Skip to main content

Home/ Teachers Without Borders/ Group items matching "Professional" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Fred Mednick

The Global Partnership for Development at a Critical Juncture - 1 views

www.preventionweb.net/...v.php

MDGs TWB emergency_education Millennium_Development_Goals partnership

shared by Fred Mednick on 03 Oct 10 - No Cached
  • Fred Mednick on 03 Oct 10
     
    International Teachers' Day Statement from PreventionWeb about partnerships and the Millennium Development Goals
Teachers Without Borders

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

www.irex.org/...ommunity-and-rebuild-education

Haiti IREX teacher development professional_development community teachers

shared by Teachers Without Borders on 07 Dec 10 - No Cached
  • When the only Haitian public teacher training institute collapsed in Port-au-Prince as a result of the earthquake, the once sparse availability of professional development opportunities for Haitian teachers became non-existent. Understanding the importance of continuous teacher training, Fanfan Joseph, an English teacher and President of the English Club of Cap-Haitien, organized a four-day training workshop for 50 English teachers in Cap-Haitien. Focusing on lesson planning, reflexive teaching, and cooperative learning techniques in the English as a Foreign Language (EFL) classroom, Joseph trained participants on practical skills that they could use in their classrooms immediately. The participants of this workshop celebrated Joseph’s efforts and encouraged him to organize another workshop, which he promptly did. This September, Joseph’s follow-on workshop focused on skills for effective teaching and learning in large classrooms. Teachers around the world struggle with large class size; a typical school in Haiti can include as many as 250 students in one classroom. The participants in Joseph’s workshops represent many different schools across northern Haiti, and each of them teaches hundreds of students. As a result of Joseph’s workshops, thousands of students across northern Haiti are engaged in interactive classrooms with teachers who have benefited from this recent and relevant training.
  • Another English teacher, Abel Mercier of Port-au-Prince, recognized that one of the most important things children need during times of crisis is the permission and space to have fun. “The secret to coping with post-traumatic stress in a community after an event such as the earthquake is to promote recreational activities among the children, teenagers, and adults,” says Mercier. This summer, Mercier organized a “Day of Fun” for over 80 high school students from Lycée Cité-Soleil in Port-au-Prince, the capital city that was hardest hit by the earthquake. Students gathered at the beach for a stress-free day of sports, arts, games, and more. By including a short workshop on the geological forces that cause earthquakes, and another on understanding the effects of psychology trauma, Mercier elevated his “Day of Fun” to a meaningful experience for a community in the midst of recovery.
  • Jovenal Thomas, another English teacher from Cap-Haitien, collaborated with Red Cross volunteers to deliver CPR training to high school students. “There is no Civil Defense Warning Program here, no 911 telephone number to call, limited ambulance service and very little access to medical treatment,” says Thomas. “Students need to be trained to deal with emergencies when they encounter them.”
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.
  • ...9 more annotations...
  • 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/).
Meghan Flaherty

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

www.un-documents.net/nfl-3.htm

women UN peace

shared by Meghan Flaherty on 25 May 10 - Cached
  • 2. Education for peace
  • 272. Governments, non-governmental organizations, women's groups and the mass media should encourage women to engage in efforts to promote education for peace in the family, neighbourhood and community. Special attention should be given to the contribution of women's grass-roots organizations. The multiple skills and talents of women artists, journalists, writers, educators and civic leaders can contribute to promoting ideas of peace if encouraged, facilitated and supported.
  • 273. Special attention should be given to the education of children for life in peace within an atmosphere of understanding, dialogue and respect for others. In this respect, suitable concrete action should be taken to discourage the provision of children and young persons with games and publications and other media promoting the notion of favouring war, aggression, cruelty, excessive desire for power and other forms of violence, within the broad processes of the reparation of society for life in peace.
  • ...3 more annotations...
  • 274. Governments, educational institutions, professional associations and non-governmental organizations should co-operate to develop a high-quality content for and to achieve widespread dissemination of books and programmes on education for peace. Women should take an active part in the preparation of those materials, which should include case studies of peaceful settlements of disputes, non-violent movements and passive resistance and the recognition of peace-seeking individuals.
  • 275. Governments should create the conditions that would enable women to increase their knowledge of the main problems in contemporary international relations. Information should be widely and freely disseminated among women, thereby contributing to their full understanding of those problems. All existing obstacles and discriminatory practices regarding women's civil and political education should be removed. Opportunities should be provided for women to organize and choose studies, training programmes and seminars related to peace, disarmament, education for peace and the peaceful settlement of disputes.
  • 276. The participation of women in peace research, including research on women and peace, should be encouraged. Existing barriers to women researchers should be removed and appropriate resources provided for peace researchers. Co-operation amongst peace researchers, government officials, non-governmental organizations and activists should be encouraged and fostered.
Teachers Without Borders

Asabe Yar'Adua Lauds Teachers - 0 views

www.thisdayonline.com/nview.php

education development Nigeria MDA MDGs developing nations teachers

shared by Teachers Without Borders on 26 May 10 - Cached
  • She  said this at the Award of Millennium Development Ambassador (MDA) organised by Teachers Without Borders (TWB),  an international Non-governmental Organisation (NGO) dedicated to advancing human welfare through teacher professional development and community education hosted in Abuja where she was given an award in recognition of her efforts in the foundation.
  • She stressed that teachers constitute the cornerstone in building a world without borders and other forms of barriers that retard growth, development interactions and integration of thr world.
  • She however lamented that the society has a lot to do to place teachers on a better pedestal, particularly in developing countries . Africa Regional Coordinator, Raphael Ogar Oko , said TWB works to support the United Nations Millennium Development Goals (MDG) through the Millennium Development Ambassadors (MDA)and Millennium Development Volunteers (MDV) program.
  • ...1 more annotation...
  • He said that the MDA initiative was launched as a TWB program in response to the United Nations Millenium Summit Declaration in New York in 2000, which led to the formulation of the MDGs. 
Teachers Without Borders

Earthquake education poster - Educational Materials - PreventionWeb.net - 0 views

www.preventionweb.net/...v.php

TWB NSF emergency_education poster Haiti earthquake_education

shared by Teachers Without Borders on 14 Jan 11 - No Cached
  • Teachers Without Borders on 14 Jan 11
     
    The Haiti Earthquake Education Poster is a product of the collaboration between TWB, the University of Montana, and the National Science Foundation. Printed copies may be available upon request at no charge.
Teachers Without Borders

Manual on school safety: preparing schools for a safer tomorrow - Educational Materials - PreventionWeb.net - 0 views

www.preventionweb.net/...v.php

school_safety disaster_preparedness hazards Bangladesh

shared by Teachers Without Borders on 20 Jan 11 - No Cached
  • This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
  • Teachers Without Borders on 20 Jan 11
     
    This document presents a comprehensive methodology for school safety considering school-specific hazards, such as earthquake, flood, flash flood, cyclone, landslide, and tsunami. It also focuses on fire and road hazards and considers climate change related issues. This manual is specific to Bangladesh and aims to guide teachers and students to develop a disaster management plan that includes mitigation, preparedness and response planning.
Teachers Without Borders

The Standard | Online Edition :: Teachers told to lead way to attain MDGs - 1 views

www.standardmedia.co.ke/InsidePage.php

Teachers Without Borders TWB Kenya MDAs MDGs

shared by Teachers Without Borders on 19 Jan 11 - No Cached
  • The educationist was speaking at a ceremony to award certificates to teachers who had attended an in-service training with Teachers without Borders (TWB). The US organisation supports teachers worldwide with professional development opportunities.
  • In the TWB course, teachers learn how they can enlighten learners and the society on MDGs to fast-track their achievement."One chooses an MDG to focus on. They either teach it in their schools/community or contribute to an existing initiative that focuses on the MDG," said Mr Mathias Osimbo, a representative of teachers without borders.
  • Osimbo said the course, taught free to teachers at primary and secondary schools, aims at increasing the impact of teachers in society."It makes teachers to be instruments of change beyond the classroom border by working with communities," he said.Michael Ndung’u, a beneficiary of the program says that the course has helped him enrich his teaching skills."It makes one move from being a passive disseminator of information to an active collaborator and inquirer," he notes.Besides MDGs, teachers also train in effective classroom management methods and teaching multi-cultured learners.Members of the organisation are also offered a platform where teachers can interact with others across the world and share experiences.
Teachers Without Borders

UNESCO and Israel reinforce cooperation on Holocaust education | United Nations Educational, Scientific and Cultural Organization - 0 views

www.unesco.org/...18256

UNESCO teacher development Holocaust Israel education

shared by Teachers Without Borders on 05 Mar 11 - No Cached
  • The government of Israel and UNESCO will sign an agreement to reinforce their cooperation in developing and promoting Holocaust education and combating denial of the mass murder of Jews and other groups in World War II.
  • Prior to the screening (2.30p.m), Irina Bokova and Israel’s Ambassador and Permanent Delegate to UNESCO, Nimrod Barkan, will sign an agreement to provide additional resources for UNESCO’s Holocaust education, remembrance and research activities. The agreement also concerns the development of Holocaust education curricula in various languages for primary and secondary schools.
  • UNESCO works to mobilise networks of professionals, academics, scientists and civil society, including UNESCO/UNITWIN university chairs and UNESCO’s Associated Schools, in favour of Holocaust remembrance. Special attention is given to teacher training activities. UNESCO’s partners in this area include the Yad Vashem centre for documentation, research, education and commemoration of the Holocaust (Israel), and other relevant institutions.
Teachers Without Borders

Can Afghanistan hang on to its newly minted college grads? - CSMonitor.com - 0 views

www.csmonitor.com/...its-newly-minted-college-grads

afghanistan education university

shared by Teachers Without Borders on 31 May 11 - No Cached
  • But such focus on the university and its graduates shouldn’t be a surprise. After three decades of war, the country's most talented professionals have fled, leaving behind a nation where 72 percent of the people are now illiterate and the number of universities may not even reach 50.
  • “For a master's degree, yes, it’s tempting to go overseas. But for living, it’s not. Once you’ve got an education, it seems like this is where people need you most,” says Sulieman Hedayat, one of 32 students who graduated on Thursday.
  • AUAF opened its doors in 2006, and everyone from prominent Afghan businessmen to institutions like USAID have invested tens of millions of dollars in the hopes of minting a university that produces students who can help rebuild Afghanistan.
  • ...1 more annotation...
  • Just last week, three Afghan students bolted for Canada at the conclusion of their study abroad in Midwest. Most famously, the Afghan national soccer team had to temporarily disband in 2004 when nine of the players disappeared during training camp in Italy and later turned up as asylum seekers.
Teachers Without Borders

Role reversal in Andhra Pradesh: Students to evaluate teachers - Times Of India - 0 views

articles.timesofindia.indiatimes.com/...tion-new-evaluation-n-narayana

India evaluation teachers education assessment professional development

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • HYDERABAD: State schools will see a role reversal in their classrooms soon. Starting this academic year, students will be asked to evaluate the performance of teachers.
  • The evaluation sheet will have questions on teachers ranging from their teaching skills to their attendance and also whether they are approachable. It will also evaluate the approach adopted by the teachers in class, especially towards students who are poor performers.
  • Officials said that the teachers will be evaluated on a ten point scale. "We thought of a new evaluation process as the department felt that teachers should be accountable to students. The process will be introduced in classes V to X and we are even thinking of extending it to junior colleges that fall under the school education department," said a senior official.
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
« First ‹ Previous 61 - 80 of 87 Next ›
Showing 20▼ items per page