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Education and Training For African Youth

Feedimporter — Fri, 12 Jul 2024 10:24:45 +0000

The programme will build on Windle's unique experience to invest in the skills of young people affected by conflict across.

Read the full article at: donate.thebiggive.org.uk

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3 years 10 months ago

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Education and Training For African Youth

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The programme will build on Windle's unique experience to invest in the skills of young people affected by conflict across.Read the full article at: donate.theb

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How identifying Core Values Can Help Your Students Choose Their Future Career Path

Feedimporter — Fri, 12 Jul 2024 10:24:51 +0000

Why should we help our students identify them? Identifying them helps our students focus on what is important and essential in their personal and academic lives. It encourages them to reflect on what makes them truly happy and fulfilled in all areas of life. Finally, this list of values can contribute to a specific set of criteria that a student can use when exploring careers, researching different routes, and searching for suitable third level institutions, by showing them what they need to prioritise. Of course, this is not the only factor to consider when helping your students choose their future career path, but it is one that can be overlooked, despite being an integral part of a student truly knowing themselves and choosing the future career path(s) that best suit them.

How can we help our students identify them? Ask your students to write down the times in their lives when they have been the - happiest - most fulfilled - proudest In this case, it may be helpful to ask them to do this exercise for times in their personal life and a separate one for times in their school life. In some cases, students may have the same experience where they felt the happiest, most fulfilled and proudest, but do try to get them to come up with at least 2 different life experiences.

Then for each of these times, ask your pupils to write down in bullet points:

At these times…

● What were you doing?

● Why is this important?

● Were you with other people? Who?

● What other factors contributed to your happiness?

● What need was fulfilled?

● What were the positive emotions or outcomes of these experiences?

● Why was each experience truly important and memorable to you?

Next, share a link to a list of values like this one here with your students: https://www.berkeleywellbeing.com/list-of-values.html

Give them a few minutes to read through it and ask for any explanations or clarifications they may need (especially if you have some learners with English as an Additional Language). Then ask them:

● Based on these experiences of happiness, pride, and fulfillment, what are your top values in life/ what values were being met in those experiences? E.g. freedom, community, generosity, organisation, security etc.

You could ask them to complete this exercise like a Venn Diagram with each circle relating to each time and include any repeated values in the centre circle.

Students can list all their values and could then even filter them further by prioritising which one are the most important if they had to choose between value 1 and value 2, then choose between value 3 and value 4, and so forth.

How can they use this list in terms of careers? Each time a student suggests a new option, whether it be a career, a degree, a particular study pathway, a university, a country to study- when they research it, ask them to see if it aligns with their values. This means they need to research it more in depth in order to determine if it does or not.

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3 years 11 months ago

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How Identifying Core Values Can Help Your Students Choose Their Future Career Path

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First of all, what are core values? Your true core values are what is important to you, your non-negotiables, also known as your priorities in life.

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Innovations in Inclusive Education to support the upcoming Inspection Framework

Feedimporter — Fri, 12 Jul 2024 10:24:51 +0000

A recent article in the Journal of Educational Administration speaks about Principals' perspectives of inclusive education. Asking the question: “how can we develop and embed a true ethos of inclusivity that is no longer a task, separate to the mechanics of the educational machine, but rather, an integrated feature that flows like the life blood of academics and learning.”

The paper found that “certain structures are needed when planning how to develop mutual values when organising an inclusive school”.

It addresses the need to engage and encourage all stakeholders to commit and carry out the necessary changes to consecrate an inclusive repertoire in the school. These insights are particularly pertinent in the Emirates now as we continue to build on the solid foundation of the past 5 years of development in inclusion.

It was found that an integral ingredient of building inclusivity is building concrete, lasting change in key stakeholders of the organisation or school. This, it found, could be achieved by building, driving and maintaining stakeholder buy - in. At Inlcuzun we consistently seek to engage organisations, schools and research facilities to seek out what is working and what is not in the UAE landscape which informs our training and support for school improvement and inspection prep. Continuous feedback drives constant innovation and development.

John Kotter, Harvard professor and change management expert, created a theory of change management focused primarily on the people involved in the organisation and their psychology. With schools being such complex structures, a focus on people is paramount. Kotter’s change management theory involves 8 steps to creating meaningful and long-lasting change in any organisation, namely:

1. Create a sense of urgency to motivate people

2. Build your change team with leaders and change agents of various skills and departments

3. Define your strategic vision for what you want to accomplish

4. Communicate with everyone involved in the change management process to get them on board and make sure they know their role

5. Identify roadblocks and address anything causing friction

6. Create short-term goals to break your change management plan into achievable steps

7. Keep up the momentum throughout the process of implementation

8. Maintain the changes after the initial project is complete

By implementing a structured approach, one that is people focused (like Kotters) it was found that all stakeholders were strategically engaged at every level and inclusive practice was greatly improved.

This engagement effect is reflected further in a case study of change management in the NHS (National Health System, UK) (Bamfod & Daniel, 2007) where Kotter’s model proved effective in building a shared ethos and core value system. This was initially driven top down but became embedded and practiced from the bottom up.

Research suggests that schools, like many complex organisations, need both top down and bottom up support in driving change.

As da Vinci said- “we need to learn how to see that everything connects to everything else”.

In April 2020 an article in the Journal of Inclusive Education delved into the bottom-up drive of inclusive education. Focusing on how instructional leadership affected teachers ability to operate in a fully inclusive manner.

This research focused on developing an isolated single practice or tool which has ripple effects to drive momentum for changes in inclusive practice. In this paper, principals took the Individual Education Plan IEP as a tool to lever changes around inclusion.

Using a targeted approach, they engaged all stakeholders and upskilled the whole staff, external practitioners and parents around the effective use of this single tool. This approach was found to have a significant impact on perceptions of inclusive practice and ultimately on student participation and success in class. The Kellogg school of change management adds clear steps to achieving success through this type of focused project, namely;

● Begin by assessing the alignment between the school’s strategy and structure to motivate for change.

● Evaluate whether the school’s social networks (including all stakeholders) are fostering execution and innovation of this focused change.

● Balance different organisational structures and allow for both execution and innovation.

● As the project unfolds, iterations and developments may call for slight adjustments and calibration.

● Constantly implement tactics to increase strategic agility and estimate any resilience encountered.

● Assess each speed bump as it arises and address them incrementally.

● Gradually build sustainable change. So how can we take all of this research and convert it into something meaningful and useful for a school?

So how can we take all of this research and convert it into something meaningful and useful for a school?

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3 years 11 months ago

Short title

Innovations in Inclusive Education to Support The Upcoming Inspection Framework

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A question on the tip of principals’ tongues across the Emirates revolves around Inclusive Education and how we can make it better.

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When Kids Are Grieving and Behind Academically, Quality Conversation is the Antidote

Feedimporter — Fri, 12 Jul 2024 10:31:49 +0000

Teachers have explained that they wish they could “fit in” both social-emotional skill teaching and academics, but that it’s hugely challenging. They seem faced with a true dilemma: that is, whether to push forward with academics to address the “learning loss” many students are facing, or to go in the other direction and emphasize social-emotional skills.

It's a dilemma, however, that shouldn’t exist. Instead, we can use a framework of high-quality conversation that will bring these two areas together. Through this framework, both teachers and students will be supported to build stronger relationships and connect more deeply—even while boosting student learning.

There’s no question that many students, especially those who were already vulnerable, are facing not only learning loss, but grief, trauma, and the loss of opportunities to build social and emotional skills. So much of the daily support for students falls on teachers and their ability to teach and model social-emotional skills. Social-emotional skills, from the collaborative organization Collaborative for Academic, Social, and Emotional Learning (CASEL), can be thought of in five “buckets” and include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

These skills are being taught in all schools, whether or not we like it, implicitly, simply by the ways classrooms work. Even if they’re not discussed, they’re being modeled, for better or worse. As Dr. Maurice Elias, a psychology professor at Rutgers University in New Jersey, U.S., argues, “We are educating kids socially and emotionally all the time. ” For example, consider a scenario where a child is upset for having forgotten his homework. The teacher could respond in a variety of ways, each of which has implications for learning, but also for social-emotional skill development.

If she ridicules the student and tells him to try better next time, he’ll likely learn over time to feel shame when making a mistake, and to try to hide it from his peers. If she takes him aside and supports him in calming down, then strategizing over how to do better, he’ll learn executive functioning and emotional regulation skills. Certainly, it’s not as straightforward as this example suggests, and yet these mini-lessons are being taught and learned in schools all over the country every day. These small lessons, over time, accumulate.

When we emphasize high-quality conversation, we support students in learning these lessons at the same time as academic ones. For students of all ages, back-and-forth discussion can act as a braid between academic and social-emotional areas, in a way that both promotes learning and that builds relationships. When we talk about literacy learning “versus” social-emotional learning, we forget this important distinction. We forget that kids aren’t learning in spite of their social lives and relationships, but precisely because of and through those relationships, in ways that support them in the classroom and out.

These relationships with teachers and peers are critical to boosting learning and achievement, but also motivation. If we want to raise life-long learners, this motivation is key. Dr. Roderick L. Carey, a professor of human development at the University of Delaware, found in his research that positive teacher-student relationships led to better teaching and emphasized the importance of showing kindness and compassion. Positive student-teacher relationships not only lead to better learning, but even to better teaching. When teachers feel at ease, they can have an easier time showing engagement with the content and modeling critical thinking and problem-solving skills. As Carey argued, “the teacher has to be vulnerable to the students. …[showing] ‘This is how I connect to this work.’ That human connection to the curriculum is something that teachers need to foreground.”

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4 years 2 months ago

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When Kids Are Grieving and Behind Academically, Quality Conversation is the Antidote

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Social-emotional learning is seen as nice, at times even urgent, but hard to find the time for. It's a dilemma, however, that shouldn’t exist.

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Why is financial literacy so important and why should we be teaching-learning about this at school

Feedimporter — Fri, 12 Jul 2024 10:31:54 +0000

As financial decision-making grows more complex year on year, with consumer habits and financial products rapidly changing, financial literacy has taken a blow.

For past generations, cash was used for most of our daily purchases; but today, it's rarely flashed—particularly not by younger consumers. We are moving ever closer to being a completely cashless society. Added to this the way that we shop has changed with the boom of online shopping becoming the top choice for many. This has created ample opportunities to use and overextend credit—an all-too-easy way to accumulate debt, and fast.

Meanwhile, credit card companies, banks, and other financial institutions are inundating consumers with credit opportunities—the ability to apply for multiple credit cards or even pay off one card with another. Without proper knowledge and understanding, this makes it incredibly easy to get into financial trouble.

Many of us have a limited understanding of finance, how credit works, and the potential impact current spending behaviours on their financial well-being for the years to come. In fact, the lack of financial understanding has been signaled as one of the main reasons why many individuals face problems with getting to grips with savings and investments.

To give this statement value, every few years in the US, the Financial Industry Regulatory Authority (FINRA) issues a five-question test as part of its National Financial Capability Study. This measures consumers' knowledge about interest, compounding, inflation, diversification, and bond prices. On its most recent test, only 37% of those who took the test got four out of five questions correct, which suggests that the basic economic and financial principles that underpin these problems are widespread, touching every state in the US in different ways. This is lower than it was for the same set of questions given in 2009. Now imagine this outside of the US.

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4 years 3 months ago

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Why is financial literacy so important and why should we be teaching-learning about this

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As financial decision-making grows more complex year on year, with consumer habits and financial products rapidly changing, financial literacy has taken a blow.

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