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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).

Aligned with National Lab Day as part of the White House’s Educate to Innovate Initiative, the 21st Century Learning Lab Designer awards  will range from $30,000-$200,000. Awards will be made for learning environments and digital media-based experiences that allow young people to grapple with social challenges through activities based on the social nature, contexts, and ideas of science, technology, engineering and math.

Evoke emerged from discussions with universities in Africa who increasingly wanted to find avenues to encourage their students to engage in local communities and develop innovative solutions to local development challenges. The universities were searching for ways to engage students in real world problems and to develop capacities for creativity, innovation, and entrepreneurial action that many believe will be the engine for job creation now and in the future.

Evoke  therefore is designed to empower young people all over the world, and especially in Africa, to start solving urgent social problems like hunger, poverty, disease, conflict, climate change, sustainable energy, health care, education, and human rights.; to collaborate with others globally; and to develop real world ideas to address these challenges.Players will be challenged to complete a series of ten missions and ten quests -- one per week, over the course of the ten-week game.   The "text book" for this course is an online graphic novel written by Emmy-award nominated producer Kiyash Monsef. 

The game's creative director, alternate reality pioneer Jane McGonigal, is debuting the game at this week's TED conference in Long Beach, California.  As she describes the game, "An evoke is an urgent call to innovation.  When we evoke, we look for creative solutions. We use whatever resources we have. We get as many people involved as possible. We take risks. We come up with ideas that have never been tried before. That's what we're asking players to do in this online game. To learn how to tackle the world's toughest problems with creativity, courage, resourcefulness and collaboration."

The Mexican town of Ciudad Juarez is one of the deadliest in the world. Controlled by two waring drug gangs and a corrupt police, the town witnesses over 3,000 murders a year.

Investments designed to counter the poverty and disenchantment that supply cartels with foot soldiers are injected throughout the city: parks and new high schools in some of the poorest neighborhoods, new hospitals and clinics and more police patrols in commercial districts to stop the extortion that has devastated Juarez's local economy.

For every high school built under Todos Somos Juarez, the city is short another.

The 67-page report, "Promises Unfulfilled: An Assessment of China's National Human Rights Action Plan," details how despite the Chinese government's progress in protection of some economic and social rights, it has undermined many of the key goals of the National Human Rights Action Plan (NHRAP) by tightening restrictions on rights of expression, association, and assembly over the past two years. The report highlights how that rollback of key civil and political rights enabled rather than reduced a host of human rights abuses specifically addressed in the NHRAP.

ut the NHRAP's value was undermined by the government's simultaneous commission of human rights abuses during the same period. In 2009-2010, the government: continued its practice of sentencing high-profile dissidents such as imprisoned Nobel Peace Prize laureate Liu Xiaobo to lengthy prison terms on spurious state secrets or "subversion" charges; expanded restrictions on mediaand internet freedom; tightened controls on lawyers, human rights defenders, and nongovernmental organizations; broadened controls on Uighurs and Tibetans; and engaged in increasing numbers of enforced disappearances and arbitrary detentions, including in secret, unlawful detention facilities known as "black jails." "China needs a credible national human rights action plan that is designed and implemented to improve its human rights performance, not deflect criticism," Richardson said. "The Chinese government's failure to meaningfully deliver on the National Human Rights Action Plan's key objectives will only deepen doubts about its willingness to respect international standards as its global influence grows."

The upcoming workshop will attract over 1,200 teachers according to the list of schools and number of teachers provided by the Nasarawa State Ministry of Education to Teachers Without Borders Regional office in Abuja.

According to  TWB’s Africa Regional Coordinator, Dr. Raphael Ogar Oko, “the teaching mastery workshop program in Nasarawa State was initially designed to educate experienced teachers who will mentor beginning teachers and NYSC members deployed to serve in schools without the basic teaching qualification. After implementing the program in two areas, Karu and Uke, it was discovered that the teachers in schools needed the professional development workshops also in addition to the NYSC members that are being deployed to schools. Based on requests from teachers, school heads and proprietors of schools as well as the local education authority, TWB has decided to make the program open to all teachers in Nasarawa State as a demonstration of our commitment to teacher development and appreciation of the cordial relationship with the Nasarawa State Ministry of Education”.

The Teachers Without Borders Certificate of Teaching Mastery (CTM), which is recognized by the Teachers Registration Council of Nigeria as a teacher professional development course is a free, self-paced, peer- and mentor-supported teacher professional development program.

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.”

CAPE TOWN, 11 May 2011 (IRIN) - Instead of providing much needed opportunities, South Africa’s ailing education system is keeping children from poor households at the back of the job queue and locking families into poverty for another generation.

The study, "Low Quality Education as Poverty Trap", found that the schooling available to children in poor communities is reinforcing rather than challenging the racial and economic inequities created by South Africa’s apartheid-era policies.

The government allocated R190 billion (US$28 billion) or 21 percent of its 2011/12 budget to education, but 80 percent is spent on personnel and the remainder is not enough to supply thousands of schools in mainly poor areas with basic requirements like electricity and textbooks.

UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011

In a nutshell, the course is designed to give teachers confidence in facilitating  CCESD inside and outside the classroom so that they can help young people understand the causes and consequences of climate change, bring about changes in attitudes and behaviors to reduce the severity of future climate change, and build resilience  in the face of climate change that are already present.

First, it helps teachers to understand the causes, dynamics and impacts of climate change through a holistic lens. Second, teachers are exposed to a range of pedagogical approaches that they can use in their own school environment. This includes engagement in whole school and school-in-community approaches. Third, teachers can develop their capacities to facilitate students’ community based learning.  Fourth, teachers can develop future oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning..    

Across OECD countries, governments are having to work with shrinking public budgets while designing policies to make education more effective and responsive to growing demand. The 2011 edition of Education at a Glance: OECD Indicators enables countries to see themselves in the light of other countries’ performance. It provides a broad array of comparable indicators on education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

ISBN: 9789264114203 Publication: 13/9/2011 (click on the image to download the publication)   Education at a Glance 2011: OECD Indicators Across OECD countries,

The indicators show who participates in education, how much is spent on it, and how education systems operate. They also illustrate a wide range of educational outcomes, comparing, for example, student performance in key subjects and the impact of education on earnings and on adults’ chances of employment.

"The percentage of people who speak French fluently is about 5%, and 100% speak Creole," says Chris Low. Continue reading the main story “Start Quote It's like a toddler who is forced to start walking with a blindfold” End Quote Michel DeGraff Associate Professor of Linguistics at MIT "So it's really apartheid through language."

He argues that French should be taught in Haiti as a second-language - after children have learnt basic literacy skills in Creole. "Learning to first read and write in a foreign language is somewhat like a toddler who is forced to start walking with a blindfold, and the blindfold is never taken off," he told the BBC World Service.

No matter which indicators you pick, Haiti has an appalling record on education. One recent report rated it as the third worst place in the world, after Somalia and Eritrea, to go to school. Continue reading the main story A brief history of Haitian Creole It emerged towards the end of the 18th Century as slaves from Africa began mixing African languages with French Lots of the vocabulary comes from French, but the grammar is quite different Spelling was standardised in 1979 A law called the Bernard Reform was introduced in the early 1980s, designed to boost Creole in schools The 1987 constitution states that French and Creole are both official languages in Haiti It's estimated that about one-third of children never enrol at primary school, and only about one in 10 complete secondary school.

Teachers in Zurich are to receive a language handbook with vocabulary and basic information about the 14 main immigrant languages to help ease communication. With one in three students coming from foreign-language homes, the manual is designed to help in situations such as parent-teacher meetings as well as in German language classes.

Students and teachers in four southern African countries are benefiting from an ambitious HIV programme spearheaded by UNESCO. From its start in 2008, the programme was designed to strengthen the education sector’s AIDS response in Angola, Lesotho, Namibia and Swaziland.

The previous wave of reforms in Shanghai had focused on professionalising education and disseminating good practice through a system of empowered and networked schools. Those established the capacity of the education system to attracted the most talented teachers to the most challenging classrooms and the most capable school leaders to the most disadvantaged schools. The new reforms are now intended to produce innovative approaches to pedagogy and personalised learning experiences.

The aim is to offer a more flexible curriculum while avoiding the pitfalls that are familiar to students and teachers in the West.

This investment, and the ways in which students expressed themselves and discussed their ideas about their education, were very different from what I had seen and heard in Chinese schools before. What is evident now is that the Chinese system is well beyond playing catch-up with world-class standards; quite simply, China is designing its own educational future.

The Ghazi High School was established as a “Lycée” in 1926 and from the beginning, had instruction in English. After it was almost completely destroyed by decades of war, USAID began working with the Ministry of Education to rebuild the school.

Construction for the 8,200 square meter three-story school began in 2007 and includes buildings with 72 classrooms, an enclosed link way that connects the classroom blocks, and ramps for wheelchair access. The school was designed and constructed to international seismic safety standards to prevent damage from earthquakes.

USAID created the Kabul Schools Program to support the Ministry of Education’s ambitious plans to expand quality and access to education, and when the program finishes in 2012, the Ministry will have the capacity to serve the educational needs of more than 12,000 boys and girls in greater Kabul City.