Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part II)
Project Luangwa aims to help local communities in the Luangwa Valley of Zambia improve their long-term economic prospects through investing in education and business development while avoiding negative environmental impacts. The charity develops and improves schools and creates training opportunities to provide families with sustainable incomes. All donations are guaranteed to go directly to nominated projects.
Leaders Empowered to Advance Development newsletter sentMolly Bopha Soum
LEAD is a group that focuses on community service projects like teaching people to read. Members have been teaching in their local communities. The group discusses service projects and decides to focus on teaching reading. They help family and neighbors both locally and abroad. The newsletter provides updates on the educational progress and support of several LEAD members.
Y5-Y6 550.000 AP1 Pool
20/12-22/12 Tennis 8:00-11:00am Mr Chris Min 4 Y3 upwards 1.350.000 Tennis
Courts
20/12-22/12 Gymnastics 1:00pm-4:00pm Mr Chris Min 8 Y3 upwards 1.350.000 AP1 Hall
20/12-22/12 Badminton 1:00pm-4:00pm Mr Chris Min 4 Y3 upwards 1.350.000 AP2 Hall
20/12-22/12 Table Tennis 1:00pm-4:00pm Mr Chris Min 4 Y3 upwards 1.350.000 AP
The document summarizes the activities and achievements of Saipan International School in the first semester. It discusses the school's success in various academic competitions and sports. It also notes that PSAT and SAT scores for students were above national averages. Students read over 6,700 books and took AR quizzes. The school upgraded various facilities, including new security cameras, computer labs, and energy efficient appliances. The headmaster thanks the community for their support and hopes they have noticed improvements to the school.
The students identified littering as a problem in their school classrooms, canteen, and field. They came up with the idea to collect plastic bottles from the canteen after CCA and recycle them into portable mini rubbish bins for students to use in the classrooms. This helped solve the issue of messy classrooms filled with paper and litter. It also addressed the plastic bottles littering the field and canteen. The students created posters and pamphlets to educate their classmates about the recycling initiative. They distributed the mini bins which helped keep the classrooms cleaner with less litter.
This progress report summarizes the activities of Calcutta Marudyan's education and vocational training programs in West Bengal and Delhi from April 2011 to March 2012. In West Bengal, the Marudyan Primary and Jr. High School had 363 students, with 18 teachers and 4 other staff. Vocational training courses included computer skills, sewing, car mechanics, and a new nursing course. In Delhi, the primary school in Old Gurgaon had 139 students from impoverished families, while a new school in Ashok Vihar served 32 children. Vocational programs included computer training, sewing classes, and plans to transfer the Ashok Vihar school to local management. Overall, the report outlines student numbers, new
The document provides information about the British International School in Hanoi, Vietnam. It discusses the school's mission and facilities, which include a library, theatre, swimming pool, sports hall, and fields. It outlines the educational programs offered from Early Years Foundation Stage through Sixth Form, including the UK National Curriculum, IPC, IGCSE, and A-Levels. It also notes the school has dedicated teachers who ensure a high quality British-style international education.
Project Luangwa aims to help local communities in the Luangwa Valley of Zambia improve their long-term economic prospects through investing in education and business development while avoiding negative environmental impacts. The charity develops and improves schools and creates training opportunities to provide families with sustainable incomes. All donations are guaranteed to go directly to nominated projects.
Leaders Empowered to Advance Development newsletter sentMolly Bopha Soum
LEAD is a group that focuses on community service projects like teaching people to read. Members have been teaching in their local communities. The group discusses service projects and decides to focus on teaching reading. They help family and neighbors both locally and abroad. The newsletter provides updates on the educational progress and support of several LEAD members.
Y5-Y6 550.000 AP1 Pool
20/12-22/12 Tennis 8:00-11:00am Mr Chris Min 4 Y3 upwards 1.350.000 Tennis
Courts
20/12-22/12 Gymnastics 1:00pm-4:00pm Mr Chris Min 8 Y3 upwards 1.350.000 AP1 Hall
20/12-22/12 Badminton 1:00pm-4:00pm Mr Chris Min 4 Y3 upwards 1.350.000 AP2 Hall
20/12-22/12 Table Tennis 1:00pm-4:00pm Mr Chris Min 4 Y3 upwards 1.350.000 AP
The document summarizes the activities and achievements of Saipan International School in the first semester. It discusses the school's success in various academic competitions and sports. It also notes that PSAT and SAT scores for students were above national averages. Students read over 6,700 books and took AR quizzes. The school upgraded various facilities, including new security cameras, computer labs, and energy efficient appliances. The headmaster thanks the community for their support and hopes they have noticed improvements to the school.
The students identified littering as a problem in their school classrooms, canteen, and field. They came up with the idea to collect plastic bottles from the canteen after CCA and recycle them into portable mini rubbish bins for students to use in the classrooms. This helped solve the issue of messy classrooms filled with paper and litter. It also addressed the plastic bottles littering the field and canteen. The students created posters and pamphlets to educate their classmates about the recycling initiative. They distributed the mini bins which helped keep the classrooms cleaner with less litter.
This progress report summarizes the activities of Calcutta Marudyan's education and vocational training programs in West Bengal and Delhi from April 2011 to March 2012. In West Bengal, the Marudyan Primary and Jr. High School had 363 students, with 18 teachers and 4 other staff. Vocational training courses included computer skills, sewing, car mechanics, and a new nursing course. In Delhi, the primary school in Old Gurgaon had 139 students from impoverished families, while a new school in Ashok Vihar served 32 children. Vocational programs included computer training, sewing classes, and plans to transfer the Ashok Vihar school to local management. Overall, the report outlines student numbers, new
The document provides information about the British International School in Hanoi, Vietnam. It discusses the school's mission and facilities, which include a library, theatre, swimming pool, sports hall, and fields. It outlines the educational programs offered from Early Years Foundation Stage through Sixth Form, including the UK National Curriculum, IPC, IGCSE, and A-Levels. It also notes the school has dedicated teachers who ensure a high quality British-style international education.
BIS students organized a fundraiser to help rebuild schools damaged by the Nepal earthquake. They met with Vietnamese singer Hong Nhung, a rhino conservation ambassador, to discuss their efforts. These included collecting signatures, setting up donation boxes, and creating posters. BIS swimmers also had success at the ISHCMC Invitational Swimming competition, with the school winning the overall team trophy and several individual trophies.
This document summarizes the activities of Iqra English School's class of 2015-2016. It describes various class projects like science experiments, STEM activities, fashion shows, business ventures, dance performances and field trips. It highlights class values like teamwork, respect and compassion. Photos show the students engaging in activities like engineering projects, dominos pizza making, hip hop dancing and visits to science centers. Home visits and parent-teacher meetings are also summarized. The document reflects on a productive two years and wishes the students well in their future studies and careers.
Mrs. Insko grew up in Kentucky and attended several colleges there. She has a background in accounting but now teaches 6th grade math. She has two daughters and enjoys reading, cooking, traveling, and spending time with her family. She wants to make a difference in her students' lives and help them succeed. In the classroom, students will follow rules to be respectful, responsible, organized, on time, and prepared. Students will have regular homework, weekly quizzes, tests, and projects that make up their grades.
The document describes a project undertaken by students of BVB's Narmada Vidyalaya school in India to bring smiles to sad faces in their community. The students brainstormed ideas to help those in need and decided to celebrate birthdays each month with gifts at different community organizations. They successfully piloted the project at a small rural school, enjoying playing games and celebrating with the children. The students have made a schedule to continue visiting various organizations throughout the year to spread joy. Both students and teachers found the experience meaningful and it helped sensitize the children to community issues.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
It was truly a privilege being a part of the annual function of Chakia Schools in February this year. It was a celebration of being human, a confirmation of believing in human values and emotions.
The document contains reflections from Year 8 students at Korakonui School on their time at the school. Many students thank their teachers, Mrs Loader and Pinzy, for their support and helping them learn. The students reflect on enjoying various activities and opportunities at the school like camps, productions, sports and trips. They feel prepared for their next step to college after gaining confidence and skills during their time at Korakonui School.
Maya Universe Academy provides free, high-quality education to over 230 rural Nepali children through a sustainable economic model. The Academy is run through a partnership with local communities, where parents work on the school's farms in exchange for their children's education. This model has led to improved educational and economic outcomes for students and their families. Maya Universe Academy aims to expand this model to all 75 districts in Nepal by 2020 to empower more rural communities through education.
Sandra sends an email to Rangga to introduce herself and ask to be friends. She knows Rangga from his blog and is interested in his writing. Sandra dreams of being a writer one day.
The document summarizes activities from a student movement camp in South Africa, including playing soccer and netball, making crafts, learning English, math and computer skills, reading in a new library, discussing causes of poverty and career plans, and participating in HIV/AIDS awareness programs. Students received certificates for completing two weeks at the camp.
1) The volunteer teacher aims to improve the quality of education in Kathmandu, Nepal according to UN Sustainable Development Goal 4 of quality education.
2) The volunteer thanks the organizations that made this opportunity possible, especially the principal who provided guidance and support.
3) One challenge faced by the Nepali education system is a lack of practical learning experiences; the volunteer aims to address this by providing such experiences and global exposure to the students.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
A group of students from Singapore participated in a community involvement program in Cambodia from June 3-7, 2011. They visited Roka Primary School to research issues facing the students. They learned that the village was one of the oldest in the area, but the province had high poverty and illiteracy rates. The students also found that the children could not afford basic hygiene items. So the group focused on teaching hygiene and distributed donated toothbrushes, soap, and other supplies. While communication was challenging due to language barriers, the students were happy to see the Cambodian pupils smiling at the end of the day.
DFC2009 India : Equipping Anganvadis with with Learning AidsGauri Mirashi
The students visited local anganwadis (pre-schools) in Manali, Himachal Pradesh to understand their educational needs and provide learning resources. They decided to focus on equipping 7 anganwadis with basic learning materials like toys, flashcards, books and charts. The students made the resources themselves and with contributions from their school. In total they benefited 112 children across the anganwadis. They taught the children and had fun playing with them, bringing joy through their efforts to support early education in their community.
The document summarizes efforts by students of a school to address the problem of agricultural child labor in their village. Through surveys and community outreach, the students found that many village children spent their days working in fields instead of attending school. The students organized various campaigns, with support from community leaders, to raise awareness and convince families to enroll child laborers in local schools. Their efforts resulted in many children gaining access to education.
The document introduces the new staff for the 2014-2015 school year at Kipling Elementary School. It provides brief biographies for the principal, Anthony McConnell, the assistant principal, Svetlana Sutic, and several teachers, including kindergarten teachers Kerry Molway and Rebecca Dushman, second grade teacher Karen Gluskin, third grade teacher Amanda Gomberg, art teacher Elizabeth Foran, school psychologist Lori Avdoian, resource teachers Ali Paster and Elaine Olbur, social worker Claudia Steinbrecher, and instructional coaches Taylor Meredith and Michelle Primack. Each introduction includes information about their education, experience, interests, and families.
The summary provides an overview of the NGO internship activities conducted by the student over 12 days. The student was assigned tasks like improving students' spoken English, providing career guidance, teaching moral values, and raising awareness about sports and education among parents. Over the course of 12 days, the student conducted spoken English classes, checked homework, introduced confidence-building exercises, explained grammar concepts, helped students prepare for a science exhibition, and provided career guidance. Feedback was also collected from parents and the school principal.
Students at a school noticed many child laborers in the nearby village and wanted to help. They surveyed the village and found that many children could not attend school due to family poverty and fathers with drug addictions, leaving mothers without money. The students worked with teachers and the principal to start a project called "Pehchan" where mothers were taught tailoring skills to become self-sufficient and earn money. The students made crafts to raise funds and pay school fees for needy children until the mothers could support them. Now the mothers can earn their own living through sewing and the children are happy attending school.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
BIS students organized a fundraiser to help rebuild schools damaged by the Nepal earthquake. They met with Vietnamese singer Hong Nhung, a rhino conservation ambassador, to discuss their efforts. These included collecting signatures, setting up donation boxes, and creating posters. BIS swimmers also had success at the ISHCMC Invitational Swimming competition, with the school winning the overall team trophy and several individual trophies.
This document summarizes the activities of Iqra English School's class of 2015-2016. It describes various class projects like science experiments, STEM activities, fashion shows, business ventures, dance performances and field trips. It highlights class values like teamwork, respect and compassion. Photos show the students engaging in activities like engineering projects, dominos pizza making, hip hop dancing and visits to science centers. Home visits and parent-teacher meetings are also summarized. The document reflects on a productive two years and wishes the students well in their future studies and careers.
Mrs. Insko grew up in Kentucky and attended several colleges there. She has a background in accounting but now teaches 6th grade math. She has two daughters and enjoys reading, cooking, traveling, and spending time with her family. She wants to make a difference in her students' lives and help them succeed. In the classroom, students will follow rules to be respectful, responsible, organized, on time, and prepared. Students will have regular homework, weekly quizzes, tests, and projects that make up their grades.
The document describes a project undertaken by students of BVB's Narmada Vidyalaya school in India to bring smiles to sad faces in their community. The students brainstormed ideas to help those in need and decided to celebrate birthdays each month with gifts at different community organizations. They successfully piloted the project at a small rural school, enjoying playing games and celebrating with the children. The students have made a schedule to continue visiting various organizations throughout the year to spread joy. Both students and teachers found the experience meaningful and it helped sensitize the children to community issues.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
It was truly a privilege being a part of the annual function of Chakia Schools in February this year. It was a celebration of being human, a confirmation of believing in human values and emotions.
The document contains reflections from Year 8 students at Korakonui School on their time at the school. Many students thank their teachers, Mrs Loader and Pinzy, for their support and helping them learn. The students reflect on enjoying various activities and opportunities at the school like camps, productions, sports and trips. They feel prepared for their next step to college after gaining confidence and skills during their time at Korakonui School.
Maya Universe Academy provides free, high-quality education to over 230 rural Nepali children through a sustainable economic model. The Academy is run through a partnership with local communities, where parents work on the school's farms in exchange for their children's education. This model has led to improved educational and economic outcomes for students and their families. Maya Universe Academy aims to expand this model to all 75 districts in Nepal by 2020 to empower more rural communities through education.
Sandra sends an email to Rangga to introduce herself and ask to be friends. She knows Rangga from his blog and is interested in his writing. Sandra dreams of being a writer one day.
The document summarizes activities from a student movement camp in South Africa, including playing soccer and netball, making crafts, learning English, math and computer skills, reading in a new library, discussing causes of poverty and career plans, and participating in HIV/AIDS awareness programs. Students received certificates for completing two weeks at the camp.
1) The volunteer teacher aims to improve the quality of education in Kathmandu, Nepal according to UN Sustainable Development Goal 4 of quality education.
2) The volunteer thanks the organizations that made this opportunity possible, especially the principal who provided guidance and support.
3) One challenge faced by the Nepali education system is a lack of practical learning experiences; the volunteer aims to address this by providing such experiences and global exposure to the students.
The document summarizes the journey of creating an educational book through a partnership between the Department of Education and UnionBank of the Philippines. It describes how UnionBank developed reading workbooks for students integrated with values education over several years, benefiting over 2.5 million students. Evaluation studies found the program improved reading achievement and positively impacted values. The final product of this collaboration is an institutionalized textbook to be used nationwide in Grade 2 classrooms.
A group of students from Singapore participated in a community involvement program in Cambodia from June 3-7, 2011. They visited Roka Primary School to research issues facing the students. They learned that the village was one of the oldest in the area, but the province had high poverty and illiteracy rates. The students also found that the children could not afford basic hygiene items. So the group focused on teaching hygiene and distributed donated toothbrushes, soap, and other supplies. While communication was challenging due to language barriers, the students were happy to see the Cambodian pupils smiling at the end of the day.
DFC2009 India : Equipping Anganvadis with with Learning AidsGauri Mirashi
The students visited local anganwadis (pre-schools) in Manali, Himachal Pradesh to understand their educational needs and provide learning resources. They decided to focus on equipping 7 anganwadis with basic learning materials like toys, flashcards, books and charts. The students made the resources themselves and with contributions from their school. In total they benefited 112 children across the anganwadis. They taught the children and had fun playing with them, bringing joy through their efforts to support early education in their community.
The document summarizes efforts by students of a school to address the problem of agricultural child labor in their village. Through surveys and community outreach, the students found that many village children spent their days working in fields instead of attending school. The students organized various campaigns, with support from community leaders, to raise awareness and convince families to enroll child laborers in local schools. Their efforts resulted in many children gaining access to education.
The document introduces the new staff for the 2014-2015 school year at Kipling Elementary School. It provides brief biographies for the principal, Anthony McConnell, the assistant principal, Svetlana Sutic, and several teachers, including kindergarten teachers Kerry Molway and Rebecca Dushman, second grade teacher Karen Gluskin, third grade teacher Amanda Gomberg, art teacher Elizabeth Foran, school psychologist Lori Avdoian, resource teachers Ali Paster and Elaine Olbur, social worker Claudia Steinbrecher, and instructional coaches Taylor Meredith and Michelle Primack. Each introduction includes information about their education, experience, interests, and families.
The summary provides an overview of the NGO internship activities conducted by the student over 12 days. The student was assigned tasks like improving students' spoken English, providing career guidance, teaching moral values, and raising awareness about sports and education among parents. Over the course of 12 days, the student conducted spoken English classes, checked homework, introduced confidence-building exercises, explained grammar concepts, helped students prepare for a science exhibition, and provided career guidance. Feedback was also collected from parents and the school principal.
Students at a school noticed many child laborers in the nearby village and wanted to help. They surveyed the village and found that many children could not attend school due to family poverty and fathers with drug addictions, leaving mothers without money. The students worked with teachers and the principal to start a project called "Pehchan" where mothers were taught tailoring skills to become self-sufficient and earn money. The students made crafts to raise funds and pay school fees for needy children until the mothers could support them. Now the mothers can earn their own living through sewing and the children are happy attending school.
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part I)
The document summarizes activities at the Nagarjuna Vidyaniketan School kindergarten during their Colour Week. It describes how the kindergarten classes are structured, with 20-24 students split into sections and staying with the same class teacher all day. The class teachers coordinate theme-based activities like a Jungle Safari theme the prior week and a Colours theme during Colour Week. They use visual teaching tools to teach concepts in English and other subjects, as many students don't know English when starting school. The teachers also incorporate songs, rhymes, and physical activities to help build vocabulary, language skills, and motor skills. Parents are advised not to send junk food or Maggi in
The fellow joined Teach For Nepal to address issues they saw in the public education system based on their experiences growing up. Through their two years as a fellow, their perspectives on challenges in public education evolved. They saw a lack of accountability among teachers, unawareness among parents, improper evaluation systems, students struggling with basics, and lack of exposure and motivation for students. Key challenges they and students faced included understanding the public school culture, adapting to the local community culture as someone from private education, and issues with communication due to language differences. This experience reinforced their view that broader systemic changes are needed, such as increasing positive mindsets, awareness among parents and officials, proper evaluation, support for basics, and exposure/motivation for students
The children of GPS Macca Masjid felt that child labor is a major problem and that all children should be in school during their childhood instead of working. They decided to conduct rallies bringing working children back to school by writing slogans, motivating working children about the importance of education, and talking to shop owners and the community about stopping child labor. After their efforts, working children were happy to return to school and the community was sharing the message that education is important for children to become good citizens.
Students from a primary school in India told their teachers about two Bavaria boys who were not attending school and instead hunting birds and animals. The students wanted to help bring the boys into school for a better future. They went to the boys' home, spoke to their parents about the importance of education, and demonstrated their own skills. The teachers also requested that the parents send their sons to school. The parents agreed, and with support from teachers and classmates, the formerly truant boys are now happy students learning well.
This is a powerful message in our modern societyNandeesh Laxetty
1. A young man interviewed for a manager position and was asked by the director about his academic achievements and upbringing.
2. The director learned that the applicant's mother worked as a clothes cleaner to pay for his schooling after his father passed away.
3. The director had the applicant clean his mother's hands, seeing her wrinkles and bruises from years of hard work, changing his perspective.
4. Appreciating his mother's sacrifices enabled him to succeed, the applicant was offered the job for understanding the importance of family and hard work.
1) A young man interviews for a managerial position and impresses the director with his academic excellence. However, during further questioning, the director learns that the man's mother worked as a clothes cleaner to pay for his education while he never helped her.
2) The director asks the man to clean his mother's hands, realizing he has never appreciated her sacrifices. Upon doing so, the man breaks down in tears seeing her worn, bruised hands from years of hard work.
3) Reflecting on this experience, the man understands the importance of appreciating others, experiencing difficulties, and valuing family relationships over money. Impressed, the director hires him for his new perspective.
The author organized a mini project to teach reading and writing to children in their community who could not afford schooling due to poverty. They invited 10 children to their house on Saturdays to teach the English alphabet, pronunciation, and basic literacy skills. Through a step-by-step plan, the children learned to write and read the alphabet. As a result of the project, the 10 participating children learned the alphabet and basic literacy, and their parents became more aware of the importance of education.
The document summarizes a campaign by students of Satya Bharti School in Ramsar Kalou, Rajasthan to enroll underprivileged children in school. The students identified 35-40 children aged 6-14 who were not attending school. They spoke to the children and their parents to understand the barriers and convince them of education's benefits. The students organized community events to raise awareness. Their efforts succeeded in securing commitments from parents and enrolling 18 children across various schools in the area. The community leaders and teachers praised the students' initiative and its positive impact on expanding educational access.
(PART 2 OF 2) Off - Campus Practice Teaching PortfolioErwin Manzon
My cooperating teacher, Mr. Aldrin C. Abalos became my mentor for almost two months. He really guides me and lets me experience the actual teaching-learning settings. I had many learnings acquired from him, especially in enhancing my teaching strategies and demonstrations, how to handle students with different personalities, what relationship should we possess to our students and I learned a real life task which I will have to know how to perform in a sooner future when I start teaching.
I really enjoyed teaching and practicing my profession in my cooperating school because teachers, faculty and staff welcomed and accepted us wholeheartedly, especially to our cooperating teachers. Coliling National High School has a standard education. Most teachers of Coliling National High School are truly great and dedicated teachers, teachers whom I find very inspiring. They are always there to guide and mentor us student teachers in terms of difficulties. They always give their time, patience, kindness and most of all their help and support.
This day, I fully realized that I am really meant for teaching profession because of the unforgettable experiences that I had encountered during the field study courses, especially the actual teaching experiences. I am thankful to be a teacher. The simplest answer to the question “Why?” is because I love it. I love it because it helps me to grow as a human being. It has created meaning in my life. Indeed, it is a daily realization. It is not easy. It is hard, disappointing, frustrating, and ultimately, powerful to make a difference in the life of my students.
1. Students at GHS Deval Jam Singh Educational Mandal in Hyderabad, Andhra Pradesh participated in an awareness program to prevent child marriages in their community.
2. They went door-to-door and gathered parents and community members to educate them about the problems of child marriages and encourage them not to marry girls below the age of 18.
3. The students received positive feedback and appreciation from parents and the community for their efforts to raise awareness about preventing child marriages.
The document summarizes the first Teacher Forum of the Mulyavardhan program held in October. Key points:
- The forum was well attended and interactive, with teachers sharing positive feedback on how MV is benefiting students. Students are enjoying MV classes and developing values like cooperation.
- Excerpts from the forum show teachers discussing examples of how MV activities improved student behavior, skills, and understanding of concepts like stress. Challenges implementing some activities are also noted.
- Coordinators for future teacher forums were introduced. The next forums will be in early December with details shared in advance.
- A note from the state coordinator described observing MV classes and seeing students fully engaged in activities.
Presentation from international meeting on children's work and child labour hosted by the Africa Child Policy Forum, Organisation for Social Science Research in Eastern and Southern Africa, and Young Lives in Addis Ababa, 20-21 March 2014
Compatibility of Work and School: Informal School–Work Arrangements in Centra...Young Lives Oxford
The document discusses two case studies of children in Central Kenya who work during the school term to support themselves and their families. It finds that some children are able to balance work and schooling with flexible schedules and understanding from employers and teachers. However, long work hours and tiring schedules also pose challenges to compatibility between work and education.
The document outlines a student's proposed GYSD project to help underprivileged school children in need. The student aims to organize other students to volunteer at the school on a Saturday to provide clothes, gifts, school supplies and lessons to children from poor families. The plan involves recruiting volunteers, hosting games and lessons, providing lunch, and distributing supplies. The student believes this will help the children be happier and do better in their studies. Resources needed include a classroom, kitchen assistance, money for supplies and snacks, and clothing donations. The student hopes the project will improve the lives of the children in need.
This document contains 9 stories from Nepal about barriers to education and how they were overcome. The stories include a girl who broke the language barrier to continue her education, a mother who supported her daughter's education, a girl who broke tradition to attend school during her period, a woman who unveiled to advocate for girls' education, and how parental and community involvement helped students succeed. The document shows how mentoring programs, awareness campaigns, and developing creative skills helped improve access to education.
The document discusses the importance of grades for motivating students. It argues that without grades, students would not work hard and instead enjoy their youth without effort. Grades provide a scale for students to judge their own performance and positions in class. This motivates students to work harder if they want higher positions and to achieve their goals. Similar to farmers working hard for good crops and money, students work hard for good grades that are important for their future careers. Grades reward good work and motivate further effort.
The document summarizes a practicum report on a project related to imparting knowledge about the Right to Education (RTE) Act among students and authorities in India. It outlines the following key points:
1) The project involved conducting secondary research including interviews with NGOs and educationists, a survey of 35 students to understand their educational backgrounds and challenges, and interactions with private schools about implementing the 25% reservation under the RTE Act.
2) The survey found many students faced hardships like poverty, migration, lack of family support etc. that caused them to drop out of school. It also highlighted shortcomings in the government school system.
3) Private schools were hesitant about or denied implementing
The document discusses problems with primary education in many countries and proposes solutions. It notes that while financial commitments have increased, education quality remains low due to issues like teacher absenteeism, lack of motivation and infrastructure problems. To address this, it suggests generating a student database to track enrollment and create alerts if a child is missing school. It also proposes partnering with the government to improve infrastructure and establishing virtual classrooms to address teacher shortages. By focusing on major problems through collaborative efforts, it argues we could envision a future with no poverty and universal literacy. Implementation would require overcoming challenges like the large time commitment and need for database administration expertise.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
2. Namorisoa
President, Ankilimanintsy II village
As the president of this village it is my role to motivate the parents to know, the way they carry themselves and how they keep themselves
send their children to school. Sending children to school is important clean — they are motivated to send the others.
for the development of our village and our district. When we built Ankilimanintsy II school the parents were motivated
Before we were in the dark. Our minds were closed. But now most to help. There was no school in the village and each family — if they
parents are convinced that education is very important. It used to be had enough money — contributed ten pieces of wood. The classroom
that the culture of our area emphasized the importance of cattle: is small, but we cannot a ord to build another. This is one of the main
Cattle were important and all of the children were sent out to watch reasons that this is an incomplete cycle school. The other is the lack of
them. But that has changed. In recent years many cattle have been a second teacher.
stolen and the environment is drier than it used to be. Now there are I know all about not being able to complete your education. My
not enough cattle. parents stopped me going to school when I was in grade four. Some of
Most of the parents in this village never went to school. But now my classmates continued and now they are living and working outside
that there are fewer cattle they see that it is important to send their the country as doctors and in other jobs. I may be the Village President
children to school, so that they learn other things. They see that this is and the most educated man in this village, but when I see what my
necessary — that their children can open their minds to receive new friends achieved it makes me sad. If I had been able to continue I
things from the world, and when they grow up they can have a job. might have done so much more.
There are still some who resist; some who still want to send their This is why I push children to go to school — my children and the
children out with the cattle. They think ‘If I have ve children, I can children of this village. This is why we worked together to build this
have one help with the cooking, one keep the cows, one stay with the school. But now when I see children like Manjo repeating the same
small children and the other two can go to school.’ class again and again, I see my own situation and I feel sad all over
But other parents are changing their thinking. They are thinking again. I worry that they may not have the opportunity to continue
‘One will manage the cattle and the other four will go to school.’ When their studies. It is because of Manjo and the others like him that we
parents see changes in their school-going children — in what they keep ghting to have grade three here.
Schools for Madagascar Making the grade 21
3. 0918 Every school day,
two parents from the
community take it in turn
to cook rice and lentils
for us.
0930 I bring the dishes
to the canteen and they
serve the food.
Schools for Madagascar Making the grade 22
4. 0935 ‘Slow down!’ the
teacher always tells us.
‘Don’t eat so fast!’
0933 Some of the water we bring to
school is used for washing our hands
before we eat.
Schools for Madagascar Making the grade 23
5. 0942 Recess
Schools for Madagascar Making the grade 24
6.
7. Helene Ramanantenasoa
Pedagogic Counsellor, Ambovombe district
Before, parents in Ambovombe district were not interested in sending The second reason for the large number of incomplete schools is
their children to school. When UNICEF started work in this district in that there are not enough teachers. This situation is easier to resolve. If
1994 there were only 70 schools. Now there are 239. there is someone in the village who has completed grade nine or ten,
It is good that so many parents want to send their children to they can be recruited and trained.
school. The problem is that the government doesn’t have the funds to The problem with incomplete cycle schools is that children only
build all of the classrooms that are needed. So this job is falling to the complete a few grades and then they are stuck. If you only get an
parents; they can’t wait for the government if they want their children education through grade two or three, there is a risk that you will fall
to go to school. So, in communities like this one, they organize back again into illiteracy. There are studies that say that you need a
themselves and build a school so that their children are not left out. minimum of a fth grade education in order to retain literacy.
Of the 236 primary schools in this district, 119 are incomplete. We want to see these children move ahead with their education.
There are two main reasons for this. First, and most important, there One solution to this is doing more of what is already being done:
are not enough classrooms. In this area building materials are scarce organizing the community to build the schools. The parents would
and costly. They can’t make bricks here. Cement is available in town, buy what materials they can. And if, for example, they can’t a ord to
but it is expensive and hard to transport to remote areas. Also, there is buy cement, they can go to the mayor of the community and ask him
very little water here. How can you make cement without water? if he will participate by buying cement, and go to the district
Wood is scarce and expensive because the forests have been education chief to ask if he will give part of the roof if he can. In other
destroyed. This is why the parents can only a ord to build a small words, they organize themselves and negotiate the economics within
classroom. the community.
Schools for Madagascar Making the grade 26
8.
9. But even if they did this, these parents have no idea how to help, everyone inevitably agrees to build the school because they are
organize and manage those who would construct the school. If we aware of the bene ts it will bring. This means that even if it costs them
can teach them how to do this, they can proceed on their own. But time or money, they will participate willingly because they understand
even then, the schools will need to be renewed or rebuilt every year why they are doing it. Without this — if you only dictate to them —
or two, depending on the weather. So another idea is to ask organi- they will not be motivated. That is why the CPRS is so important.
zations like UNICEF to help us build durable schools — schools that In the future I would like UNICEF to help us to improve the quality
would not require parents to build or renew them. of education in Madagascar. Children need to know more than
We have been working with UNICEF for 15 years now. In that time, reading, writing, calculating and speaking French. They need life skills.
they have introduced some valuable systems to encourage Their parents should see that there is a di erence if children go to
community participation. The CPRS or ‘contract for school success’ is school. Children should acquire some knowledge, some competencies
the biggest bene t of our collaboration. The CPRS encourages the that help them in their lives. They should also learn some activities
participation of all the community members — parents, local that will help them to nd employment when they nish school.
authorities, the district education chief, teachers and children — in I would like to see one other thing happen — and I hope UNICEF
order to promote education. can help with this: I would like to situate junior secondary schools
This starts even before they build a school. The community has a nearer to primary schools. To go to primary school children walk, on
meeting and the stakeholders discuss the problems of education in average, three to four kms each way. To go to secondary schools they
their community. When everyone understands the problems children often walk as far as 10-15 kms. More children could continue their
will face if they don’t go to school, and know what they can do to education if schools were not so far away.
Schools for Madagascar Making the grade 28
10. 1210 I walk home with my friends. While we walk
we talk about what we are going to do when we
get home.
Maka: I am going to watch the cows.
Fisaorantsoa: I will help my mother cook.
Liatinatae: I have to collect firewood.
Manjo: I am going to help my mother in
the field and then do my homework.
Schools for Madagascar Making the grade 29
13. 1742 Homework
Schools for Madagascar Making the grade 32
14. When I grow up, I want to be...
Liatinatae Maka Soabinagoe
a teacher a district education officer a teacher
Schools for Madagascar Making the grade 33
15. Fisaoratsoa Manatenasoa Manjo
a midwife a teacher a policeman
Schools for Madagascar Making the grade 34
16. Manjo and generations of children following him need a
complete primary education if they are to have a chance
to achieve their dreams.
With your help, by 2013 UNICEF Madagascar will complete
180 incomplete cycle schools.
This is part of a larger UNICEF initiative to complete more
than 1200 child-friendly schools in Madagascar by 2013.
By equipping them with the amenities, staff and materials
needed to provide a quality education, UNICEF will have a
direct impact on more than 125,000 children by 2013, and
on many more in the generations to come.
17. For further information contact
UNICEF Madagascar
Maison commune des Nations Unies
Zone Galaxy Andraharo
Antananarivo 101
Madagascar
Tel : 261 20 23 300 92/93/04
antananarivo@unicef.org
www.unicef.org
Photography, words & design: Kelley Lynch
www.kelleyslynch.com