Tagged: United Nations

Global Collaboration Day #VET

Please see the post below for details. This was sent via the UNESCO-UNEVOC TVET Experts Forum. I decided to share as it may be of interest to some of you.

Dear Colleagues,

It is my pleasure to share with you the launch of the Global Collaboration Day. Over the next couple of days, students, classrooms, teachers, administrators, parents and organizations will be either attending and/or hosting events online that are designed to showcase and promote global collaboration. Over 100 groups have designed and planned their own events which we have then organized into a directory and in special calendars to allow these events to be seen in any time zone in the world.

This is a huge worldwide experiment to demonstrate the power of globally-connected learning.

You are encouraged to browse the event directory or the calendar and choose a compelling event to attend!

Here are some important links for you to keep handy:

We have scheduled an event to contribute to this effort:

http://www.globalcollaborationday.org/event-directory/cognitive-skills-enhancement

Warmest regards to All!

Chris Chinien, Ph.D.

President,

Compétences/Skills R&D Inc.

Presentations from The 3rd International Workshop on Curriculum Innovation and Reform

Members of the International Bureau of Education recently participated in the 3rd International Workshop on Curriculum Innovation and Reform: Changing Assessment to Improve Learning Outcomes, organised by the European Centre for the Development of Vocational Training (Cedefop). The International Workshop drew on lessons from current work conducted by Cedefop and other research and international organisations on the implications of approaches to the design and implementation of curriculum and assessment policies and practices.

I have attached links to some of the event presentations which I found particularly interesting.

Developing Inclusive Schools in the Gulf Arab States

Inclusive education is a growing concern that informs and challenges educational reform processes around the world. Inclusive education stands on the recognition that education is a human right that supports a broader view and more comprehensive strategy of Education for All. It is essential to move forward from conceptual and theoretical debates towards adopting practical, comprehensive guidance materials which focus on schools, classrooms, and the interactions between teachers and learners. A principal environment for inclusion is at the school level.  As social institutions, schools closely interact with cultural and societal practices and play a crucial role in engaging society towards inclusion.

While significant progress has been made toward inclusive education systems, there is still much to accomplish to ensure that all pupils and students are learning effectively.  Little information emerged out of the national reports presented at the 48th session of the International Conference on Education about the daily practices in school and how schools can become more inclusive. Schools should have access to successful examples and inspiring lessons from good practices and gain a better  understanding of how barriers to learning have been addressed elsewhere. Policymakers also need this important information to establish priorities for reforming education systems.

The Gulf Arab States Educational Research Center (GASERC) and the IBE jointly launched an 18-month project that aims to develop a resource pack entitled “Inclusive Schools”.

The main objectives to consider in producing the resource pack are:

  • to promote awareness of inclusive schools among specialists and practitioners;
  • to enhance the capacities of curriculum developers in the field of curriculum design, content selection and organization, diversification of teaching and learning resources to meet different needs of students; and
  • to develop school-level assessment from the perspective and goals of inclusive education in the Arab states.

The project will identify and disseminate lessons from outstanding practices in different regions to provide policymakers, schools, teachers, and other stakeholders with concrete evidence and relevant examples of inclusive education.

The resource pack would consist of an inclusive education policy framework, an analysis of international developments in relation to inclusive education, and guides for the development of inclusive schools and classrooms. The policy framework is currently being developed; the analysis of international developments and practices will be completed around summer 2012, and the guides are expected to be ready by December 2012 – early 2013. All of the materials will then be presented at a seminar of representatives from each of the seven countries (Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, United Arab Emirates, and Yemen).

Evidence Informed Policy and Practice in Education in Europe

The Evidence Informed Policy and Practice in Education in Europe (EIPPEE) is a two-year project which aims to increase the use of evidence to inform decision-making in education policy and practices across Europe. The network also provides a series of free online and face-to-face courses to help people working in education to explore and evaluate practices, using findings from research. For more information and to view the EIPPEE’s first newsletter, please visit their website at http://eippee.com/cms/.

 

 

 

The Worldwide Education Revolution

The Worldwide  Education Revolution over the past 150 years has thoroughly transformed  human society.  The relentless inclusion  of ever more people into formal and non-formal schooling – from early childhood  education to advanced university training and beyond – is  a social revolution with cultural, material,  and political consequences for human life around the globe.  Some claim that the education revolution has  fostered major improvements in the quality of social and individual life, while  others are critical and highlight disappointing outcomes and persistent  shortcomings of contemporary educational systems. Arguably the education  revolution has created a schooled society to an unprecedented degree, and  widespread education in postindustrial society has created central cultural  ideas about new types of knowledge, new kinds of experts, new definitions of  personal success and failure, new conceptions of the workplace and jobs, new  ways to make profitable firms and to structure formal organisations, new  definitions of intelligence and human talent, new styles of parenting, widespread  political mobilization, new dimensions of mass religion, and more.   Understanding the past, present, and future  of the education revolution is a central challenge to the comparative study of  education.  What has been the legacy of  the education revolution?  What are its  current challenges and promises for the future? How do the transformative and  democratic effects of education interact with the social forces of inertia and  inequality that still pervade the system of education in both developed and  developing countries?  What can  comparative and international scholarship uniquely add to debate about the  emerging schooled society?

The Comparative International Education Society is hosting their annual conference in San Juan, Puerto Rico from 22 to 27 April 2012. This year’s theme is The Worldwide Education Revolution, which focuses on questions including what has been the legacy of the education revolution, what are its current challenges and promises for the future, and how do the transformative and democratic effects of education interact with the social forces of inertia and inequality, still pervading education systems in both developed and developing countries?

For registration and more information, please see http://www.cies2012.psu.edu/index.html

 

Preparing teachers for inclusive education

One of the main challenges for teacher education is posed by the demands of inclusive education but little attention has been paid to this important topic. Global disparities in educational provision, and differences in teacher education and teacher qualifications within and between countries, exacerbate inequality in educational opportunity. While the form and structure of teacher education may vary from one country to another, some common issues and challenges in providing a good quality basic education for all remain largely unaddressed.

The articles in this volume of Prospects focus on theoretical issues of curriculum, assessment, and teaching, and on issues of teacher professional learning. They explore how theoretical concepts associated with the development of inclusive practice are being addressed in different world regions. The issue will be of particular relevance to teachers, teacher educators, and policy makers around the world, as the role, value, and relevance of teacher education is being questioned, not only in terms of teachers’ professional preparation, but also because of questions about educational outcomes for students and the extent to which teachers are able to meet the needs of all learners.

Download this edition of prospects by clicking here…

Bill & Melinda Gates Foundation: 20 Ph.D positions with UNESCO

Twenty Ph.D. positions are available in the Bill & Melinda Gates Foundation Funded Project on Pro-poor Sanitation Innovations, named “Stimulating local innovation on sanitation for the urban poor in sub-Saharan Africa and South-East Asia” due to a grant of US$8 million from the Bill and Melinda Gates Foundation.  The grant will be used to finance a 5-year capacity building and research project to stimulate local innovation on sanitation for the urban poor in sub-Saharan Africa and South-East Asia.  The deadline for the application is tight: 15 December 2011.

  • The positions are based at the premises of the 8 project partners.
  • The PhD fellow will report to the professor in charge at the host academic institution.
  • The PhD position is funded on a fellowship arrangement in accordance with standard practice applied at host institutions;
  • Expected starting date is early 2012;
  • Duration of the assignment is maximum 4 years;
  • The PhD fellow will have high degree of involvement in execution of the research package assigned to the host institution under this project.
  • The PhD fellow will be awarded the doctoral degree by the host institution.
  • The list of 5 research themes and number of PhD positions per partner and research theme is shown in table on the UNESCO website.

See UNESCO – Water and Sanitation Health Education for further details.

UNESCO-IBE Community of Practice – Week 3 – Assessment

As the third and final week of the annual e-forum draws to a close, members of the Community of Practice on Curriculum Development are discussing the following questions:

1.      What are the potential learning outcomes of a curriculum that addresses socio-cultural diversity? What kinds of knowledge, skills and core competencies should be assessed?

2.      What kinds of assessment tools could be used? What should be the criteria used for assessment?

3.      How can assessment support the learning process and improve the well-being of all students?

I’ll be writing a post next week to draw the concluding issues together.