's schools should take lessons from Japan and the Far East on how to improve performance, the shadow education secretary says. Stephen Twigg says despite many school reforms, there has been little change to the style of classroom teaching since Victorian times.
Tiffany Hoefer

Learners and Learning: Module | OER Commons - 1 views

www.oercommons.org/...view

teacher education learners learning school application theories practical

shared by Tiffany Hoefer on 27 Aug 12 - No Cached
  • Tiffany Hoefer on 27 Aug 12
     
    Module that addresses most directly the central, core business of schooling. The aim of the module is to improve the teaching abilities of teachers. It accordingly promotes a theoretically informed understanding of what learning is,how it takes place, and how teachers may go about organising systematic learning. The module enables teachers to analyse learning, and, in so doing, to reflect on what they can do to improve it. Thus, while the module draws on the learning theories of writers like Piaget and Vygotsky, it grounds these examples, practical exercises, and case studies drawn from schools. From SAIDE
Teachers Without Borders

Vietnam demands English language teaching 'miracle' | Education | Guardian Weekly - 0 views

www.guardian.co.uk/...alistic-english-teaching-goals

Vietnam education teacher development teachers TEFL English language reform teaching

shared by Teachers Without Borders on 25 Nov 11 - No Cached
  • More than 80,000 English language teachers in Vietnam's state schools are expected to be confident, intermediate-level users of English, and to pass a test to prove it, as part of an ambitious initiative by the ministry of education to ensure that all young people leaving school by 2020 have a good grasp of the language.
  • But the initiative is worrying many teachers, who are uncertain about their future if they fail to achieve grades in tests such as Ielts and Toefl."All teachers in primary school feel very nervous," said Nguyen Thi La, 29, an English teacher at Kim Dong Primary School in Hanoi."It's difficult for teachers to pass this exam, especially those in rural provinces. B2 is a high score.""All we know is that if we pass we are OK. If we don't we can still continue teaching, then take another test, then if we fail that, we don't know."
  • "No teachers will be sacked if they are not qualified because we already know most of them are not qualified. No teachers will be left behind and the government will take care of them. But if the teachers don't want to improve, then parents will reject them because only qualified teachers will be able to run new training programmes."
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  • The state media recently reported that in the Mekong Delta's Ben Tre province, of 700 teachers who had been tested, only 61 reached the required score. In Hue, in central Vietnam, one in five scored B2 or higher when 500 primary and secondary teachers were screened with tests tailored by the British Council.
  • "B2 is achievable enough. The teachers I know want to improve their English but want their salaries to be higher so that they can have an incentive to try harder to meet the standard," said Tran Thi Qua, a teacher trainer from the education department in Hue.
  • A new languages-focused curriculum delivered by retrained teachers should be in place in 70% of grade-three classes by 2015, according to ministry plans, and available nationwide by 2019. English teaching hours are set to double and maths will be taught in a foreign language in 30% of high schools in major cities by 2015.
  • "The government needs to fund courses to help improve the quality of the teachers, and pay them more money, but I think if teachers don't want to improve, then they should change jobs," she said.
  • Rebecca Hales, a former senior ELT development manager at British Council Vietnam, said: "The ministry is taking a phased approach, which is commendable, but there are issues with supply and demand. They don't have the trained primary English teachers. The targets are completely unachievable at the moment."
  • "The teacher trainers we trained up are now at the mercy of the individual education departments. There's no evidence at this stage of a large-scale teacher training plan," Hales said.
  • "There are many challenges. We are dealing with everything, from training, salaries and policy, to promotion, how to train [teachers] then keep them in the system. I'm not sure if [Project 2020] will be successful. Other countries have spent billions on English language teaching in the private sector but still governments have been very unhappy with the outcomes."
Konrad Glogowski

Toward Universal Learning: What Every Child Should Learn | Brookings Institution - 1 views

www.brookings.edu/...learning-metrics

universal learning children education Brookings report

shared by Konrad Glogowski on 30 Sep 13 - No Cached
  • Konrad Glogowski on 30 Sep 13
     
    In the run-up to 2015 and beyond, the global education community must work together to improve learning and propose practical actions to deliver and measure progress. In response, UNESCO through its Institute for Statistics (UIS) and the Center for Universal Education (CUE) at the Brookings Institution have co-convened the Learning Metrics Task Force (LMTF). The project's main objective is to shift the focus of global education debates from access to access plus learning. Based on input from technical working groups and global consultations, the task force will make recommendations to help countries and international organizations measure and improve learning outcomes for children and youth worldwide.
Teachers Without Borders

Rwanda: MINEDUC Shifts Focus to Teachers' Quality - 1 views

allafrica.com/...201003090056.html

Rwanda developing nations MDGs teachers in-service pre-service teacher development

shared by Teachers Without Borders on 22 Jul 10 - Cached
  • Teachers Without Borders on 22 Jul 10
     
    "Kigali - The Ministry of Education (MINEDUC) has turned its focus to teacher quality assurance to improve the quality of education. This was declared yesterday at the opening of a two-day summit on teacher education, management and professionalisation. According to the Minister of Education, Dr. Charles Muligande, the quality of education in the country cannot be attained if the teachers who are the backbone of the change are not taken into account. "The enhancement in the quality of education can be attained through improvement of infrastructure. However, unless the quality of the teachers is assured, nothing can be attained," Muligande said."
Teachers Without Borders

Welcome - Millennia 2015- ©® Institut Destrée / The Destree Institute - 0 views

www.millennia2015.org/news.asp

girls girls' education MDGs development report health

shared by Teachers Without Borders on 29 Dec 10 - No Cached
  • Teachers Without Borders on 29 Dec 10
     
    Start with a Girl: A New Agenda for Global Health Center for Global Development   "The health of adolescent girls is everyone's business. We all need to step up to the plate to embrace this ambitious agenda."-Melinda Gates   Improving the health of adolescent girls in the developing world is the key to improving maternal and child health, reducing the impact of HIV, and accelerating social and economic development.   Start with a Girl: A New Agenda for Global Health describes the most prevalent and serious health problems adolescent girls face in developing countries, linking them to a combination of specific public-health risks and social determinants of health. It highlights the diverse ways in which governments and non-governmental organizations have sought to break vicious cycles of ill health. Finally, and most importantly, the report lays out an ambitious yet feasible agenda for governments, donors, the private sector, and civil society organizations-complete with estimates of indicative costs.
Teachers Without Borders

Ontario shows us we should support our teachers, not shame them | Education | The Guardian - 0 views

www.guardian.co.uk/...shows-support-teachers-schools

teachers Canada teaching teacher development ontario education support the guardian guardian

shared by Teachers Without Borders on 19 Mar 12 - No Cached
  • When the provincial government in which Levin served was elected, the Ontario school system was in trouble. In Canada each province has sole responsibility for education, and previous administrations had made structural changes, slashed funding, over promoted testing and gone to war with the unions. Perhaps most important, Levin writes: "The government was vigorously critical of schools and teachers in public." The result was industrial unrest, plummeting teacher morale, low parental confidence and stagnating pupil achievement. Maybe not surprisingly, in 2003 a new government was elected on a platform of renewing and improving public education. Today Ontario is widely acclaimed, not least by both the Programme for International Student Assessment (Pisa) and the OECD for its rare combination of excellence and equity for all.
  • The Ontario government chose a few targeted and ambitious, but not unusual, objectives: raising standards for all, narrowing gaps, increasing participation rates, and growing public confidence in state schools. But rather than experimenting with US-style marketisation policies and tinkering with structures, it developed a rigorous programme based on evidence, and began a relentless focus on implementation and building capacity at every level.
  • "Skill" and "will" became the watchwords, not just for teachers but for everybody involved in the education system, which progressed rapidly thanks to massive investment in leadership and professional development at school, district and ministerial level.
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  • Public statements from government and ministers were switched to be deliberately supportive rather than dismissive of state schools. Finally, and most crucially, the government set out to build a respectful, collaborative relationship with teachers, unions, pupils and parents. "You cannot threaten, shame or punish people into top performance," writes Levin.
  • Teachers Without Borders on 19 Mar 12
     
    Ontario shows us we should support our teachers, not shame them The Canadian province improved its education system by being supportive rather than dismissive of state schools
Teachers Without Borders

AFGHANISTAN: Struggling to improve education - 0 views

www.irinnews.org/report.aspx

Afghanistan Education Under Attack schools

shared by Teachers Without Borders on 04 Sep 10 - Cached
  • KABUL, 29 August 2010 (IRIN) - Education in Faryab Province, northern Afghanistan, has never been as good as it is now thanks to the dozens of new schools built by Norway.
  • Faryab is a success story in a country where almost half of the 12,600 schools nationwide do not have a building (classes are held in the open or in tents), officials said.
  • Norway’s flag and other official symbols are not used on the schools which, according to some experts, have helped keep them immune from armed attacks. Schools, students and teachers have often been attacked and harassed by gunmen allegedly associated with Taliban insurgents.
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  • n terms of education, the southern province of Helmand, severely affected by the insurgency, appears to lag far behind Faryab Province.
  • Though it has roughly the same population as Faryab, Helmand has only 282 schools of which over 150 have been closed due to insecurity and lack of teachers, provincial officials said.
  • “Building schools does not mean improving education - any more than building a hospital means improving health care,” adding that the focus on education was good but not at the cost of other important issues.
  • Up to seven million students are currently enrolled at schools across Afghanistan, according to the Education Ministry, indicating significant progress since 2001 when only two million (boys only) were enrolled.
  • However, about five million school-age children, mostly girls in the insecure southern and eastern provinces, are still being deprived of an education due to war, poverty, lack of schools and social restrictions, the Education Ministry said.
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.
Konrad Glogowski

Educators in Exile - 0 views

publications.thecommonwealth.org/educators-in-exile-965-p.aspx

Education_Under_Attack teachers report refugees PDF

shared by Konrad Glogowski on 27 May 13 - No Cached
  • Konrad Glogowski on 27 May 13
     
    Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher. Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
Teachers Without Borders

Foundation Center - PubHub - Center on Reinventing Public Education - Learning From Cha... - 0 views

foundationcenter.org/...pubhub_item.jhtml

foundation education learning student strategies school charter report

shared by Teachers Without Borders on 13 Apr 12 - No Cached
  • Teachers Without Borders on 13 Apr 12
     
    Describes charter school management practices linked to improved student achievement: setting high expectations for student behavior to promote a safe and focused learning environment, and providing intensive, individualized coaching for teachers.
Teachers Without Borders

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

timesofindia.indiatimes.com/...12685853.cms

india system teachers teacher teacher education reform

shared by Teachers Without Borders on 19 Apr 12 - No Cached
  • Teachers Without Borders on 19 Apr 12
     
    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

Collaborate Smart: Practical Strategies and Tools for Educators | CEC Store - 1 views

www.cec.sped.org/...ProductDetail.cfm

educators collaboration teacher development book co-teaching

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • Teachers Without Borders on 23 Mar 12
     
    From Susan M. Hentz, noted educational speaker and author of Teach Smart, and Phyllis M. Jones, a teacher administrator and educator; Collaborate Smart: Practical Strategies and Tools for Educators is a masterful tool for improving co-teaching and collaborative communication among members of teaching teams. The evolving process of collaboration in the classroom involves negotiation, re-negotiation, respect, trust, and the creation of a level of comfort in the partnership that allows for risk taking in thinking and practice, which yields cohesive instruction that best impacts a student's learning experience. A "how-to" guide for every educator, Collaborate Smart enhances your resources for instruction through its fully developed, comprehensive yet practical information.
Teachers Without Borders

Standardized Test Scores Can Improve When Kids Told They Can Fail, Study Finds - 0 views

www.huffingtonpost.com/...s-can-improve-w_n_1343020.html

teacher development bestpractices Math activities classroom teaching assessment formative_assessment

shared by Teachers Without Borders on 23 Mar 12 - No Cached
  • As it turns out, Alcala's students aren't the only ones who can benefit from exercises like "my favorite no." A new study by two French researchers published in the Journal of Psychology: General shows how telling students that failure is a natural element of learning -- instead of pressuring them to succeed -- may increase their academic performance.
  • "We wanted to show that even if you put children in a situation where there's no pressure, the simple fact that they're confronted with difficulty could trigger a disruption in their performance."
  • To verify this hypothesis, Croizet and Autin conducted three studies among sixth graders in their city, Poitiers. In one experiment, they gave 111 sixth graders an impossible set of anagrams to solve. Then Autin told one group of kids that "learning is difficult and failure is common," but hard work will help, "like riding a bicycle." Autin asked a second group of kids how they attacked the problems after the test. When both groups, plus a control group, then took an exam that measured working memory -- a capacity often used to predict IQ -- the students Autin had counseled performed "significantly better" than both groups, especially on the tougher questions.
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  • He noted that similar studies in the U.S. have found that college students perform better after reading positive messages, and that he replicated the experiment by having older students tell younger students that they should "expect middle school to be difficult but doable" -- and found that state test scores increased dramatically.
  • The researchers also found that test relaxation techniques that seem obvious to most teachers, such as telling students that they can perform well, can actually make kids more anxious -- and thus perform at lower levels. "It makes sense to me," Alcala, the Berkeley teacher, said of the study. "I've been doing it [my favorite no] for four years now, and my kids' understanding is significantly better than before, as measured by test scores."
Tiffany Hoefer

Classroom Guide: Top Ten Tips for Assessing Project-Based Learning | Edutopia - 0 views

www.edutopia.org/-based-learning-resource-guide

resources edutopia professionaldevelopment assessment pbl Projectbasedlearning learning guide

shared by Tiffany Hoefer on 01 Apr 12 - No Cached
  • Tiffany Hoefer on 09 Aug 12
     
    Free guide and downloads to improve how teacher's assess project based learning. Requires free registration with edutopia to access pdf document.s
Teachers Without Borders

Copenhagen Consensus: Three strategies for fixing education in the developing world. - ... - 0 views

www.slate.com/..._in_the_developing_world_.html

copenhagen consensus world developing education development developing nations

shared by Teachers Without Borders on 18 May 12 - No Cached
  • Teachers Without Borders on 18 May 12
     
    We can improve education in poor countries by showing parents the importance of schooling.
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