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Teachers Without Borders

New teachers getting ready to be graded on classroom work - JSOnline - 0 views

www.jsonline.com/...om-work-dg4fu8e-142232725.html

teachers portfolios portfolio teacher development assessment performance

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • But this spring, Johnson will take a practice version of a new performance assessment that goes beyond asking what he knows about his subject. Formally known as the Teacher Performance Assessment, the portfolio-based assessment will be required for anyone completing a teacher-education program and seeking a teaching license in Wisconsin after Aug. 31, 2015, the Department of Public Instruction has decided. Johnson and teacher hopefuls in other states taking the Teacher Performance Assessment, even if for practice, will have to submit lesson plans, reflections of their work and a video of their classroom interactions with students as part of the Web-based program.
  • All of it is aimed at answering a single, critical question: How well can you teach?
  • Developed by a team of researchers at Stanford University, the assessment will be administered by international education publishing and technology juggernaut Pearson. Once teacher candidates submit their portfolios online, trained reviewers from around the country will grade them on a scale of 1 to 5. They're looking for evidence of student learning, from the 10- to 15-minute video or teacher reflections. A 3 or higher is typically considered a passing score, though Wisconsin hasn't settled on what its passing score will be.
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  • Johnson, the student teacher in Madison, said he believes the new performance assessment will serve as a valuable tool. "Passing the Praxis II just meant I had content knowledge," he said. "What's more important is for me to show I can convey that science knowledge to a class full of students."
  • Desiree Pointer Mace, assistant professor and associate dean for graduate programs at Alverno's School of Education, likes the assessment's layers: Teachers have to provide a written reflection of their teaching practice, and the 10- to 15-minute video gives some indication of how they interact in a classroom.
  • "It doesn't test what you can recall and push out; it tests the work of teaching and how you connect to students," Pointer Mace said. "Then the whole thing must be graded by someone who is independent but knows about teaching." Alverno has long emphasized performance-based exams and the use of video as a tool for self-critique, so Pointer Mace said it's not a huge shift for the program to adapt to the new assessment.
Teachers Without Borders

Global Campaign for Peace Education Newsletter: July 2012 (Intro by Matthias ... - 0 views

www.peace-ed-campaign.org/...current.html

campaign peace education newsletter TWB Teachers Without Borders

shared by Teachers Without Borders on 04 Jul 12 - No Cached
  • TWB and Tijuana Department of Education completed Technical Assistance Mission (Mexico) With the support of the Office of Education and Culture of the Organization of American States (OAS) and the Inter-American Program on Education for Democratic Values and Practices, Teachers Without Borders (TWB) and the Baja California Department of Education recently completed a Technical Assistance Mission focusing on Peace Education in Mexican schools. As a result of this program, TWB’s Peace Education program has been endorsed as an official teacher professional development program throughout the state of Baja California. In the coming months, the program will be scaled through a partnership between Teachers Without Borders and the Baja California Department of Education and will reach 12,000 state teachers and, initially, 1,500 schools in the city of Tijuana. The Department also plans to work with Teachers Without Borders to develop Peace Education as a middle school subject.
  • Intro to Peace Ed Part I: Core Concepts – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (June 19 – July 17, 2012) For more information click on the link above.
  • Intro to Peace Ed Part 2: The Scope of Peace Education – Teachers Without Borders (TWB) and National Peace Academy (NPA) – online (July 24 – August 19, 2012) For more information click on the link above.
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  • Intro to Peace Ed Part 3: Pedagogy & Practice – Teachers Without Borders (TWB) and National Peace Academy (NPA), online (September 3-30, 2012) For more information click on the link above.
Teachers Without Borders

In Zimbabwe, school grants provide equal learning opportunities to girls | Ba... - 0 views

www.educationandtransition.org/...earning-opportunities-to-girls

zimbabwe school learning girls girls' education education UNICEF

shared by Teachers Without Borders on 22 Dec 11 - No Cached
  • BULILIMA, Zimbabwe, 7 December 2011 – After completing the fourth grade at the top of her class, 13-year-old Ellen Mbedzi was forced to drop out of Mafeha Primary School in Bulilima, a district in south-western Zimbabwe. Her unemployed father did not see the value of spending the family’s limited resources on a girl.
  • Ellen became a recipient of the Basic Education Assistance Module (BEAM) programme, a school grant programme that helps disadvantaged children stay in school, or, in Ellen’s case, return to the classroom. Her school also received support from the Education Transition Fund (ETF), which provided textbooks in four core subjects – math, English, environmental sciences and a local language – to every student in the school.
  • ETF, an innovative partnership of the government, UNICEF and the international donor community, offers large-scale support to the education sector, and provides much-needed resources and textbooks to every primary school. So far, 15 million textbooks were distributed around the country, and an additional distribution of 7 million is planned.
Teachers Without Borders

Children severely tortured in detention centers / schools used as detention centers - 1 views

www.crin.org/...infodetail.asp

Syria human_rights torture Education Under Attack children detention schools

shared by Teachers Without Borders on 03 Feb 12 - No Cached
  • Syrian army and security officers have detained and tortured children with impunity during the past year, Human Rights Watch said today. Human Rights Watch has documented at least 12 cases of children detained under inhumane conditions and tortured, as well as children shot while in their homes or on the street. Human Rights Watch has also documented government use of schools as detention centres, military bases or barracks, and sniper posts, as well as the arrest of children from schools.
  • “Children have not been spared the horror of Syria’s crackdown,” said Lois Whitman, children’s rights director at Human Rights Watch. “Syrian security forces have killed, arrested, and tortured children in their homes, their schools, or on the streets. In many cases, security forces have targeted children just as they have targeted adults.”
  • Some of the arrests took place in schools. “Nazih” (not her real name), a 17-year-old girl from Tal Kalakh, told Human Rights Watch that in May 2011, security forces entered her school and arrested all the boys in her class, after questioning them about the anti-regime slogans painted on the school walls.
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  • Ala’a,” a 16-year-old boy from Tal Kalakh, told Human Rights Watch that Syrian security forces detained him for eight months, starting in May 2011, after he participated in and read political poetry at demonstrations. He was released in late January 2012 after his father bribed a prison guard with 25,000 Syrian pounds (US$436). During his detention he was held in seven different detention centres, as well as the Homs Central Prison. Ala’a told Human Rights Watch that at the Military Security branch in Homs: When they started interrogating me, they asked me how many protests I had been to, and I said “none.” Then they took me in handcuffs to another cell and cuffed my left hand to the ceiling. They left me hanging there for about seven hours, with about one-and-a-half to two centimetres between me and the floor – I was standing on my toes. While I was hanging there, they beat me for about two hours with cables and shocked me with cattle prods. Then they threw water on the ground and poured water on me from above. They added an electric current, and I felt the shock. I felt like I was going to die. They did this three times. Then I told them, “I will confess everything, anything you want.” 
  • A number of adult detainees and security force members who had defected and who were interviewed by Human Rights Watch confirmed the presence and torture of child detainees in facilities across Syria. “Samih,” a former adult detainee held in a political security facility in Latakia, told Human Rights Watch that children were subjected to worse treatment than adults, including sexual abuse, because they were children.
  • The government has used schools as detention centres, sniper posts, and military bases or barracks. “Marwan,” from the Insha’at neighborhood in Homs, and other Homs residents told Human Rights Watch that the army attacked Bahithet Al-Badiyah school on Brazil Street on November 4, and that military security forces then turned the school into a detention centre. Local activists also told Human Rights Watch that military security turned Al-Ba’ath elementary school in Joubar, another Homs neighborhood, into a military base and detention center in late December.
  • Children also told Human Rights Watch that their schools closed in 2011 due to violence, or that it was no longer safe for them to go to school. “Mohammed,” a 10-year-old boy from Homs, said, “I went to school for only one day [this year]. The teachers just gave us the books and told us not to come back. The road to school was not safe because of snipers.”
  • “Schools across Syria are closed because it’s too dangerous for students to attend, or because the military thinks schools are better used as detention centres than educational establishments,” said Whitman. “How long will Syrian children pay the price for the violence around them?” 
Teachers Without Borders

Ugandan Teachers fight for Living Wage | Teacher Solidarity - 0 views

www.teachersolidarity.com/...teachers-fight-for-living-wage

teachers wage salary strike Uganda

shared by Teachers Without Borders on 09 Feb 12 - No Cached
  • Teachers in Uganda are striking for a salary increase which will provide them with a living wage Teachers in Uganda earn as little as $96 a month under conditions where inflation is running at 20+%. The teachers – who are members of the union Ugandan National Teachers Association (UNATU) are demanding a 100% rise. Teachers are among the worst paid government employees in the country – yet Yoweri Museveni – President of Uganda since 1986 – says that an increase for teachers is not a priority. Instead the government is prioritising infrastructure which will allow it to become one of the world’s top 50 oil producers.
  • Teachers have been subjected to harrassment, verbal abuse, arrests and forced apologies at the hands of the security services.
Martyn Steiner

Differentiating Instruction: Meeting Students Where They Are, Teaching Today, Glencoe O... - 0 views

www.glencoe.com/...di_meeting.phtml

differentiated instruction introduction TWB OER

shared by Martyn Steiner on 22 Jun 12 - Cached
  • Martyn Steiner on 22 Jun 12
     
    A simple introduction to differentiating instruction.
Meghan Flaherty

A Culture Of Teaching Peace - 2 views

www.commondreams.org/...0616-01.htm

peace_education culture_of_peace

shared by Meghan Flaherty on 15 Jul 10 - Cached
  • Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil
  • he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.
  • teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.
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  • Since formal education often leads to future job prospects, a culture of teaching peace ought to offer dynamic examples of careers with a conscience, or choosing a vocation which utilizes their unique gifts and talents and which is ecologically sound, morally upright and globally-minded. Giving evidence that peace is a viable and tangible career option can open doors and broaden students' perspectives.
  • Science teachers can teach peace by promoting environmental awareness and ecological thinking. Foreign language teachers can read and/or translate primary-source texts from the target language which detail experiences in personal, local, national and global peacemaking efforts. Physics classes can learn about the subatomic exchange of matter and energy which binds all humans to one another. Themes of peace and justice can be infused in every content subject so that peace is pervasive in the curriculum.
  • A comprehensive global network of educators promoting peace will create waves of new teachers who are motivated to teach peace
Teachers Without Borders

allAfrica.com: Africa: Abolishing Fees Boosts African Schooling (Page 1 of 2) - 0 views

allafrica.com/...201002181133.html

Africa developing nations schools tuition Kenya education

shared by Teachers Without Borders on 23 Feb 10 - Cached
  • UNICEF, the UN children's agency, reports that the abolition of school fees has had the intended effect of vastly increasing access to education. The number of primary students in Kenya has increased by nearly 2 million.
  • Encouragingly, the dropout rate, an important measurement of affordability and educational quality, has also fallen. The share of students completing primary school jumped from 62.8 per cent in 2002, the last year fees were charged, to 76.2 per cent two years later as fewer poor children were forced out for nonpayment.
  • the lifting of fees in Kenya and other countries in sub-Saharan Africa has proved to be a giant step forward for access to education by millions of the region's poor. It has helped Africa make progress towards its goal of finding a place in school for all its children. GA_googleFillSlot( "AllAfrica_Story_InsetB" ); var ACE_AR = {site: '768910', size: '180150'}; Over the last 15 years a number of other countries, including Burundi, the Democratic Republic of the Congo, Ghana, Ethiopia, Malawi and Mozambique, have also experienced explosive growth in primary school enrolment following the elimination of fees. The UN Education, Scientific and Cultural Organization (UNESCO) estimates that between 2000 and 2007 overall primary school enrolment in sub-Saharan Africa rose by 42 per cent - the greatest rate of increase in the world. As a result, the percentage of African children in primary school increased from 58 to 74 per cent. A few African countries, including Botswana, Cape Verde, Togo and Mauritius, could achieve universal primary enrolment by 2015
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  • But the increase in school attendance is only a start. Despite the surge in enrolment, almost half of the 72 million children out of school worldwide in 2007 lived in sub-Saharan Africa.
  • The UN's MDG Monitor website, which tracks progress towards the goals, estimates that school fees and other mandatory charges, such as uniform costs and dues for parent-teacher associations, consume an average 25 per cent of poor families' household budgets in Africa. But except for the costly fees often assessed on parents in wealthy districts, the sums collected are too small to dramatically improve the quality of learning.
  • Malawi primary school: The abolition of school fees greatly increased school enrolment, but without sufficient teachers or adequate funding, educational quality suffered.
  • Despite the huge increase in students, the number of teachers in Kenyan primary schools has increased slowly amidst government concerns that hiring large numbers of unqualified teachers would lower instructional quality and increase costs. By reassigning teachers from overstaffed areas to understaffed districts and running some schools in double shifts, Kenya kept its national pupil-to-teacher ratio from rising beyond 40 to 1 in 2004. Ratios were much higher in some provinces, however.
  • The government also managed to reach its target of one textbook for every three students in most subjects - an improvement in many poorly performing, largely rural districts that were not given priority for teachers and supplies before 2003
Voytek Bialkowski

Voices of Australia - Learning outcomes - 0 views

www.humanrights.gov.au/...outcomes.html

human_rights_education human_rights OER

shared by Voytek Bialkowski on 20 Feb 10 - Cached
  • The teaching and learning activities have been designed to address the outcomes in all subjects related to Civics and Citizenship across Australia (including history, society andenvironment and humanities).
  • Activity 5: Cases studies, theorigins of modern human rightslaws, international law.
  • Voytek Bialkowski on 20 Feb 10
     
    Governmental publication integrating activities, case studies, and other material into existing curricula in history/civic studies. This comprehensive resource is particularly relevant to rights & diversity education. *Copyright government resource--may be used for educational/training purposes, however.
Teachers Without Borders

Panel Releases Proposal to Set U.S. Standards for Education - NYTimes.com - 0 views

www.nytimes.com/...11educ.html

standards US education schools learning K-12

shared by Teachers Without Borders on 10 Mar 10 - Cached
  • a panel of educators convened by the nation’s governors and state school superintendents released a set of proposed common academic standards on Wednesday. The standards, posted on the panel’s web site, lay out the panel’s vision of what American public school students should learn in math and English, year by year, from kindergarten to high school graduation.
  • If a majority of states were to adopt them over the next few months, which experts said was a growing possibility, the new standards would replace the nation’s motley current checkerboard of locally written standards, which vary greatly in content and sophistication. And adoption of the new standards would set off a vast new effort to rewrite textbooks and standardized tests.
  • The Obama Administration quickly endorsed the effort. Under the Department of Education’s Race to the Top initiative, in which states are competing for a share of $4 billion in school improvement money, states can earn 40 points of the possible 500 for participating in the common effort and adopting the new standards.
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  • The proposed standards outline concepts to be learned, but do not lay down a specific curriculum. In English, for instance, they do not prescribe individual works of literature, but instead offer a list of texts “illustrating the quality, complexity and range” of student reading that would be appropriate for various grades. The middle school list includes “Little Women” and “The Adventures of Tom Sawyer,” as well as works of nonfiction like “Letter on Thomas Jefferson” by John Adams. The 11th grade nonfiction list includes Henry David Thoreau’s “Walden” and President Lincoln’s Gettysburg Address.
Teachers Without Borders

UNICEF - At a glance: Haiti - Field Diary: Camp's children excited about going back to ... - 0 views

www.unicef.org/...haiti_53222.html

Haiti schools earthquake UNICEF education

shared by Teachers Without Borders on 03 Apr 10 - Cached
  • PORT-AU-PRINCE, Haiti, 31 March, 2010 – You only have to mention the word 'school' and a sparkle comes into Taïma Celestin's dark brown eyes. It's not hard to understand why. The scheduled reopening of Haiti's schools on 5 April will be the first real opportunity for this confident 10-year-old to leave what is today her home – a tiny lean-to covered with a blue tarpaulin in a former sports ground in the suburbs of Port-au-Prince.
  • During the day, Taïma joins several hundred other children for informal classes run by volunteer teachers inside two large white tents that were provided by UNICEF along with 'School-in-a-box' kits full of learning materials, and a recreation kit.The classes are noisy but good-natured. They pause briefly to allow members of a local non-governmental organization to distribute fruit juice and snacks to the children.
  • It may be part of the healing process that has led children in the camp to invent their own name for the earthquake. "When we talk about it among ourselves, we call it 'Monsieur Gudoo-Gudoo'," Taïma says, shaking her arms in rhythm to the words, "because that was the noise it made."
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  • "I used to find children having panic attacks at night," says Dr. Bertrand. "But since the classes started, I haven't seen kids nearly so distressed."
  • For Taïma, as for many children, the prospect of going back to school is exciting. "It'll be a great day for me, especially the math and French classes," she says, referring to her favourite subjects.
  • "When I get to school," she says, "I will also find out which of my friends are alive, and which ones are dead."
Teachers Without Borders

allAfrica.com: Uganda: A Successful Year in Education - 0 views

allafrica.com/...201012220020.html

Uganda education reforms funding developing nations

shared by Teachers Without Borders on 29 Dec 10 - No Cached
  • The increased funding has enabled the education ministry to implement a number of projects. The ministry distributed over sh8.8b to the Universal Secondary Education programme to purchase laboratory equipment.
  • The construction and renovation of 217 secondary schools countrywide started this year. The 217 schools are part of the 1,400 schools which will be repaired under a World Bank funded project. About 4,297 classrooms, 41 administration blocks, 144 libraries, 405 science rooms and 71 staff quarters are to be constructed.
  • In a bid to improve quality, the P6 and P7 curriculum was reviewed. The new upper primary curriculum is to focus on "what a child can gain from a lesson, other than what a teacher can complete in a syllabus". Illustrations like graphs and tables have been simplified.
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  • For close to 15 years, national examinations in Uganda were synonymous with late deliveries and leaking of question papers, missing papers, and cheating. However, this year's examinations have arguably been the best organised. The examinations body hired over 7,000 scouts on top of thousands of invigilators and supervisers, who ensured the exercise's success. However, cases of candidates sitting using candles at night and late deliveries of examination material were reported in some examination centres.
  • New pledges for 2011 The Government has issued several pledges that it says will be implemented come next year. The pledges include the following: The number of government sponsored students in public universities to increase from 4,000 to 6,000. Free A' level education, which is to cost over sh85b next financial year Rolling out the long-waited tuition loan scheme for privately sponsored university students Construct and renovate more teachers houses, classrooms, science laboratories and latrines About 20,000 teachers will get jobs in the Government over the next five years Government to offer housing loans to teachers who have taught for about 20 years.
  • Poor quality in UPE schools UPE has led school enrollment to soar from two million pupils in 1997 to almost 8 million today. However, it came with other challenges which include lack of lunch for pupils, low pay for teachers, inadequate accommodation, laxity in school inspections and teacher absenteeism.
  • e National Council for Higher Education closed Lugazi University over alleged failure to meet the minimum standards in the last four years of its operation.
  • For over two weeks, lectures were suspended at Kampala International University this year when students rioted, protesting a new rule subjecting them to fines if they delay to pay tuition fees.
Teachers Without Borders

the Namibian: Bible to be reintroduced in schools - 0 views

www.namibian.com.na/...-to-be-reintroduced-in-schools

Namibia curriculum reform religion

shared by Teachers Without Borders on 03 Feb 11 - No Cached
  • FORMAL approval is being awaited from the Ministry of Education for the reintroduction of Bible study in public schools as part of the existing Religious and Moral Education (RME) subject.
  • “The purpose of Government’s RME curriculum is to develop knowledge of the diversity of religious beliefs as a source for moral education, while the purpose of CCN’s curriculum is to use the Bible as source for moral education.  This will help prevent the growing threat of moral decay in Namibian society and strengthen Biblical instruction in the school curriculum,” said Kapere.
  • She told The Namibian that Bible study at schools was done away with in Namibia after Independence, and the main reason for this is because the Constitution classifies Namibia as a ‘secular state’.“To focus on one specific religion would have been objectionable by the other religions,” she said. “Christianity is taught now, but it’s more historical than theological. With the new programme, children will go deeper into what the Bible says.”
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  • The Namibian Constitution guarantees “freedom to practice any religion and to manifest such practice”, and “a learner at a State school or hostel has the right to practice any religion which is not against public policy.”  
Teachers Without Borders

Primary school curriculum in Gujarat may see a major shake up - India - DNA - 0 views

www.dnaindia.com/...y-see-a-major-shake-up_1503512

India curriculum teachers reform

shared by Teachers Without Borders on 09 Feb 11 - No Cached
  • According to top officials of the state education department, government is all set to effect thorough changes in the curriculum of primary and upper primary education in accordance with the Right to Education Act (RTE). Instead of the current curriculum which focuses more on writing answers, the new syllabus will focus more on activity-based learning.Outdated subjects and chapters will be removed and more informative and knowledgeable ones will be added.
  • Almost 350 teachers from all over the state will be trained and eventually will be given the responsibility of suggesting changes
Teachers Without Borders

SAfrican govt asked to include Indian languages in curriculum - 0 views

www.indianexpress.com/...747402

Indian South Africa languages curriculum reform

shared by Teachers Without Borders on 15 Feb 11 - No Cached
  • A group of South African Indian teachers have asked the Education Ministry to recognise five Indian languages Hindi, Tamil, Urdu, Gujarati and Telugu as optional third language in the school curriculum. The five main mother tongues of South African Indians will die out completely in 50 years if they are not taught as formal school subjects, the teachers said.
Teachers Without Borders

Pupils voice their demands - The Star - 0 views

www.thestar.co.za/-voice-their-demands-1.1045011

South Africa education reform schools protests students

shared by Teachers Without Borders on 22 Mar 11 - No Cached
  • About 20 000 pupils from primary and high schools in Cape Town marched in the city centre to mark Human Rights Day and to demand equal rights and access to education. Led by Equal Education, an NGO advocating for equal education rights, the pupils marched to demand minimum norms and standards for school infrastructure in terms of Section 5A of the South African Schools Act.
  • They demanded that Motshekga provide adequate classrooms, a laboratory, a library or media centre, a computer centre and sports field for each school. Textbooks for every child in every subject, training and decent pay for teachers and the eradication of the more than 400 mud schools in the country were also among the demands made by the pupils and the organisation.
  • “Sometimes we have to go to libraries in Delft and Khayelitsha because the library in Mfuleni does not have enough books with the information we need or there are just too many people there,” said Msebenzi.
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  • Equal Education spokeswoman Yoliswa Dwane said she was “disappointed” that the minister had not come to accept the memorandum, but the organisation was happy with the turnout of school children. “Young people in the province showed today that they have an interest in their education.
Teachers Without Borders

ESL teachers about to become hot commodity - 0 views

www.montrealgazette.com/...story.html

shared by Teachers Without Borders on 31 May 11 - No Cached
  • Her specialty - teaching English as a second language - is about to become an even hotter commodity in Quebec.The Education Department plans to expand intensive English in Grade 6 to all French public schools over the next five years. It predicts about 1,235 extra teachers will be needed to teach those classes.
  • A normal teaching workload is 300 to 400 students, said Lise Winer, a professor in second language education at McGill University's Integrated Studies in Education department."You have 10 classes and you see them for 75 minutes twice in a nine-day cycle. It's just hard to keep track of things," Winer said.
  • The Education Department believes that with the expansion of intensive English more students will be drawn to the field because the new positions will be more attractive. In intensive English classes, teachers typically work with the same group of students for a semester as opposed to juggling many classes.
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  • Because of Bill 101,the French Language Charter, intensive English classes in French schools can't involve instruction in other subjects like mathematics and science.
Teachers Without Borders

The role of education in empowering young people to shape their future | Back... - 0 views

www.educationandtransition.org/...g-people-to-shape-their-future

education reform Egypt podcast youth

shared by Teachers Without Borders on 01 Jun 11 - No Cached
  • Almost half of the world’s population – nearly 3 billion people – are under the age of 25. They are often marginalised and deprived, with poor access to education. But now young people in Algeria, Bahrain, Iran, Jordan, Libya, Morocco, Syria, and Yemen are calling for genuine opportunities to design their future.
  • “In the past we had civic education as part of our system, but it was taught under a totalitarian regime and therefore nobody was really interested,” said Ms. Elbadawy. “The ministry of education should consider reintroducing this subject again in a more interactive way so people will be interested.”
  • “The new education system needs to be tailored to the 21st century” he said. “Children in underdeveloped countries need to be brought up to speed with the latest developments in technology, industry and new media.”
Teachers Without Borders

Jerry Large | Baby, what a lesson! Kids learn a little empathy | Seattle Times Newspaper - 1 views

seattletimes.nwsource.com/...2015090129_jdl19.html

empathy Character_Education teaching US Canada

shared by Teachers Without Borders on 30 May 11 - No Cached
  • What makes Asa Berg such an effective third-grade teacher is that he is not quite 11 months old. It's an ideal age for the subject he's been teaching for more than half his life. The course is called Roots of Empathy. Asa is teaching the students about emotions, and his are right on the surface, easy to observe. In 47 classrooms around Puget Sound, in seven public-school districts and seven private schools, babies are part of the learning experience. The idea, which began in Canada and is spreading in the United States, is that children need to learn more than letters and numbers, they need emotional and social literacy in order to learn well now, and to grow into good parents and constructive citizens.
  • "I was a kindergarten teacher and I realized early on, as in the first week, that there was a great injustice, that some children came to school so ready to learn and a lot came with a lot of problems that prevented them from taking advantage of what schools had to offer," she said.
  • The program finds mothers or fathers from the neighborhood around each school. They don't look for super parents, just caring ones who are doing a good job with their own children. The students learn to read other people's emotions by watching the baby and parent interact, and they learn to think about the underlying causes of various behaviors.
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  • Studies have shown reduced levels of aggression in schools that use the program. Kids are more attuned to each other's feelings and they police each other. But bullying prevention is just a side benefit. The core purpose is breaking that cycle.
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.
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  • 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
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