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Themba Dlamini

NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS - Phuzemtho... - 0 views

phuzemthonjeni.com/...e-study-at-higher-education-in

NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS

shared by Themba Dlamini on 27 Sep 12 - No Cached
  • Themba Dlamini on 27 Sep 12
     
    NON EMPLOYEE BURSARIES FOR FULL TIME STUDY AT HIGHER EDUCATION INSTITUTIONS
Teachers Without Borders

Launch of World Atlas of Gender Equality in Education - 0 views

www.uis.unesco.org/...unesco-gender-atlas-2012.aspx

gender equality women education EFA UNESCO

shared by Teachers Without Borders on 09 Mar 12 - No Cached
  • Teachers Without Borders on 09 Mar 12
     
    To mark International Women's Day, UNESCO and the UIS have jointly released the World Atlas of Gender Equality in Education, which includes over 120 maps, charts and tables featuring a wide range of sex-disaggregated indicators.   The vivid presentation of information and analysis calls attention to persistent gender disparities and the need for greater focus on girls' education as a human right.   The atlas illustrates the educational pathways of girls and boys and the changes in gender disparities over time. It hones in on the gender impact of critical factors such as national wealth, geographic location, investment in education, and fields of study.     The data show that: Although access to education remains a challenge in many countries, girls enrolled in primary school tend to outperform boys. Dropout rates are higher for boys than girls in 63% of countries with data. Countries with high proportions of girls enrolled in secondary education have more women teaching primary education than men. Women are the majority of tertiary students in two-thirds of countries with available data. However, men continue to dominate the highest levels of study, accounting for 56% of PhD graduates and 71% of researchers.
Teachers Without Borders

allAfrica.com: Rwanda: Wanted - 4,000 English Teachers - 0 views

allafrica.com/...201110241311.html

Rwanda english teachers Africa

shared by Teachers Without Borders on 31 Oct 11 - No Cached
  • Teachers Without Borders on 31 Oct 11
     
    The Ministry of Education will recruit 4,000 teachers to teach in the English language in secondary schools, as part of its strategy to put the country at the same level with its EAC partners of Kenya, Uganda and Tanzania in creating higher education and job opportunities. In an exclusive interview with The New Times, the State Minister-in-charge of Primary and Secondary Education, Dr Mathias Harebamungu, said the recruitment will be done in January 2012 to coincide with the new academic year.
Teachers Without Borders

School Reform in Baltimore: Fewer Suspensions Equal Better Results | Open Society Found... - 0 views

blog.soros.org/...spensions-equal-better-results

USA suspensions black students reform

shared by Teachers Without Borders on 14 Jan 11 - No Cached
  • At a time when the underachievement of black boys in the United States can only be described as a national crisis, there is finally some good news. This fall, Baltimore City Schools chief executive Andres Alonso proudly reported that black male teens in his district are staying in school and graduating in higher numbers. The announcement made headlines, and for good reason: It proves that there are successful strategies in approaching this seemingly intractable problem. We urge other cities across the country to learn from Baltimore's creative approach.
  • We have long known that excessive use of suspension and expulsion results in higher rates of school absence, academic failure and, eventually, quitting school altogether.
  • Consider: In the 2003-04 school year, fewer than one out of two black male students graduated. Baltimore schools handed out nearly 26,000 suspensions to a student body of just over 88,000 kids. Two-thirds were to boys and, reflecting the city's population, nearly all were to black students.
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
Teachers Without Borders

Bill and Melinda Gates on Teacher Evaluation - WSJ.com - 1 views

online.wsj.com/...4485304576641123767006518.html

evaluation teachers teacher professional development teacher development Gates Foundation

shared by Teachers Without Borders on 01 Nov 11 - No Cached
  • The Scholastic project found that teachers are desperate for more support. Three kinds rose to the top: more involvement from parents, more engagement from school leaders and higher quality materials to use in the classroom. The teachers who took the survey were given a list of 15 things that might help to retain the best teachers. Higher salaries ranked 11th on the list, behind benefits like more time for preparation and opportunities for professional development.
Teachers Without Borders

HaitiAnalysis.com Haiti's Earthquake Victims in Great Peril - 0 views

haitianalysis.com/...thquake-victims-in-great-peril

Haiti reconstruction relief aid Canada earthquake

shared by Teachers Without Borders on 20 Mar 10 - Cached
  • According to a February study by the Inter-American Development Bank, the cost of physical damage from Haiti’s earthquake ranges from $8 billion to $13 billion. It says, “there are few events of such ferocity as the Haiti 2010 earthquake.”
  • The study looks at natural disasters over the past 40 years and concludes that the death toll, per capita, of Haiti’s earthquake is four times, or more, higher than any other disaster in this time period.
  • The Partners In Health agency estimates some 1.3 million people were left without shelter by the earthquake. The majority of those people still do not have adequate emergency shelter nor access to potable water, food and medical attention.
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  • According to US AID, there are approximately 600,000 displaced people living in 416 makeshift camps in Port-au-Prince. Sanitation conditions in the camps remain a grave concern. With heavy seasonal rains fast approaching, the population is extremely vulnerable to exposure and water-born disease.
  • Two leading directors of Doctors Without Borders have called the relief effort to date "broadly insufficient." In a March 5 interview, they say that, “The lack of shelter and the hygiene conditions represent a danger not only in terms of public health, but they are also an intolerable breach of the human dignity of all these people.”
  • Conditions are also critical outside the earthquake zone. Cap Haitien, Haiti’s second largest city located 120 km north of Port au Prince, has received an estimated influx of 50,000 refugees. Its mayor, Michel St. Croix, recently told the Miami Herald, “We need housing, sanitation, security -- we need everything.'' He said the city has received next to no assistance from the United Nations nor the International Red Cross.
  • In an interview with Associated Press on March 5, Haiti’s Prime Minister Jean-Max Bellerive repeated his government’s growing concern with the international aid effort. "Too many people are raising money without any controls, and don't explain what they're doing with it."
  • Farmer warned against the “trauma vultures” descending on Haiti. He asked why so many years of aid and charitable funds going to Haiti has left the country poorer than ever.
  • Canada was one of the few large countries in the world that did not send civilian emergency rescue teams to Haiti. Its official aid mission arrived one week after the earthquake in the form of two warships and 2,000 military personnel. They pitched into the relief effort and earned praise for their work. But most of the assistance brought by the military, including its field hospital in Léogâne and its emergency health center in Jacmel, have now been withdrawn.
  • “The Canadian military is not a relief agency. It helped out with short-term needs. Aid and reconstruction is a long-term process. Who is going to pick up where the military’s work left off?”
  • Prior to the earthquake, Cuba had some 350 health professionals volunteering in Haiti. That number, including graduates and students from the Latin American Medical School (ELAM) in Cuba, has expanded considerably. Since 2005, 550 Haitian doctors have graduated from ELAM. The school received its first Haitian students in 1999. Currently, there are 570 students from Haiti attending the school.
  • Timely and informative articles and videos are also posted to the website of the Canada Haiti Action Network (http://canadahaitiaction.ca/) and the Institute for Justice and Democracy in Haiti (http://ijdh.org/).
Teachers Without Borders

Education Week: U.S. Teachers More Interested in Reform Than Money - 0 views

www.edweek.org/...335439usteachersurvey_ap.html

US teachers reform survey money teaching

shared by Teachers Without Borders on 08 Mar 10 - Cached
  • U.S. teachers are more interested in school reform and student achievement than their paychecks, according to a massive new survey. The survey of 40,090 K-12 teachers — including 15,038 by telephone — was likely the largest national survey of teachers ever completed and includes the opinions of teachers in every grade, in every state and across the demographic spectrum.
  • Teachers don't want to see their students judged on the results of one test and they also want their own performances graded on multiple measures.
  • Most value non-monetary rewards, such as time to collaborate with other teachers and a supportive school leadership, over higher salaries. Only 28 percent felt performance pay would have a strong impact and 30 percent felt performance pay would have no impact at all.
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  • They see themselves as a bridge between school and home and an important part of the effort to raise student achievement.
  • For example, only 6 percent of teachers surveyed said graduating all students with a high school diploma was one of the most important goals of schools and teaching, while 71 percent said one of the most important goals was to prepare all students for careers in the 21st century.
  • Fewer were in favor of having common academic tests in every state, which would presumably be based on the common standards, but more than half said common tests were a good idea.
  • But instead of yearly tests, they want to see formative, ongoing assessments in class to help them understand how much their students are learning over time.
Teachers Without Borders

Jiang Xueqin: The Test Chinese Schools Still Fail - WSJ.com - 1 views

online.wsj.com/...3766704576008692493038646.html

China PISA standardized tests testing education

shared by Teachers Without Borders on 04 Jan 11 - No Cached
  • It's ironic that just as the world is appreciating the strengths of China's education system, Chinese are waking up to its weaknesses. These are two sides of the same coin: Chinese schools are very good at preparing their students for standardized tests. For that reason, they fail to prepare them for higher education and the knowledge economy.
  • So China has no problem producing mid-level accountants, computer programmers and technocrats. But what about the entrepreneurs and innovators needed to run a 21st century global economy? China's most promising students still must go abroad to develop their managerial drive and creativity, and there they have to unlearn the test-centric approach to knowledge that was drilled into them.
  • Both multinationals and Chinese companies have the same complaints about China's university graduates: They cannot work independently, lack the social skills to work in a team and are too arrogant to learn new skills. In 2005, the consulting firm McKinsey released a report saying that China's current education system will hinder its economic development.
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  • Even Shanghai educators admit they're merely producing competent mediocrity.
  • This year the Chinese government released a 10-year plan including greater experimentation. China Central Television's main evening news program recently reported on Peking University High School's curricular reforms to promote individuality and diversity.
  • Shanghai's stellar results on PISA are a symptom of the problem. Tests are less relevant to concrete life and work skills than the ability to write a coherent essay, which requires being able to identify a problem, break it down to its constituent parts, analyze it from multiple angles and assemble a solution in a succinct manner to communicate across cultures and time. These "critical thinking" skills are what Chinese students need to learn if they are to become globally competitive.
  • One way we'll know we're succeeding in changing China's schools is when those PISA scores come down.
Teachers Without Borders

Student Drop Out Rate on the Increase Despite Free Education - IPS ipsnews.net - 1 views

ipsnews.net/news.asp

Kenya pregnancy drop-out rates girls girls' education

shared by Teachers Without Borders on 04 Jan 11 - No Cached
  • The free primary education, which is also compulsory, saw many children, particularly from poor families; enjoy an opportunity to be in school. Based on reports by the Ministry of Education, the number of boys and girls enrolled in primary school has risen from five million to a staggering eight million.
  • According to the latest Kenya Demographic Health Survey (KDHS), 40 percent of adolescent girls without any education are either pregnant or have already become mothers. In addition, for those girls with only a primary school education, 26 percent are mothers compared to an eight percent of those who have a secondary school education or higher.
  • "This shows that the impact of secondary and even college education can delay child- bearing and therefore give girls an opportunity to pursue their dreams," expounds Nelly Mwangi, a teacher in Nairobi.
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  • According to the findings of a national survey of secondary school students, over 13 percent of students will have experienced their first pregnancy by the time they celebrate their fourteenth birthday.
  • "Although there is sexual education incorporated into the curriculum, it is too basic and may not be an effective intervention, based on all the explicit messages that children are exposed to from such an early age," explains Paul Kipkorir, a teacher in Nairobi.
  • To fill the gap, various stakeholders have begun supporting the ‘Return to School’ programme, which has faced numerous challenges. " Pupils taunt and mock those who come to school after giving birth. Schools therefore need to be more sensitive to teenage mothers if they are to continue with their education," explains Paul Kipkorir.
  • Further, there have been various efforts towards more preventive measures. The Ministry of Education is now working closely with organisations that have vast experience in the field of adolescents’ reproductive health and are able to provide more comprehensive information on sexuality in schools.
Teachers Without Borders

Soon, tougher eligibility for school teachers - The Times of India - 0 views

timesofindia.indiatimes.com/...7511813.cms

India eligibility teachers teacher education

shared by Teachers Without Borders on 19 Feb 11 - No Cached
  • MUMBAI: Becoming a primary school teacher will get tougher. Beginning from next academic year (2012-2013), the state government is making passing graduation compulsory for those aspiring to be educators.
  • Admitting that with change in education system such as virtual classes, e-library, internet learning and other hi-tech education methods, it is a need of the hour to change the decade old rules and qualification needed to take up the job of required a teacher. But, the minister refused to reveal details of the department plans on the issue.
  • Some teachers have supported the move, while few have objected it. "Raising the qualification limit for becoming a primary schoolteacher will not help in improving the quality of education. There is need to change their mindset of teachers in view of Right To Eductaion (RTE)," said Ramesh Joshi, who heads Brihanmumbai Mahapalika Shikshak Sabha, the largest BMC teachers` union.
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  • However, Aruna Pendse, associate professor with the Mumbai University`s department of civics and politics, supported the move. "Raising the pre-qualification condition (for a primary schoolteacher`s job) may result in children getting quality education," she said.
  • According to the existing rules, to become a primary schoolteacher one needs to pass the Higher Secondary Certificate (HSC) exam and then enrol for a diploma in elementary education (DEd).
Teachers Without Borders

Are schools ready for English? | The Japan Times Online - 0 views

search.japantimes.co.jp/...nn20110226f1.html

Japan English curriculum reform teachers

shared by Teachers Without Borders on 03 Mar 11 - No Cached
  • While many parents and other Japanese welcome the government's move to provide English education at an early age, some experts are concerned that most teachers are being forced to venture into uncharted waters with little preparation. In addition, devoting just one period a week to English won't be near enough to nurture children's language ability.
  • Japan has lagged behind its neighboring countries in introducing English lessons at an early age, and its impact is obvious in various statistics.
  • TOEFL data for 2004-2005 put Japan next to last in Asia, with an average score of only 191 points — just one point higher than North Korea. Afghanistan exceeded Japan by seven points, while Singapore had the top score at 254.
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  • Education ministry officials stressed that the new English lessons, Gaikokugo Katsudo (Foreign Language Activities), will be different from English lessons at the junior high level, and students won't be drilled on comprehensive grammar rules or vocabulary.
  • The goal of the new program is to help children experience and understand other languages and cultures, motivate them to actively communicate with foreigners and become familiar with the sounds and basic expressions of another language, the ministry says.
  • According to a survey last July and August by the think tank Benesse Educational Research and Development Center on 4,709 elementary school teachers nationwide, 68.1 percent of classroom teachers said they don't have much confidence or they have no confidence in teaching English.
  • The teacher, who spoke on condition of anonymity, said one of his colleagues told him he was afraid of giving lessons with his broken English, while another pointed out the possibility that this will merely cause children to dislike English.
  • Teachers Without Borders on 03 Mar 11
     
    Come April, English classes will become mandatory for fifth- and sixth-graders, but a 29-year-old elementary school teacher in Tokyo has heard the concerns of her overwhelmed colleagues, especially the older ones, who have neither taught the language nor studied it since their university years decades ago.
Teachers Without Borders

Education Week: State of Mind - 0 views

www.edweek.org/...08publicagenda_ep.h29.html

teaching teacher education teacher development in-service teachers

shared by Teachers Without Borders on 24 Oct 09 - Cached
  • Researchers at Public Agenda conducted a cluster analysis of the survey results, revealing three distinct groups of teachers. Based on their individual characteristics and attitudes about the profession, teachers naturally fell into three broad categories, which the researchers call the “Disheartened,” “Contented,” and “Idealists.”
  • The view that teaching is “so demanding, it’s a wonder that more people don’t burn out” is remarkably pervasive, particularly among the Disheartened, who are twice as likely as other teachers to agree strongly with that view. Members of that group, which accounts for 40 percent of K-12 teachers in the United States, tend to have been teaching longer and be older than the Idealists.
  • Only 14 percent rated their principals as “excellent” at supporting them as teachers, and 61 percent cited lack of support from administrators as a major drawback to teaching. Nearly three-quarters cited “discipline and behavior issues” in the classroom, and seven in 10 cited testing as major drawbacks as well.
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  • By contrast, the vast majority of teachers in the Contented group (37 percent of teachers overall) viewed teaching as a lifelong career. Most said their schools are “orderly, safe, and respectful,” and are satisfied with their administrators. Sixty-three percent strongly agreed that “teaching is exactly what I wanted to do,” and roughly three-fourths feel that they have sufficient time to craft good lesson plans. Those teachers tend to be veterans—94 percent have been in the classroom for more than 10 years, a majority have graduate degrees, and about two-thirds are teaching in middle-income or affluent schools.
  • However, it is the Idealists—23 percent of teachers overall—who voiced the strongest sense of mission about teaching. Nearly nine in 10 Idealists believe that “good teachers can lead all students to learn, even those from poor families or who have uninvolved parents.” Idealists overwhelmingly said that helping underprivileged children improve their prospects motivated them to enter the profession
  • and 36 percent said that even though they intend to stay in education, they plan to leave classroom teaching for other jobs in the field.
  • half the Idealists believe their students’ test scores have increased significantly as a result of their teaching, a higher percentage than the other teachers in the survey.
  • A 22-percentage-point difference separated the Idealists and the Disheartened (88 percent to 66 percent) in their faith that good teachers can make a difference in student learning. Idealists strongly believe that teachers shape student effort (75 percent), whereas just 50 percent of the Disheartened believe that. Only one-third of the more disillusioned teachers were very confident in their students’ learning abilities, compared with nearly half among the other groups (48 percent of the Contented and 45 percent of the Idealists).
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