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Gwen Stamm

Investing in Women and Girls | Women for Women International - 0 views

www.womenforwomen.org/...investing-in-women-girls.php

gender**equality**empowerment

shared by Gwen Stamm on 18 Jun 10 - Cached
  • Investing in Women and Girls Development experts agree that investing in women and girls is critical to achieving broader development goals.
  • It’s true. After one year of intensive training in rights awareness, health and life skills, vocational training, and social networking, we have seen extraordinary results in the least likely of places. At least 80% of young women in Afghanistan, Nigeria, Kosovo, and Rwanda reported higher confidence and more awareness of their rights, which are critical resources to future political and economic participation in their families and communities. Afghanistan, DRC, Nigeria and Rwanda all had over 75% of young women report a better economic situation. 89% of our young participants in Afghanistan reported their general and family health to be better after graduation, and 87% of young women in Rwanda reported health improvements.
    • Gwen Stamm
      Gwen Stamm on 18 Jun 10
       
      solution for gender inequality or empowerment of women
  • Gwen Stamm on 18 Jun 10
     
    This website has many articles that focus on women and girls rights - see article "Young Women and Adolescent Girls"
Teachers Without Borders

Save the Children releases The Future is Now report - 1 views

www.savethechildren.net/...2010-05-11.html

conflict Education Under Attack children school report Save the Children

shared by Teachers Without Borders on 01 Jun 10 - Cached
  • Children and school buildings are increasingly becoming targets in conflicts across the world, warns Save the Children as one of the key findings of a report published today.
  • The organisation finds that the risks of violence to schoolchildren in conflict-blighted areas are on the rise as schools are increasingly used as symbolic, easy targets by armed groups. These risks to children will continue to grow unless the international community takes urgent action to protect them from attack.
  • The report - The Future is Now - points out that civilians now make up more than 90% of casualties in the world's conflicts and about half of those are children. It warns that education is under attack by armed militias, criminal groups and even governments through the bombing of schools and is threatened by military interference in humanitarian work - all of which put children's lives in danger.
  • ...4 more annotations...
  • Among the most dangerous countries is Afghanistan where between 2006 and 2009 there were 2,450 attacks on schools - in recent weeks, 50 schoolgirls in northern Afghanistan were reportedly left unconscious and sick after poison gas attacks by the Taliban. In the war-torn Helmand and Badghis provinces 80% children are out of school.
  • In Liberia 73%of primary-aged children are out of school. • In Somalia, 81% of school age children have no access to education.
  • They can and must be protected - in Nepal, where schools were being targeted by armed groups, Save the Children's introduction of schools as ‘Zones of Peace' directly led to a rise in attendance.
  • "Children in conflict zones should not have to forgo an education. Their schooling is crucial not only for their personal health and development but for the future peace of their communities - with every additional year of formal schooling, a boy's risk of becoming involved with conflict falls by 20%.
Teachers Without Borders

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

www.hrw.org/...ghts-action-plan-fails-deliver

China human_rights human_rights_education HRW report

shared by Teachers Without Borders on 14 Jan 11 - No Cached
  • 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

Education |P6 in Uganda pupils cannot do fractions - report - 2 views

www.monitor.co.ug/...-

education assessment teachers evaluation professional development Uganda

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Although the introduction of Universal Primary Education (UPE) has boosted enrollment in primary schools (Uganda boasts 8.3 million children in primary schools compared to 2.3 million before 1997), numerous pupils continue to perform poorly at one of the most important aspects of basic education.
  • The report stated that, “Few primary six pupils demonstrated skills in other competences of ‘measures.’ Only about a third of the pupils (35.2 per cent) could for example tell the time shown on the clock face and merely 4.1 per cent of the pupils could apply the concept of capacity in real life situations.”The tests sampled pupils in 1,098 schools from all the districts in Uganda between the ages of nine and 15 and over.
  • Findings indicate that the main reason why pupils cannot practically apply what is taught in class is the teachers failure to identify the weakness of the pupils in the various areas of study.
  • ...1 more annotation...
  • The report says: “the cause of this is failure to use assessment to diagnose pupils’ and to guide teaching and inadequate practice as these pupils do their work. Primary Six pupils, whose teachers had a university degree or Grade III teaching certificate, performed better than those whose head teachers had a Grade V teaching certificate. Pupils with head teachers who reside at school performed poorer than those whose head teachers live outside the school.”
  • Mokurai Cherlin on 29 Jul 11
     
    It is evident that the sources of these problems must be sought in earlier grades, and even in the experiences of Ugandan pre-schoolers. Compare them with what I describe at http://replacingtextbooks.wordpress.com/2011/07/25/higher-mathematics-for-children/ for children in the US. There are excellent materials on fractions online. See http://wiki.sugarlabs.org/go/Open_Education_Resources for links to some sites that have as many as 100,000 e-learning resources available. Even if students do not have computers, teachers who can access these lessons can adapt them for the classroom or for individual practice, and share them with teachers who do not have Web access. On the issue of fractions, see also http://wiki.sugarlabs.org/go/Activities/TurtleArt/Tutorials/Fractions for an approach that requires no computers, but will be enhanced with software activities fairly soon. If your students have trouble with these exercises, and you can tell us why, we will work with you and them to develop materials that meet their needs. You will also have to tell us if there are circular Ugandan foods that we can use in lessons for children who are not familiar with European/American cakes, pies, and pizza. ^_^ When you have a 4.1% success rate on a particular topic, and thus a 95.9% failure rate, it cannot be said that individual teachers have failed to recognize individual difficulties. This is evidence that the entire curriculum is misdesigned. I assume that this is some part of the holdover colonial education system from before independence, designed originally for European children, with no relation to the prior experi
Teachers Without Borders

Gaps between boys and girls in developing world widen as they get older - UN report - 0 views

www.un.org/...story.asp

gender education girls' education girls boys report UN disparity

shared by Teachers Without Borders on 25 Sep 11 - No Cached
  • 13 September 2011 – A new report by the United Nations Children’s Fund (UNICEF) highlights significant gaps in areas such as education and health, mostly favouring males, as boys and girls in developing countries grow older. “While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood,” said Geeta Rao Gupta, UNICEF Deputy Executive Director.
  • The data shows that girls are significantly more likely to be married as children (under 18 years of age) and to begin having sex at a young age. Young women are less likely to be literate than young men and are less likely to watch television, listen to the radio and read a newspaper or magazine. In addition, young men are better informed about HIV/AIDS and are also more likely to protect themselves with condoms during sex. Young women in sub-Saharan Africa, the report says, are two to four times more likely to be infected with HIV/AIDS than young men.
  • Teachers Without Borders on 25 Sep 11
     
    "While there is little difference between boys and girls in early childhood with respect to nutrition, health, education and other basic indicators, differences by gender appear increasingly more pronounced during adolescence and young adulthood," said Geeta Rao Gupta, UNICEF Deputy Executive Director.
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

Countries struggling to meet rising demand for secondary education - UN - 0 views

www.un.org/...story.asp

UNESCO report education UN Africa

shared by Teachers Without Borders on 04 Nov 11 - No Cached
  • 25 October 2011 – The global demand for secondary education has risen exponentially, says a new United Nations report, which adds that governments, especially in sub-Saharan Africa, are having a hard time keeping up and many children are being left out. The 2011 Global Education Digest, released today by the Institute for Statistics of the UN Educational, Scientific and Cultural Organization (UNESCO), says there are only enough seats for 36 per cent of children who want to enrol in secondary education in sub-Saharan Africa.
  • “There can be no escape from poverty without a vast expansion of secondary education,” said UNESCO Director-General Irina Bokova. “This is a minimum entitlement for equipping youth with the knowledge and skills they need to secure decent livelihoods in today’s globalized world.”
  • Yet, the agency adds, a child in the last grade of primary school only has at best a 75 per cent chance of making the transition to lower secondary school in about 20 countries, the majority of which are in sub-Saharan Africa. The region also has a shortage of secondary school teachers.
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  • “Nevertheless, more than 21.6 million children of lower secondary school age remain excluded from education across the region and many will never even spend a day in school,” states UNESCO. Girls are the first to suffer from this inequality, the report says. In sub-Saharan Africa, the enrolment ratio for girls in lower secondary education is 39 per cent compared to 48 per cent for boys. Sub-Saharan Africa is the only region in which the gender disparities against girls are getting worse at the upper secondary level, with 8 million boys enrolled compared to only 6 million girls, according to the report.
  • “All of these data underscore a central message: secondary education is the next great challenge,” states Hendrik van der Pol, Director of UNESCO’s Institute for Statistics. “According to the Digest, about one third of the world’s children live in countries where lower secondary education is formally considered to be compulsory but the laws are not respected. We need to translate the commitment into reality.”
Tiffany Hoefer

Authentic Problem-based Collaborative Learning Practices for Professional Development i... - 2 views

www.oercommons.org/...view

pbl project_based_learning theory NCPEA collaborative practices development teacher

shared by Tiffany Hoefer on 18 Apr 12 - No Cached
  • Martyn Steiner on 18 Apr 12
     
    Reports on the use of PBL in initial teacher education itself i.e. for training teachers.
  • Tiffany Hoefer on 07 Aug 12
     
    Research paper outlining the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. NCPEA peer reviewed/approved.
Teachers Without Borders

How Blogs, Social Media, and Video Games Improve Education - Brookings Institution - 0 views

www.brookings.edu/...education_technology_west.aspx

social media education blogs blogging Brookings report PDF video games gaming

shared by Teachers Without Borders on 01 May 12 - No Cached
  • Teachers Without Borders on 01 May 12
     
    The appearance of collaboration tools such as blogs, wikis, social media, and video games has altered the way individuals and organizations relate to one another.[i] There is no longer any need to wait on professionals to share material and report on new developments.  Today, people communicate directly in an unmediated and unfiltered manner.
Teachers Without Borders

UNICEF presents key report on challenges and opportunities for education and ... - 0 views

www.educationandtransition.org/...or-education-and-peacebuilding

report peace peacebuilding UNICEF

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • Teachers Without Borders on 21 Mar 12
     
    NEW YORK, 14 February 2012 - Education can play a crucial role in peacebuilding in all phases of conflict, a UNICEF-commissioned study has concluded, outlining how education can help prevent conflict and contribute to long-term peace.
Teachers Without Borders

Respectful and Responsible Relationships: There's No App for That - 0 views

cyberbullying.novascotia.ca/...ying%20and%20Cyberbullying.pdf

cyberbullying bullying pdf report Canada

shared by Teachers Without Borders on 25 Mar 12 - No Cached
  • Teachers Without Borders on 25 Mar 12
     
    The Report of the Nova Scotia Task Force on Bullying and Cyberbullying    
Teachers Without Borders

The Condition of Education 2012 - 0 views

nces.ed.gov/...pubsinfo.asp

education report US statistics

shared by Teachers Without Borders on 03 Jun 12 - No Cached
  • Teachers Without Borders on 03 Jun 12
     
    Description: The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.
Teachers Without Borders

Indian culture reflected poorly in school syllabi, finds survey - Hindustan Times - 0 views

www.hindustantimes.com/...Article1-801310.aspx

culture school survey India report study

shared by Teachers Without Borders on 24 Jan 12 - No Cached
  • Teachers Without Borders on 24 Jan 12
     
    The survey found that texts such as Ramayana, Mahabharata and tales from Panchatantra, Jataka and Hitopadesha were omitted from textbooks but Aesop's Fables had been included. "It is shocking that the south and north-eastern parts of India are almost neglected in the textbooks which are overwhelmingly tilted toward central and north India," said the survey report, which rated books on different parameters such as tradition and culture, history, heritage, Indian thought and spirituality.
Teachers Without Borders

Gordon Brown calls for new global education fund « World Education Blog - 0 views

efareport.wordpress.com/...-for-new-global-education-fund

education fund funding EFA

shared by Teachers Without Borders on 31 Jan 12 - No Cached
  • Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015
  • Teachers Without Borders on 31 Jan 12
     
    Former British prime minister Gordon Brown, a co-convenor of the High Level Panel on Education, released a report this week calling for the establishment of an independent global fund for education, to raise the $16 billion needed each year to reach the goal of universal primary education by 2015.
Teachers Without Borders

Teaching the Way We Aspire to Teach: Now and in the Future | Canadian Education Associa... - 1 views

www.cea-ace.ca/...we-aspire-teach-now-and-future

teaching canadian education classroom study research report PDF

shared by Teachers Without Borders on 31 Jul 12 - No Cached
  • Teachers Without Borders on 31 Jul 12
     
    Teaching the Way We Aspire to Teach: Now and in the Future - a joint research report from the Canadian Education Association (CEA) and the Canadian Teachers' Federation (CTF) - paints a national picture of who teachers are and articulates the support they need to teach at their best. The research involved extensive input from over 200 teachers who participated in CEA focus groups across the country and 4,700 teachers who responded to a CTF online survey.
Martyn Steiner

http://www.oecd-ilibrary.org/docserver/download/fulltext/5ks6wdpbjhf1.pdf?expires=13302... - 0 views

www.oecd-ilibrary.org/...5ks6wdpbjhf1.pdf

education ICT TWB research report ITT ITE

shared by Martyn Steiner on 26 Feb 12 - No Cached
  • Martyn Steiner on 26 Feb 12
     
    This research review reports on articles presenting empirical research in the area of how teacher training institutions work on preparing future teachers  for the  integration of ICT in their future classrooms. 
Teachers Without Borders

One in five children is bullied online - Telegraph - 0 views

www.telegraph.co.uk/...hildren-is-bullied-online.html

cyberbullying bullying children online technology schools report

shared by Teachers Without Borders on 15 Jun 12 - No Cached
  • Teachers Without Borders on 15 Jun 12
     
    One in five children aged eight to 11 is a victim of cyberbullying attacks, a new report from charity Beatbullying has found.
Teachers Without Borders

Tackling Violence in Schools: A Global Perspective-Bridging the Gap between Standards a... - 1 views

zunia.org/...between-standards-and-practice

UNESCO PDF report violence teachers schools conflict Education Under Attack

shared by Teachers Without Borders on 06 Jun 12 - No Cached
  • Teachers Without Borders on 06 Jun 12
     
    The objectives of this report are to raise awareness about the causes and consequences of violence faced by children in and around schools, to share good practices and strategies on how to prevent and address it, and to discuss the importance of cooperation at local, national, regional and international levels.
Teachers Without Borders

IRIN Global | GLOBAL: Many more in school but many still out | Asia East Africa Great L... - 0 views

www.irinnews.org/report.aspx

education Africa school children EFA MDGs

shared by Teachers Without Borders on 04 Jun 10 - Cached
  • Of the 72 million children out of school [down from 115 million in 2006], 39 million live in conflict-affected countries, according to The Future is Now report, published on 11 May by the Save the Children Alliance.
  • In Liberia, 73 percent are out of school, and in Somalia 81 percent have no access to education. In Afghanistan’s Uruzgan, Helmand and Badges provinces, 80 percent are in the same boat. “Without urgent action to help these hardest-to-reach children, Millennium Development Goal Two – that all children get a full course of primary schooling by 2015 – will not be met,” the report warned.
  • In Southern Sudan, only 14 percent of the children attended school during two decades of conflict that ended in 2005, according to the UN Children’s Fund, UNICEF. In Angola, at least two million have enrolled in school but 1.2 million are still out, yet only 54 percent complete primary school. Similarly in Iraq, 22 percent of school-going age children failed to attend school in 2007. A study by the education ministry and UNICEF, found that 77 percent of these were female.
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