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SKNVibes | OAS Ministers of Education highlight the role of teachers in the "Declaratio... - 0 views

  • I hope that following this meeting and the Declaration of Paramaribo, Member States and the Governments that you represent will not only endorse the vision that you have agreed upon, but also will translate that into a working plan to put money behind those plans, to execute those plans,” the OAS official added. He also tanked national representatives on the support they provide to the OAS on these issues.
  • Minister Sapoen said that the meeting was “a very fruitful exchange of information, experiences and practices”. “Don’t let these agreements stay in words. We are currently in the years of writing words, let the coming years be the years of doing,” he added.
  • The Surinamese Minister was elected at the meeting to Chair the Inter-American Committee on Education (CIE, by its Spanish acronym), succeeding Ecuadorian Minister Gloria Vidal. Also elected were Costa Rica and Paraguay, both as Vice Chairs.
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  • The “Declaration of Paramaribo (available here) stressed the importance of teachers in all levels of the educational process. “We reaffirm the key role of the teacher in educational processes and results and recognize that the participation of teachers in efforts to improve the quality of education is important, so as to help ensure that the results are effective and lasting,” the text says.
  • The document also highlights the need for educators “to have access to quality initial preparation and continuing professional development” and acknowledges that “policies to strengthen the teaching profession and opportunities for quality professional development are vital to attract, employ, induct, develop, evaluate, motivate, retain, and recognize teachers so that they become ever better educators.”
  • The Declaration of Paramaribo also emphasizes the importance of expanding access to new technologies in education, and applauded the progresses made by the Inter-American Teacher Education Network (ITEN).
  • the government of the United States announced during the meeting its commitment to further provide resources to strengthen ITEN’s work
  • In Paramaribo, some countries already put forward proposals such as strengthening teacher’s education; establishing diploma or degree equivalencies among countries; strengthening learning of languages; and considering the importance of the role of the family in education and development.
Teachers Without Borders

South Korean students' 'year of hell' culminates with exams day - CNN.com - 0 views

  • Seoul (CNN) -- Most South Korean students consider their final year in high school "the year of hell." It is when all students are put to the ultimate test. About 700,000 test applicants sat down in classrooms across the country Thursday to take their college entrance exams -- also known as the College Scholastic Ability Test (CSAT).
  • For many, this one test -- which lasts a good eight hours -- will determine which university they enter. It is considered the chance to make or break one's future. In a country where more than 80% of high school students move on to higher-level education, getting into a prestigious school is all the more competitive. The final year leading up to the test is one of most intense periods students will ever experience.
  • Many test-takers will give up sleep, living sometimes on only five hours of rest a day throughout the year. Family members live nervously in fear that they will disrupt the mood of their high-school child.
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  • South Korea's obsession with education and academic success is rooted in Confucianism. The long practice of equating social status with academic achievement has left behind a tradition of pouring everything into studying.
  • From elementary school ages, South Koreans will spend many hours in cram schools after their regular classes. Almost 75% of the student population last year took up private education, according to the Ministry of Education.
  • For a senior high school student, a study routine will include self-study sessions at school, cram school classes and more self-studying hours late into the night at private cubicles. This is all on top of their regular class hours.
  • The psychological burden is such that South Korea suffers from high student suicide rates. More than 200 students committed suicide in 2009 and about 150 the following year, according to Ahn's Presidential Advisory Council on Education, Science and Technology.
Teachers Without Borders

allAfrica.com: Rwanda: Free Basic Education Increases Enrolment - 1 views

  • Kigali — Early last year, the government introduced the 9-Year Basic Education (9 YBE) programme, which offers six years of primary education and three years of secondary education to all Rwandan children free of charge.The idea was to have school-going children unable to access education in the past to do so, and be able to compete in the job market regionally. The Ministry of Education also hopes that the programme will reduce the dropout rate in schools.Information from the Ministry of Education indicates that already, the current enrolment rate stands at 97 percent for boys and 98 percent for girls.
  • According to UNESCO, this is the highest enrolment rate in the region. So far, many countries are implementing free primary education. Few, however, have put in place a programme for post-primary education.
  • Several Headteachers say the programme has gained momentum following a recent schools construction campaign that has seen thousands of new classrooms built across the country. Nearly all the classrooms have been voluntarily built by parents, teachers, university students or government officials. They say the strategy of free education for all is beginning to pay off. The enrolment rate has increased as more children go to school.
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  • The goal is to reduce the teacher-student ratio from 74 to 45 students per teacher. Though headteachers commended the government's effort to equip schools with the basic teaching materials like books, they noted that lack of computers and the insufficient lab materials for practical lessons hamper the success of the programme.
  • Electricity also remains a challenge especially for schools and students in rural areas. This has a great impact on students' performance.
Teachers Without Borders

Ban stresses tolerance among communities for global peace and harmony - 0 views

  • He said that tolerance was crucial to guard against the politics of polarization at a time when stereotypes, ignorance and hatred threatened social harmony in a world of increasingly diverse societies. “Today’s world is more closely tied than ever by trade and information technology, but rifts between and within communities and States are being broadened and deepened by poverty, ignorance and conflict.
  • He explained that tolerance does not mean accepting all practices and views as equal, but its value lay in instilling greater awareness and respect for universal human rights and fundamental freedoms.
Teachers Without Borders

Haitian Teachers Revive Community and Rebuild Education | IREX - 0 views

  • When the only Haitian public teacher training institute collapsed in Port-au-Prince as a result of the earthquake, the once sparse availability of professional development opportunities for Haitian teachers became non-existent. Understanding the importance of continuous teacher training, Fanfan Joseph, an English teacher and President of the English Club of Cap-Haitien, organized a four-day training workshop for 50 English teachers in Cap-Haitien. Focusing on lesson planning, reflexive teaching, and cooperative learning techniques in the English as a Foreign Language (EFL) classroom, Joseph trained participants on practical skills that they could use in their classrooms immediately. The participants of this workshop celebrated Joseph’s efforts and encouraged him to organize another workshop, which he promptly did. This September, Joseph’s follow-on workshop focused on skills for effective teaching and learning in large classrooms. Teachers around the world struggle with large class size; a typical school in Haiti can include as many as 250 students in one classroom. The participants in Joseph’s workshops represent many different schools across northern Haiti, and each of them teaches hundreds of students. As a result of Joseph’s workshops, thousands of students across northern Haiti are engaged in interactive classrooms with teachers who have benefited from this recent and relevant training.
  • Another English teacher, Abel Mercier of Port-au-Prince, recognized that one of the most important things children need during times of crisis is the permission and space to have fun. “The secret to coping with post-traumatic stress in a community after an event such as the earthquake is to promote recreational activities among the children, teenagers, and adults,” says Mercier. This summer, Mercier organized a “Day of Fun” for over 80 high school students from Lycée Cité-Soleil in Port-au-Prince, the capital city that was hardest hit by the earthquake. Students gathered at the beach for a stress-free day of sports, arts, games, and more. By including a short workshop on the geological forces that cause earthquakes, and another on understanding the effects of psychology trauma, Mercier elevated his “Day of Fun” to a meaningful experience for a community in the midst of recovery.
  • Jovenal Thomas, another English teacher from Cap-Haitien, collaborated with Red Cross volunteers to deliver CPR training to high school students. “There is no Civil Defense Warning Program here, no 911 telephone number to call, limited ambulance service and very little access to medical treatment,” says Thomas. “Students need to be trained to deal with emergencies when they encounter them.”
Voytek Bialkowski

Human Rights Take Front and Center for the New York City Schools | Learn How to and Whe... - 0 views

  • The New York City schools has taken this directive seriously and to heart by creating its School for Human Rights, a combined middle and high school academy that is built around the concept of human rights.
  • Located in Brooklyn, the School for Human Rights is rare, even for the New York City schools. Its core values are dignity, respect and responsibility, which is the driving force behind its curriculum, how the students learn and the teachers teach, how they treat one another, and the types of adults the New York City schools hope the students become. Human rights are demonstrated to students by how the school meets the educational needs of each and every student; in its practices, such as discipline with dignity; examples given in class, questions raised by teachers, the active discussions, critical thinking and reflection that are part of the project-based coursework; and even in the human rights enriching field trips.
  • The School of Human Rights is the only New York City schools that integrates an academic and social skills-based curriculum. It even immerses human rights into its extracurricular activities, such as film festivals and workshops with human rights defenders.
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    Brief article on New York City School of Human Rights -- a combined middle & high school focused on HRE in curriculum, extra-curriculars, & pedagogical approach. Potentially interesting case study.
Voytek Bialkowski

Resources Guidelines for Human Rights-Based Schooling - 0 views

  • Approaches to human rights-based schooling In this section, you will find three manuals outlining very different approaches to the implementation of human rights schooling - a more theoretical UNESCO guide, a more legalistic and declarationist approach by ActionAid, and a more pragmatic, activist-oriented handbook by Katarina Tomaševski. By no means do these approaches have to be differentiated - it is possible to formulate a unique approach based upon a number of perspectives. Only you know what approach is right for your institution.
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    Portal with links to three major theoretical approaches to human-rights based schooling. The theoretical models are outlined in some manner of handbook or extended mission statement outlining valuable information on best practices, curriculum development, etc. Handbooks are in PDF.
Teachers Without Borders

Disaster Awaits Cities in Earthquake Zones - NYTimes.com - 0 views

  • t is not so much the city’s modern core, where two sleek Trump Towers and a huge airport terminal were built to withstand a major earthquake that is considered all but inevitable in the next few decades. Nor does Dr. Erdik agonize over Istanbul’s ancient monuments, whose yards-thick walls have largely withstood more than a dozen potent seismic blows over the past two millenniums.His biggest worry is that tens of thousands of buildings throughout the city, erected in a haphazard, uninspected rush as the population soared past 10 million from the 1 million it was just 50 years ago, are what some seismologists call “rubble in waiting.”
  • Istanbul is one of a host of quake-threatened cities in the developing world where populations have swelled far faster than the capacity to house them safely, setting them up for disaster of a scope that could, in some cases, surpass the devastation in Haiti from last month’s earthquake.
  • the planet’s growing, urbanizing population, projected to swell by two billion more people by midcentury and to require one billion dwellings, faced “an unrecognized weapon of mass destruction: houses.” Without vastly expanded efforts to change construction practices and educate people, from mayors to masons, on simple ways to bolster structures, he said, Haiti’s tragedy is almost certain to be surpassed sometime this century when a major quake hits Karachi, Pakistan, Katmandu, Nepal, Lima, Peru, or one of a long list of big poor cities facing inevitable major earthquakes.
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  • In Tehran, Iran’s capital, Dr. Bilham has calculated that one million people could die in a predicted quake similar in intensity to the one in Haiti, which the Haitian government estimates killed 230,000. (Some Iranian geologists have pressed their government for decades to move the capital because of the nest of surrounding geologic faults.)
  • Ali Agaoglu, a Turkish developer ranked 468th last year on the Forbes list of billionaires, described how in the 1970s, salty sea sand and scrap iron were routinely used in buildings made of reinforced concrete. “At that time, this was the best material,” he said, according to a translation of the interview. “Not just us, but all companies were doing the same thing. If an earthquake occurs in Istanbul, not even the army will be able to get in.”
  • Istanbul stands out among threatened cities in developing countries because it is trying to get ahead of the risk. A first step was an earthquake master plan drawn up for the city and the federal government by Dr. Erdik’s team and researchers at three other Turkish universities in 2006. Such a plan is a rarity outside of rich cities like Tokyo and Los Angeles.Carrying out its long list of recommendations has proved more challenging, given that the biggest source of political pressure in Istanbul, as with most crowded cities, is not an impending earthquake but traffic, crime, jobs and other real-time troubles.Nonetheless, with the urgency amplified by the lessons from Haiti’s devastation, Istanbul is doing what it can to gird for its own disaster.
  • But a push is also coming from the bottom, as nonprofit groups, recognizing the limits of centralized planning, train dozens of teams of volunteers in poor districts and outfit them with radios, crowbars and first-aid kits so they can dig into the wreckage when their neighborhoods are shaken.
  • Under a program financed with more than $800 million in loans from the World Bank and the European Investment Bank, and more in the pipeline from other international sources, Turkey is in the early stages of bolstering hundreds of the most vulnerable schools in Istanbul, along with important public buildings and more than 50 hospitals. With about half of the nearly 700 schools assessed as high priorities retrofitted or replaced so far, progress is too slow to suit many Turkish engineers and geologists tracking the threat. But in districts where the work has been done or is under way — those closest to the Marmara Sea and the fault — students, parents and teachers express a sense of relief tempered by the knowledge that renovations only cut the odds of calamity.
  • “I hope it’s enough,” said Serkan Erdogan, an English teacher at the Bakirkoy Cumhuriyet primary school close to the Marmara coast, where $315,000 was spent to add reinforced walls, jackets of fresh concrete and steel rebar around old columns and to make adjustments as simple as changing classroom doors to open outward, easing evacuations. “The improvements are great, but the building may still collapse,” he said. “We have to learn how to live with that risk. The children need to know what they should do.”In a fifth-grade classroom, the student training that goes with the structural repairs was evident as Nazan Sati, a social worker, asked the 11-year-olds what they would do if an earthquake struck right at that moment. At first a forest of hands shot toward the ceiling. Ms. Sati quickly told them to show, not tell. In a mad, giggling scramble, the students dove beneath their desks. But the threat for children, and their parents, also lies outside the school walls, in mile upon mile of neighborhoods filled with structures called gecekondu, meaning “landed overnight,” because they were constructed seemingly instantly as hundreds of thousands of migrants from rural regions flowed into the city seeking work in the past decade or two.
Meghan Flaherty

Nairobi Forward-looking Strategies for the Advancement of Women. III. Peace - 0 views

  • 2. Education for peace
  • 272. Governments, non-governmental organizations, women's groups and the mass media should encourage women to engage in efforts to promote education for peace in the family, neighbourhood and community. Special attention should be given to the contribution of women's grass-roots organizations. The multiple skills and talents of women artists, journalists, writers, educators and civic leaders can contribute to promoting ideas of peace if encouraged, facilitated and supported.
  • 273. Special attention should be given to the education of children for life in peace within an atmosphere of understanding, dialogue and respect for others. In this respect, suitable concrete action should be taken to discourage the provision of children and young persons with games and publications and other media promoting the notion of favouring war, aggression, cruelty, excessive desire for power and other forms of violence, within the broad processes of the reparation of society for life in peace.
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  • 274. Governments, educational institutions, professional associations and non-governmental organizations should co-operate to develop a high-quality content for and to achieve widespread dissemination of books and programmes on education for peace. Women should take an active part in the preparation of those materials, which should include case studies of peaceful settlements of disputes, non-violent movements and passive resistance and the recognition of peace-seeking individuals.
  • 275. Governments should create the conditions that would enable women to increase their knowledge of the main problems in contemporary international relations. Information should be widely and freely disseminated among women, thereby contributing to their full understanding of those problems. All existing obstacles and discriminatory practices regarding women's civil and political education should be removed. Opportunities should be provided for women to organize and choose studies, training programmes and seminars related to peace, disarmament, education for peace and the peaceful settlement of disputes.
  • 276. The participation of women in peace research, including research on women and peace, should be encouraged. Existing barriers to women researchers should be removed and appropriate resources provided for peace researchers. Co-operation amongst peace researchers, government officials, non-governmental organizations and activists should be encouraged and fostered.
Teachers Without Borders

UNICEF and partners help educate children displaced by conflict in DR Congo |... - 0 views

  • DR Congo, a vast country the size of Western Europe, has been mired in war and political unrest for decades. The United Nations has kept its largest peacekeeping mission here since 1999. It is also the world’s second poorest country, with 59 per cent of the population living below the international poverty line of $1.25 a day.
  • The gross enrolment rate for primary school in DR Congo – that is, the proportion of children of any age who are enrolled in primary school – decreased from almost 100 per cent 30 years ago to 64 per cent in 2005. Gross enrolment for girls today is at 58 per cent.
  • he programme is part of an initiative to place education in emergency and post-crisis transition countries on a viable path in order to achieve quality basic schooling for all children. “The school provides a protective environment,” UNICEF Goma Education Specialist Elena Locatelli said, noting that a few hours spent in the classroom each day also keeps children “occupied with activities that don’t let them think of the difficulties of their past.”
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  • “In the past, we would whip the children,” said Mr. Zirhumana Muzirhu. “But thanks to the psycho-social training, teachers and schoolchildren are now friends, so we don’t use the whip anymore.” The education-in-emergencies programme is also rehabilitating schools and providing school supplies and recreation kits, so that students can participate in regular activities that are crucial to their physical, mental, psychological and social development. In addition, the programme has provided more than 130,000 children with education kits in conflict-ravaged North Kivu Province in recent years.
  • By participating in group activities, children can express themselves and channel their trauma through song, poetry and dance. With this in mind, AVSI has been training teachers to nurture displaced and vulnerable children. The training has produced significant changes in the philosophy and practice of education in Walikale.
  • “I like going to school and hope to finish it, but I’m not sure if another war will break out and make me displaced again,” she said. “My biggest fear is, I don’t know if my children will finish school one day,” admitted her mother.
Teachers Without Borders

China: Human Rights Action Plan Fails to Deliver | Human Rights Watch - 0 views

  • The 67-page report, "Promises Unfulfilled: An Assessment of China's National Human Rights Action Plan," details how despite the Chinese government's progress in protection of some economic and social rights, it has undermined many of the key goals of the National Human Rights Action Plan (NHRAP) by tightening restrictions on rights of expression, association, and assembly over the past two years. The report highlights how that rollback of key civil and political rights enabled rather than reduced a host of human rights abuses specifically addressed in the NHRAP.
  • ut the NHRAP's value was undermined by the government's simultaneous commission of human rights abuses during the same period. In 2009-2010, the government: continued its practice of sentencing high-profile dissidents such as imprisoned Nobel Peace Prize laureate Liu Xiaobo to lengthy prison terms on spurious state secrets or "subversion" charges; expanded restrictions on mediaand internet freedom; tightened controls on lawyers, human rights defenders, and nongovernmental organizations; broadened controls on Uighurs and Tibetans; and engaged in increasing numbers of enforced disappearances and arbitrary detentions, including in secret, unlawful detention facilities known as "black jails." "China needs a credible national human rights action plan that is designed and implemented to improve its human rights performance, not deflect criticism," Richardson said. "The Chinese government's failure to meaningfully deliver on the National Human Rights Action Plan's key objectives will only deepen doubts about its willingness to respect international standards as its global influence grows."
Teachers Without Borders

Singapore School Trials iPad as Textbook Replacement -- NTDTV.com - 2 views

  • With the goal of changing teaching and learning in its classrooms, Singapore's Nanyang Girl's High School has replaced its textbooks with iPad tablet computers.
  • "We found that it was a very good personal learning device, extremely mobile, light weight and it is easy to use. I think if you talk to the girls you will realize that they practically don't need training. I think if anything, the joke is the teachers probably taking a little bit longer time in getting used to it. So it seemed to be a device that was just the thing that we were looking for and we were glad that it came out and so we grabbed the opportunity to use it."
  • According Singapore’s Ministry of Education, there’s only one primary school and three secondary schools in the country that are giving the iPads a try.
Teachers Without Borders

TWB holds capacity building workshop in Nigeria - 1 views

  • The upcoming workshop will attract over 1,200 teachers according to the list of schools and number of teachers provided by the Nasarawa State Ministry of Education to Teachers Without Borders Regional office in Abuja.
  • According to  TWB’s Africa Regional Coordinator, Dr. Raphael Ogar Oko, “the teaching mastery workshop program in Nasarawa State was initially designed to educate experienced teachers who will mentor beginning teachers and NYSC members deployed to serve in schools without the basic teaching qualification. After implementing the program in two areas, Karu and Uke, it was discovered that the teachers in schools needed the professional development workshops also in addition to the NYSC members that are being deployed to schools. Based on requests from teachers, school heads and proprietors of schools as well as the local education authority, TWB has decided to make the program open to all teachers in Nasarawa State as a demonstration of our commitment to teacher development and appreciation of the cordial relationship with the Nasarawa State Ministry of Education”.
  • The Teachers Without Borders Certificate of Teaching Mastery (CTM), which is recognized by the Teachers Registration Council of Nigeria as a teacher professional development course is a free, self-paced, peer- and mentor-supported teacher professional development program.
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  • The Nasarawa State workshop is the first in 2011 and will be followed by similar programs in Akwanga and other LGAs in the State. When asked about the ultimate hope of this programs, Dr. Oko said that “initiatives like this should help our nation establish a culture of professional development among educators, create a network and community of professional development educators in schools and communities as well as utilize resources and technologies to advance professional development which is missing in our educational practices in Nigeria”.
Teachers Without Borders

allAfrica.com: Uganda: Education Minister Warns Against Hiking School Fees - 0 views

  • Kampala — The government has warned school head teachers against hiking school fees as the new term opens. Closing a two-day Senior One selection exercise at Mandela Stadium-Namboole on Friday, Education Minister Namirembe Bitamazire said the habit of increasing fees by top schools deny hundreds of students a chance to join their dream schools.
  • "We don't say that they shouldn't increase but let the increment be reasonable, justifiable and they must seek our permission. Our target is to see that all Ugandan children acquire quality education regardless of their parents' financial predicaments," she said.
  • This means that at least 155,716 students will not be admitted despite having garnered the required aggregate for admission. But the Commissioner for Secondary Education, Mr Francis Agula, said the number of admission could be raised to 350,000 due to expansion of existing education facilities in some schools and establishment of new ones.
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  • Ms Bitamazire also urged head teachers to supplement the theoretical teaching with vocational knowledge to enable students attain survival skills. "It doesn't really help to speak good English when you cannot practically do anything .These (vocational skills) many despise are the ones that change people's lives," She said
Teachers Without Borders

Education and conflict in Côte d'Ivoire: a deadly spiral « World Education Blog - 0 views

  • The political upheaval in Côte d’Ivoire is taking a heavy toll on education, especially in the north, illustrating starkly the devastating impact conflict can have on learning opportunities – and the vicious circle in which conflict and education can become trapped.
  • A teacher described his school in Abidjan, the commercial capital, as much better than others in the city: “There are around 63 students per teacher – that’s a small class; it’s considered good. But there are no tables, no chairs, sometimes there’s no light. Sometimes students take it in turns to come into the classroom to sit on the few chairs.”
  • This year’s Global Monitoring Report focuses on other ways in which education failures can stoke conflict – such as perpetuating prejudice instead of promoting tolerance, and failing to pass on the skills that children need to escape poverty. The report lays out practical steps that governments and the international community can take to make sure that education builds peace rather than fanning the flames of war.
Teachers Without Borders

Educate the Girl, Empower the Woman - IPS ipsnews.net - 0 views

  • Picture a mother, hunching over a field with a Medieval-style hoe in hand, spending day after day tilling the soil under a beating hot sun - only to retire home to care for her family without electricity or running water.This is not a 12th century image, but a typical working day for scores of rural women in today's developing world, where lack of access to education and technology has forced many to resort to traditional and often painful methods of livelihood.
  • Women in Law and Development in Africa (WILDAF), a pan- African network bringing together individuals and organisations from 23 countries, is among the key regional groups tackling this issue head on. WILDAF believes lack of knowledge about education rights, specifically among young girls, is one of the main reasons forcing rural people to endure lives of agricultural hardship.
  • "We want to teach them how to develop projects, from tilling the ground to seeding, all the way through to packaging at an international level so the food will be accepted by everybody in other countries," she said. Agu cited a project where female farmers of moringa – a nutritious African plant – were able to increase the efficiency and ease of production, through simple modern conveniences.
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  • Bisi Olateru-Olagbegi, executive director of the Women's Consortium of Nigeria (WOCON) and board member of WILDAF, said educating girls with both formal and practical education was key to addressing the gender imbalances and breaking the cycle of poverty. "When a women is empowered and she can assert her rights in the community she can rise up to any position and be part of decision making and raise the status of women," Olateru- Olagbegi said.
  • Although enrolment levels have risen in many developing countries since 2000, UNICEF estimated there were still more than 100 million children out of school in 2008, 52 percent of them girls and the majority living in sub-Saharan Africa.
  • Subsequently there has been a measurable increase in girls attending school, a trend that has led to fewer early marriages and teenage pregnancies as well as a reduction in the number of youths who are trafficked and prostituted. In spite of the gains, however, girls are still largely underrepresented in the science and technology fields. "Even when girls go to school there is a bias that girls are not supposed to learn science and technology; they're still doing the social sciences and humanities," Olateru-Olagbegi said. "They don't think that the faculties of girls are developed enough and it's mere discrimination."
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