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UNICEF - At a glance: Occupied Palestinian Territory - UNICEF provides support to Pales... - 0 views

  • DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Country website Countries in this region All countries   UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions By Monica Awad DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment.
  • Despite these efforts, a newly added classroom was knocked down a few months later, right before the eyes of 15 students who were forcibly moved out just minutes before the walls caved in.
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  • Rana Najadeh, 12, recalled her horror as she bore witness to the destruction. “I got very scared when the soldiers came to demolish our class,” she said. “I rushed out to check on my six year old brother Suleiman, who was crying.” The demolition did not end there, however, as nine other residential structures were also destroyed that day, leaving 30 children and their families homeless. 
  • Thankfully, UNICEF and Islamic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play.
  • amic Relief Worldwide took action to address the tragic situation, by rehabilitating the school and providing a better environment for the students. In addition, UNICEF partnered with both the Young Men’s Christian Association (YMCA), and the European Commission’s Humanitarian Aid Department (ECHO), to help the traumatized children find relief from their fear and anger by providing psychosocial sessions through dance, drama, arts and play. “Sometimes for children it is simply the opportunity to play and have fun – be a child – in a safe environment,” said UNICEF Deputy Special Representative, Douglas G. Higgins. “In the end, the psychosocial project is important for children to have a sense of stability, normality and opportunity to reach their potential.” Dkaika children are not the first ones to receive help however, as UNICEF has worked with ECHO since 2003 to help Palestinian children and their families cope with the conflict and violence that affects their daily lives. The activities focus on children who live in areas exposed to frequent home and school demolitions, as well as young Bedouins and children with disabilities. “We must not fail Dkaika children,” said the Deputy Special Representative. ”Education is the cornerstone for peace and security and is at the heart of equity.” var emailarticleloc = location.href; emailarticleloc = emailarticleloc.replace("http://www.unicef.org",""); emailarticleloc = emailarticleloc.replace("http://unicef.org",""); var emailarticle = "Email this article Email this article UNICEFBLOG.addentry({ linkClassName: "bloglink", image: "", title: "UNICEF provides support to Palestinian students through rehabilitation and psychosocial sessions", blurb: "DKAIKA, Occupied Palestinian Territory, 29 September 2011 - Located just 70 metres away from the Green Line - the 1949 Armistice Line – in Israeli-controlled Area ‘C’, the villagers of Dkaika are forced to suffer under the daily risk of home demolition and harassment. 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Teachers Without Borders

Palestinian Textbooks Debate Reaches US Campaign : NPR - 0 views

  • RAMALLAH, West Bank (AP) — Do Palestinian school textbooks "teach terrorism," as Newt Gingrich claimed in a recent debate among U.S. Republican presidential hopefuls? His example — that Palestinians "have text books that say, 'If there are 13 Jews and nine Jews are killed, how many Jews are left?'" — is not in any of the texts, researchers say. As for Gingrich's broader claim, the textbooks don't directly encourage anti-Israeli violence, but they also don't really teach peace, studies say. A review of some texts by The AP, as well as several studies by Israeli, Palestinian and international researchers, found no direct calls for violence against Israel. However, the books lack material about the historic Jewish presence in the region and scarcely mention Israel and then mostly in a negative way. Peace with Israel rarely comes up. Texts for religious schools are harder-core, openly glorifying martyrdom. Researchers disagree sharply in their interpretation of the material.
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    RAMALLAH, West Bank (AP) - Do Palestinian school textbooks "teach terrorism," as Newt Gingrich claimed in a recent debate among U.S. Republican presidential hopefuls? His example - that Palestinians "have text books that say, 'If there are 13 Jews and nine Jews are killed, how many Jews are left?'" - is not in any of the texts, researchers say. As for Gingrich's broader claim, the textbooks don't directly encourage anti-Israeli violence, but they also don't really teach peace, studies say.
Teachers Without Borders

Nigeria: Govt dumps 9-3-4 system of education - 0 views

  • NDICATIONS have emerged that the Federal Government has dropped the 9-3- 4 system of education.   This educational system took stakeholders over three years to plan and work out its implementation strategy.   The system, which purportedly kicked off in 2009, had the components of basic, technical and vocational inputs, which pupils were expected to complete in the first nine years before proceeding on a career path in the next three years of secondary education.   Education Minister, Prof.  Uqayyatu Rufa’i, last Tuesday, proposed to the National Assembly (NASS), the need to revert to the old system of 6-3-3-4, but with a modification that would include Early  Childhood Education (ECE).
Teachers Without Borders

Annotated Bibliography: Education for Youth Affected by Crisis | INEE Site - 1 views

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    Crises negatively affect the education and livelihood prospects of youth, which in turn can play a role in the perpetuation of fragility in post-crisis settings. The development and implementation of effective education and training for youth in contexts characterized by displacement, a breakdown of social services, and economic despair presents a broad spectrum of challenges. Yet, it is a necessary component of promoting self-sufficiency and long-term stability. This annotated bibliography aims to contribute to building the evidence base to effectively articulate and advocate for successful, quality education programming for all youth affected by crisis. The selection criteria for documents reviewed in this annotated bibliography were broadly defined as any texts dealing with, reviewing, analyzing, evaluating or describing educational programmes catering specifically or partially to youth and adolescents in situations of emergency, protracted crisis through to post-crisis and recovery. Preference was given to texts that address specific impacts and lessons learned. This review is not meant to be a mapping exercise of existing programmes and actors, rather it attempts to document specific impacts of programmatic approaches. To suggest additional articles to be included in the annotated bibliography or for further information, please contact youthtaskteam@ineesite.org or minimumstandards@ineesite.org.
Teachers Without Borders

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

  • 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
Teachers Without Borders

Locator chips keep track of students in Brazil - World - NewsObserver.com - 0 views

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    Radio frequency chips in "intelligent uniforms" let a computer know when children enter school and it sends a text message to their cell phones. Parents are also alerted if kids don't show up 20 minutes after classes begin with the following message: "Your child has still not arrived at school."
Teachers Without Borders

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

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    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

United Nations Declaration on Human Rights Education and Training - 2 views

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    On 19 December, the General Assembly adopted, without a vote, the United Nations Declaration on Human Rights Education and Training by resolution 66/137. This step marks the final adoption of this new instrument by the United Nations. Resolution 66/137, containing the adopted text of the Declaration, is identical to the draft resolution A/C.3/66/L.65 below and will be made available as soon as it is issued.
Martyn Steiner

Virtual Fieldtrips in the Elementary School Classroom | OER Commons - 0 views

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    Text-based description of the use of virtual fieldtrips in the elementary school classroom. Classroom based examples are listed, advantages and disadvantages of using this technology are described, and tips for effective implementation are reviewed for exploring virtual fieldtrips in the classroom.
Martyn Steiner

Using Diigo in the Classroom | OER Commons - 0 views

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    Short text and video about using Diigo in the classroom.
Tiffany Hoefer

Educational Psychology - 0 views

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    "A comprehensive educational psychology textbook, written by Kelvin Seifert and Rosemary Sutton, for the Global Text Project. Topics covered include student development and diversity, classroom communication and assessment, and much more."
Teachers Without Borders

IRIN Africa | ZIMBABWE: Pupils might get own textbooks | Southern Africa | Zimbabwe | C... - 0 views

  • Siphiso Nyoni, 15, races home when the final bell rings at Luveve High School in Bulawayo, Zimbabwe's second city because she shares an accounts textbook with five other classmates and needs to get her homework done as soon as possible. "You are sometimes forced to rush through the assignment and in the process make silly mistakes because someone is waiting to take her turn using the same textbook," she told IRIN.
  • In January 2010 the Ministry of Education, Sport and Culture put the ratio of text books to pupils at about one to 10, but teachers in the capital, Harare, have reported instances of 40 pupils sharing one text book at some schools. "It is difficult to teach and motivate pupils when a whole class has to share five textbooks," said Aquillina Dhliwayo, the accounts teacher at Luveve High. The school devised a scheme in which pupils living in the same neighbourhood were put into clusters so they could share textbooks more easily.
Gwen Stamm

DeclaracioICIP_010610_ang.pdf (application/pdf Object) - 0 views

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    Barcelona Declaration of the Human Right to Peace adopted on June 2, 2010 will be submitted to International Congress in December as part of the World Social Forum organized to celebrate the end the UN Decade for a Culture of Peace and Non-Violence. At this time nations from around the world will discuss and adopt the final text of the Declaration to submit to the UN.
Teachers Without Borders

Pope denounces 'atrocious' Nigeria bloodshed - 0 views

  • Pope denounces 'atrocious' Nigeria bloodshed AMINU ABUBAKAR March 11, 2010 - 12:44AM Ads by GoogleCAFM/CMMS FacilitiesDeskWeb-based integrated CAFM/CMMSMaintenance, Asset & Space mgmtwww.manageengine.com/FacilitiesDesk Pope Benedict XVI denounced the "atrocious" bloodshed in Nigeria on Wednesday after a massacre of Christian villagers, as police said 49 people would be charged over the killings. As new gunfire added to the tensions around the flashpoint city of Jos, the pope added his voice to a chorus of international revulsion over the weekend slaughter which police say left 109 people dead but the state information commissioner said left more than 500 dead.
  • "Violence does not resolve conflicts but only increases the tragic consequences," he added. The three-hour killing spree in the early hours of Sunday was the latest wave of sectarian violence to engulf the Jos region where several hundred people were killed in Muslim-Christian clashes in January. The security forces have faced heavy criticism over their failure to intervene to stop the latest killings at a time when a curfew was meant to be in force.
  • Jang told reporters he had alerted Nigeria's army commander about reports of movement around the area and had been told that troops would be heading there. "Three hours or so later, I was woken by a call that they (armed gangs) had started burning the village and people were being hacked to death. "I tried to locate the commanders, I couldn?t get any of them on the telephone."
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  • Residents have said the killings on Sunday were part of a spiralling feud between the Fulani, who are nomadic herders, and Berom, who are farmers, which had been sparked by the theft of cattle.
  • Eyewitness account: Slaughter of the innocentsSome survivors told of the attacks as they recovered. In a surgical ward of Jos hospital, women with deep scalp wounds mourned the loss of their children. Chindum Yakubu, a 30-year-old mother of four, described the screams of her 18-month-old daughter who was plucked from her back and hacked to death as the family tried to flee the pre-dawn attacks. "They removed the baby and killed her with the machete," Yakubu said.
Teachers Without Borders

eLearning Africa 2012 / International Conference on ICT for Development, Education and ... - 0 views

  • The eLearning Africa 2012 Report Free Download    For more than a decade eLearning has promised a revolution in African education. The opportunity of mass access to world-class learning resources without the barriers of distance or cost has excited educationalists, politicians and learners alike. But has eLearning lived up to this promise? What do African eLearning professionals, practitioners, policymakers, business leaders and teachers think about this? What technologies do they use and which world views inform their work? For the first time ever, the perspectives of eLearning professionals and a range of other stakeholders across 41 different countries on the Continent are reflected in this ground-breaking new publication from eLearning Africa.
Martyn Steiner

How to Improve Critical Thinking Using Educational Technology | OER Commons - 2 views

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    A guide to using ICT, particularly a piece of software called Reason!Able, to develop critical thinking skills
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