Connecting Classrooms is a partnership program that links schools globally through three core components: collaborative curriculum projects, an International School Award, and professional development for internationalizing education. It aims to directly engage over 2 million learners and 120,000 teachers through these programs. Additionally, it seeks to indirectly impact millions more through dissemination of resources and global events. The goal is to develop global citizens and strengthen understanding between societies by encouraging intercultural learning and collaboration between schools internationally.
EADTU conference OOFHEC2017 at the Open University, Milton Keynes UK.
The presentation talks about possibilities and challenges of using e-learning in order to facilitate access to higher education for vulnerable groups, especially refugees.
E-learning can be a very useful instrument to break down barriers and improve the life’s quality of people who don’t have any future because of war, conflicts, socioeconomic problems or humanitarian crisis. E-learning enables to study in the worst conditions, even when students are on the move, as long as the students are provided by internet connexion and a computer or an electronic device.
The UOC's experience with the scholarships programme for refugees is a good example of this.
Currently, the UOC is running a pilot scholarship programme in order to allow refugees to study and palliate the situation of those living in refugee camps. There have been two calls for applications this year: one of them was last February and the second one was in September. The UOC awards 61 scholarships in all (languages and specialization certificates).
At the first call, there were Syrian students who were living in refugee settlements in Greece but some of them were on the move during the course. In September, the University have offered specializations in the fields of nutrition, health, development cooperation, humanitarian aid, translation, marketing and quality management.
This pilot test allows us to identified some challenges and opportunities of e-learning for refugees and asylum seekers.
Challenges: Focus of action, access and recognition, language, psychosocial approach, cultural aspects, participation and motivation, connectivity and technology, virtual platform limitations, security and data protection, non segmented educational incorporation, funding sources.
Opportunities: breaking inequality and right for education, building a project of life, leaving the camps, offering useful and quality programmes, incorporating gender perspective, working with local organizations, community engagement: volunteers, online university as an integration place: mentorship, global and social student abilities and social media.
EADTU conference OOFHEC2017 at the Open University, Milton Keynes UK.
The presentation talks about possibilities and challenges of using e-learning in order to facilitate access to higher education for vulnerable groups, especially refugees.
E-learning can be a very useful instrument to break down barriers and improve the life’s quality of people who don’t have any future because of war, conflicts, socioeconomic problems or humanitarian crisis. E-learning enables to study in the worst conditions, even when students are on the move, as long as the students are provided by internet connexion and a computer or an electronic device.
The UOC's experience with the scholarships programme for refugees is a good example of this.
Currently, the UOC is running a pilot scholarship programme in order to allow refugees to study and palliate the situation of those living in refugee camps. There have been two calls for applications this year: one of them was last February and the second one was in September. The UOC awards 61 scholarships in all (languages and specialization certificates).
At the first call, there were Syrian students who were living in refugee settlements in Greece but some of them were on the move during the course. In September, the University have offered specializations in the fields of nutrition, health, development cooperation, humanitarian aid, translation, marketing and quality management.
This pilot test allows us to identified some challenges and opportunities of e-learning for refugees and asylum seekers.
Challenges: Focus of action, access and recognition, language, psychosocial approach, cultural aspects, participation and motivation, connectivity and technology, virtual platform limitations, security and data protection, non segmented educational incorporation, funding sources.
Opportunities: breaking inequality and right for education, building a project of life, leaving the camps, offering useful and quality programmes, incorporating gender perspective, working with local organizations, community engagement: volunteers, online university as an integration place: mentorship, global and social student abilities and social media.
Week 6 the future of community based services and educationTom Rahim
Hi Sue, Assignment for week 6 is attached. Thank you once again for allowing me an extra day to turn it in. It has been an absolute pleasure to have you as instructor. Tom
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
Building Conflict Competencies Through Service LearningBill Warters
This presentation by Bill Warters explores key concepts in service learning and provides examples related to the promotion of conflict resolution skills and abilities. The presentation also served as the kickoff for a series of professional development sessions on conflict resolution offered at a High School location in Metro Detroit's East Side.
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
Week 6 the future of community based services and educationTom Rahim
Hi Sue, Assignment for week 6 is attached. Thank you once again for allowing me an extra day to turn it in. It has been an absolute pleasure to have you as instructor. Tom
Diversified Qualitative Learning in International Higher Education towards Ac...ESD UNU-IAS
Diversified Qualitative Learning in International Higher Education towards Achieving SDGs at Sophia University
Presented by Prof. Miki Sugimura (Vice President for Global Academic Affairs, Professor of Faculty of Human Sciences, Sophia University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
Building Conflict Competencies Through Service LearningBill Warters
This presentation by Bill Warters explores key concepts in service learning and provides examples related to the promotion of conflict resolution skills and abilities. The presentation also served as the kickoff for a series of professional development sessions on conflict resolution offered at a High School location in Metro Detroit's East Side.
Student Community Services Learning during Pandemic EraESD UNU-IAS
Student Community Services Learning during Pandemic Era
Presented by Prof. Irfan Dwidya Prijambada (Director of Community Services, Gadjah Mada University)
ProSPER.Net Webinar on Sustainability in Higher Education
16 October, 2020
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
School Improvement Partnership Programmes SummaryMichael Atkinson
A poster showing the summary of the Penicuik, Dunbar, Preston Lodge Partnership Programme (SIPP).
Originally presented at an Education Scotland conference in March 2015
Education Scotland Leadership Conference
School Improvement Partnership Programmes (SIPP) seek to build capacity in Scottish education.
Tracking and Monitoring to close the gap with Penicuik High School, Dunbar Grammar School and Preston Lodge High School
School to school Partnership 2016 for FY 2016Cher Dren
This presentation deals with the school to school partnership of PURAY ELEMENTARY SCHOOL (Leader School) and MALASYA-UYUNGAN ELEMENTARY SCHOOL (Partner School) in Rodriguez, Rizal.
Importance of extra curricular activitiesAnimesh Jain
Why should educational institutes focus on extra curricular activities like Cultural fests, Sports Fests, Technical and Managerial Fests, Seminars, Conferences and Workshops.
Reaching Beyond the Classroom: Creating Sustainable Learning Opportunities th...Cynthia James
The community outreach in SK Kunak 2, Kunak, Sabah started in 2011 through several meetings and workshops with the parents under the British Council’s English Language Teachers Development Project (ELTDP). Today, it has expanded beyond the project and has transformed into a home-school partnership. The main aim is to create better learning opportunities for the students. This partnership is built through parent-teacher conferences, collaborative projects, home visits and other outreach activities. In this session, we will share our journey – how the partnership started and developed, the challenges that we faced, how it finally transformed into a long-term collaboration and how we plan to keep it going. We will also show how we inspire others with our story by sharing it in conferences, blog and publications. The impact of the partnership on teachers, parents and students is reflected through feedback from the community members, the students’ attitudes towards learning and the school’s academic performance. Throughout this session, we will share our story by showing pictures and videos that would prompt interactive discussions with the participants. Participants will be invited to reflect on the question: “Is going beyond the classroom worth it?”
Visit http://cindyjbj79.blogspot.com/ for more information.
Presentation of the Jaume Bofill Foundation, an independent, socially-committed think-and-do tank which has worked with quality and rigor to promote reflection, discussion, research and other initiatives to improve society and increase the education knowledgebase
in Catalonia for over 40 years.
Since 2010 its work has focused on education with the aim of building a cohesive and fair society and the reduction of inequalities among individuals and groups. The Foundation understands education as a process that addresses the whole of society and requires everyone’s participation.
Global Service Learning Project ProposalLaura Skakle
This global learning service project proposal discusses the Books as Bridges program. Team A addresses the rationale for choosing the project, key elements, and implementations and effects on the world by participating in the project.
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. What is Connecting Classrooms? Connecting Classrooms is a partnership programme for linking schools in the UK and across the world. It has three core components which will be delivered in every participating region. These will be supported by three global events during the first five years of the project. Professional Development for Internationalising Education Collaborative Curriculum Projects International School Award
3. The programme impacts on actual curriculum delivery and entitlement though policy dialogue and partnerships with ministries and government agencies, curriculum bodies, local authorities or districts. Partnership work is embedded in the ethos and curriculum of the organisations participating and based on mutuality. The programme reaches millions through strategic area links, media partnerships, high profile events and conferences and pre-established networks. Scope & dissemination: Sustainability: Systemic impact: Values Partnerships within the Connecting Classrooms model are characterised by three principles :
4. COLLABORATIVE LEARNING Core: Collaborative Curriculum Projects RECOGNITION Core: International School Award PROFESSIONAL DEVELOPMENT Core: Internationalising the curriculum Global Citizen Award International Teacher Award International Leader Award Connecting Classrooms is responsive to its audience and to the different education systems around the world. As such it offers flexibility for customisation through a unique menu of optional choices in addition to the core offer . Community Action Projects Language Projects A flexible framework Bilateral Leadership Programme Coaching and Mentoring Students as Leaders Scope & dissemination Systemic impact Sustainability Arts Projects
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6. Connecting Classrooms has agreed standards and methodologies for: Branding Delivery Monitoring and evaluation Partnership development (face to face and online) Sponsorship and relations management Marketing and Communication (including online presence) Project Management
7. Connecting Classrooms will directly reach over 2 million learners worldwide through participation in collaborative curriculum projects, and at least 5.5 million indirectly through dissemination and resource sharing. “ I got to know the person I am connected to. I love to hear what they have to say about themselves and their country. They also like hearing about me and the way I live” Connecting Classrooms will directly reach over 120,000 teachers, head teachers and education professionals and more than 450,000 indirectly. “ Learning is exciting. The lessons were well structured and enjoyed by learners. It inspired me to adapt some of my practice!” Connecting Classrooms will directly reach 30,000 schools and more than 60,000 indirectly. “ Connecting Classrooms is evident throughout our school – our partners are part of our community of learners.” Impact
8. Connecting Classrooms will reach beyond the immediate school environment into the wider community, impacting on millions of parents, business people and community leaders. “ My four year old came alive when the teachers visited. He can find Tanzania and Senegal on the map with ease and has taught me the greeting “jambo rafiki”. As a parent, I want my children to understand the world in which they live” Connecting Classrooms will work with ministries and curriculum authorities for long-term systemic impact. “ We fully support and endorse the International School Award in partnership with the British Council as it encourages our schools to embed internationalism in the curriculum ” Impact And through media partnerships and global events, Connecting Classrooms could reach over 60 million others.
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12. Global events Event 1: A televised award ceremony for practitioners demonstrating exceptional practice in the global dimension. Event 2: A youth forum on a topic of global relevance. Event 3: A “Leadership Symposium” for policy makers. Connecting Classrooms
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Editor's Notes
By 2012, being a global citizen, and understanding what this means, will not be an option: it will be critical. Children and young people - in the UK and around the world - need opportunities now to develop the skills and understanding to be able to contribute positively, in life and work, to the global society. Their ability to enter into tolerant and respectful intercultural dialogue is a vital skill for them as individuals, for their communities and their country. As a cultural relations organisation the British Council is uniquely positioned to respond to this global market demand. Working with ministries of education, schools and teachers, we can prepare young people for a world where change is occurring at an exponential rate. It is our responsibility to do so. We have developed a global product for schools that will not only meet this demand but also: deliver corporate outcomes for ICD and provide the foundation for other ICD products; raise the British Council’s profile and reach, in all the countries of the UK and overseas; enhance our reputation as a world authority in internationalising education; be our most efficient and effective tool for reaching young people in the UK and overseas.
Click on ‘three core components’ to link through to ‘Collaborative curriculum projects’, ‘International School Award’ and ‘Professional Development’ screens, which outline these three areas. Click on ‘three global events’ to link through to suggestions as to the types of events these might be. (These events will take place during the first five years of the programme.)
How is CC different from other school linking programmes? CC is characterised by three principles, which will ensure profound and long-term impact: 1. Scope and dissemination CC will reach over 2 million learners directly and a further 5.5 million learners indirectly - at a cost of just £7 per learner. Potential to reach even more (incl. every school in the UK) – through strategic area links, high profile global events, on-line collaboration and media partnerships. A strategic partnership with the BBC and its re-broadcasters overseas will expand our reach to approx. 60 million worldwide through co-productions that give young people a voice and facilitate global conversations. 2. Systemic The integration of an international dimension in education will be recognised as an effective way of delivering mainstream educational priorities in the UK and regions. Partnerships already developed with education ministries in EA, CSA, Africa, NENA & UK. Strategic partnership with QCA means CC is already impacting on the curriculum of every school in England. 3. Sustainable CC partnership work engages the wider community, beyond the school. CC partnerships mutual and reciprocal; equal opportunities for all countries. Strategic partnership with Institute of Community Cohesion - UK government body charged with promoting community cohesion in schools.
Connecting Classrooms recognises that education systems are different around the world and therefore allows us to “think globally but act locally”. It allows regions to be responsive to local educational needs and priorities through a unique menu of options, in addition to the core offer. It also provides coherence with our FCR work and our contracted work for the DCSF. In the UK, our long-term ambition is to attract the DCSF and devolved education departments to enter into a new style of relationship with us, based on partnership rather than delivery. We are confident that this is fast becoming a reality, with the DCSF committing £200,000 this year (2008/09) to run a pilot within CC that uses this partnership approach.
External context… Young people are a key target audience for the BC. Over 50% of the population in Africa is currently below 15 years of age. In the Middle East, 70% of the population is below the age of 30. In the UK, all 29,000 schools are now expected to build a global dimension into the curriculum and have a duty to contribute to community cohesion. Over 10,000 schools from outside the UK (and over 8,000 in the UK) are registered with the DCSF Global Gateway and actively seeking an international school link. The BC’s UK-wide remit means we are uniquely placed to bring schools across England, Scotland, Wales and NI together and to provide a coherent UK offer for school partnerships – and we are already doing so. Corporate priorities… International school partnerships offer the most effective way of engaging with large numbers of young people to deliver the outcomes of the ICD programme: The best way to reach large numbers of young people is through their schools – their windows on the world. And the most effective way to build understanding between these young people is to connect them through partnerships between their schools. Furthermore, schools – the hubs of the community – provide enormous potential for wider dissemination and greater impact, enabling us to reach parents, communities, local businesses, youth groups, and so on. CC will also capitalise on BC expertise in other sectors – by integrating the arts, science, English and climate change into the CC framework.
As a coherent, global programme for schools, CC gives us an opportunity to develop a corporate offer for our customers wherever they are. This means delivering a programme with a strong brand identity, achieved by adopting consistent delivery standards, approach, messaging and quality. This will strengthen our relations with our customers and provide the organisation with a corporate BC narrative for our work with schools. CC also has enormous potential for income generation, which will be carried out in line with an agreed global sponsorship strategy. And we know that the CC model is hugely attractive to media organisations, e.g. we are negotiating a strategic partnership with the BBC that will significantly enhance our reach, impact and profile. Aim to reach similar agreement with other appropriate media organisations, e.g. Teachers’ TV.
What is the real impact of CC on the people, institutions and systems involved? What does the experience of involvement in CC feel like from a child’s perspective? For this little girl, it means she will have the opportunity to learn about other children – children that will be like her in many ways but different in many others. She’ll learn about culture and language, about colours and smells, about the tastes of other places, and most important she’ll learn about trust, about tolerance and about respect. For this teacher, it’s about having the opportunity to take a step back, to reflect and reconsider, to look at practice in a different context and to wonder whether it has relevance to his own. And for this school, it’s about greeting children in the morning in a different language, it’s celebrating a different festival, a different cuisine, a different traditional dress. It’s about celebrating similarity and celebrating difference, and doing so with teachers and pupils in all curriculum areas.
By 2012, being a global citizen, and understanding what this means, will not be an option: it will be critical. Children and young people - in the UK and around the world - need opportunities now to develop the skills and understanding to be able to contribute positively, in life and work, to the global society. Their ability to enter into tolerant and respectful intercultural dialogue is a vital skill for them as individuals, for their communities and their country. As a cultural relations organisation the British Council is uniquely positioned to respond to this global market demand. Working with ministries of education, schools and teachers, we can prepare young people for a world where change is occurring at an exponential rate. It is our responsibility to do so. We have developed a global product for schools that will not only meet this demand but also: deliver corporate outcomes for ICD and provide the foundation for other ICD products; raise the British Council’s profile and reach, in all the countries of the UK and overseas; enhance our reputation as a world authority in internationalising education; be our most efficient and effective tool for reaching young people in the UK and overseas.