The annual report summarizes the work of the Middle East Children's Institute (MECI) in Jordan in 2015. It provided academic and psychosocial support to over 2,300 vulnerable children, most of whom were Syrian refugees, through informal education programs in 10 schools. MECI's multi-pronged approach included academic classes, life skills training, youth engagement initiatives, and community outreach. Evaluation showed 94% of children demonstrated academic progress. MECI worked closely with partners like UNICEF, UNESCO, and the Jordanian government to address the educational needs of refugee and host community children.
In this issue, “The 10 Best International Schools in Philippines 2018”, we have hand-picked few such elite schools which offers world-class education. Along with transferring knowledge these schools also puts continuous effort in fostering their students into individuals with wisdom, character and leadership quality. The incessant endeavour of these schools to offer meritorious education is what makes them unique.
For more details, visit: https://theknowledgereview.com/the-10-best-international-schools-in-philippines-2018-december2018/
Officially known by the name, ‘the Sultanate of Oman’, the education and training in Oman has increased at a staggering pace.
In this issue, “The 10 Best International Schools in Oman 2018”, we have picked out few such institutions that are in the forefront. These schools not only offer an education at par with international standards but also nurture the students’ talents to their highest potential.
For more details, visit: https://theknowledgereview.com/the-10-best-international-schools-in-oman-2018-december2018/
Most valuable schools to watch in the Middle East Volume-1Merry D'souza
We, at The Knowledge Review, selected some extraordinary international schools and featured them in our latest edition –
Most valuable schools to watch in the Middle . Have a great insight about these flourishing international schools.
The Knowledge Review, emphasize on our intent of finding the few profound educationists who take on the responsibility of catering to the necessity in upholding the value of education, and Australia’s 10 Most Influential Educational Leaders, 2019 epitomizes such significant individuals for the better.
In this issue, “The 10 Best International Schools in Philippines 2018”, we have hand-picked few such elite schools which offers world-class education. Along with transferring knowledge these schools also puts continuous effort in fostering their students into individuals with wisdom, character and leadership quality. The incessant endeavour of these schools to offer meritorious education is what makes them unique.
For more details, visit: https://theknowledgereview.com/the-10-best-international-schools-in-philippines-2018-december2018/
Officially known by the name, ‘the Sultanate of Oman’, the education and training in Oman has increased at a staggering pace.
In this issue, “The 10 Best International Schools in Oman 2018”, we have picked out few such institutions that are in the forefront. These schools not only offer an education at par with international standards but also nurture the students’ talents to their highest potential.
For more details, visit: https://theknowledgereview.com/the-10-best-international-schools-in-oman-2018-december2018/
Most valuable schools to watch in the Middle East Volume-1Merry D'souza
We, at The Knowledge Review, selected some extraordinary international schools and featured them in our latest edition –
Most valuable schools to watch in the Middle . Have a great insight about these flourishing international schools.
The Knowledge Review, emphasize on our intent of finding the few profound educationists who take on the responsibility of catering to the necessity in upholding the value of education, and Australia’s 10 Most Influential Educational Leaders, 2019 epitomizes such significant individuals for the better.
The Common Inspection Framework: Nursery World Show 2016Ofsted
Jo Caswell HMI and Penny Fisher HMI spoke at the Nursery World Show 2016 on 5 February. Their seminar is designed to help nurseries: become familiar with the Common Inspection Framework; prepare for inspection; build on findings from Ofsted’s survey work; and understand how to present your best evidence.
THE SMARTEST INVESTMENT: A FRAMEWORK FOR BUSINESS ENGAGEMENT IN EDUCATIONUNICEF Education
Investing in education is essential to developing a skilled workforce for the future and improving economic growth. As of 2011, more than 57 million primary aged children are still out of school and 130 million children have failed to learn the basics even after four years in school. A new Framework for Business Engagement in Education, launched at the UN Global Compact Leaders’ Summit last month makes the case for putting education at the center of business investment. It provides practical advice on how business can be an effective partner in improving education systems and learning worldwide.
An Essential Package of School-Based Interventions
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
The Common Inspection Framework: Nursery World Show 2016Ofsted
Jo Caswell HMI and Penny Fisher HMI spoke at the Nursery World Show 2016 on 5 February. Their seminar is designed to help nurseries: become familiar with the Common Inspection Framework; prepare for inspection; build on findings from Ofsted’s survey work; and understand how to present your best evidence.
THE SMARTEST INVESTMENT: A FRAMEWORK FOR BUSINESS ENGAGEMENT IN EDUCATIONUNICEF Education
Investing in education is essential to developing a skilled workforce for the future and improving economic growth. As of 2011, more than 57 million primary aged children are still out of school and 130 million children have failed to learn the basics even after four years in school. A new Framework for Business Engagement in Education, launched at the UN Global Compact Leaders’ Summit last month makes the case for putting education at the center of business investment. It provides practical advice on how business can be an effective partner in improving education systems and learning worldwide.
An Essential Package of School-Based Interventions
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631) MG CRUZ.pptdinnesmasubay
TOTAL QUALITY MANAGEMENT IN EDUCATION (MEM 631)
This study argues that the most effective means of assuring the quality and standards of teaching is through the introduction of total quality management (TQM). The author demonstrates the application and relevance of TQM and outlines the techniques by which schools can implement TQM principles.
Total Quality Management (TQM) is recognized as an effective management philosophy which is used as a strategy for business excellence. Although the concept of total quality management was advocated by Dr. W. Edwards Deming in the late1950’s in the USA; however, Japan was the first national who embraced this concept to recover their economy after the World War II. The success of TQM in Japan made this concept famous in many countries across the world. Originally, the concept was developed for manufacturing organizations; later on, it gained popularity to other service institutions, including bank, insurance, non-profit organizations, health care and so on. Lunenburg comments that TQM is also relevant to corporations, service organizations, universities, and elementary and secondary schools . Now, TQM is recognized as a generic management tool and applicable to any organization.
According to Koslowski, in this age of intense competition, quality education is a major concern [2]. The pressure and demand for quality education are increasing. All concerned parties of the education are actively considering implementing TQM in education because it is believed that quality education is one of the fundamental building blocks of economic development. Regarding the applicability of TQM in education, there is a serious debate since this concept was initially developed for manufacturing organizations. It is essential to resolve this problem. While conducting an initial investigation it was also revealed that there are critical challenges in implementing TQM in education. It is also imperative to explore the nature of those challenges so that academic institutions can take proper measure proactively while pursuing TQM in education.
Total Quality Management is a management approach that was instigated in the 1950s and has gradually become popular since the early 1980s. The term ‘quality’ is at the core of this philosophy. While defining total quality management, scholars took the opportunity to present their perceptions regarding this term in numerous ways; as a result, a good number of definitions appear before us with different connotations. Crosby states that quality management is a methodical way of ensuring that organized activities happen the way they are planned [3]. Short & Rahim define TQM is a proactive approach, to confirm quality into the product, service and design of the process and then to continually improve it [4]. According to these definitions, TQM is a plan, a systematic approach to ensure quality and continuous improvement. Deming describes TQM is a never-ending cycle of progress in the system of
An overview of an South African approach for the advancement of entrepreneurship in-school. This critical initiative works to enable young people to become creators of jobs rather than job seekers. Youth unemployment represents a serious challenge to society and this nonprofit initiative that started in 1992 is now moving to scale. Core to this approach is effective collaboration amongst a broad range of stakeholders. The pilot of the Youth Enterprise Society (YES) clubs between 1994 and 1996 proved tremendously effective for its engagement of young people within entrepreneurship. Subsequent developments of "Simama Ranta" as well as the in-classroom syllabi component - resulted for the three components of YES clubs, Simama Ranta and Syllabi to form this approach to entrepreneurship education. It is with our own gratitude, as well as with the gratitude from thousands of learners as well as teachers, that we share this presentation with you. However, a lot of work still needs to be done to move beyond the 300 schools serviced - with the target of around 7,000 schools. Please join us and make it happen?! Our youth deserve to be enabled to build a life full of hope, courage, opportunity and to be full participants within the South African economy. It has been proven that one of the best ways to get people out of poverty is through entrepreneurship. We welcome your engagement whether it is through questions, suggestions, linkages, support or in any other manner that you choose engage.
The purpose of this paper was to know the sustainable development goal 4 and find out the quality of education in Zambia. The quality of education was measured by the number of primary and secondary schools, enrolment of students, dropout rate, the equity indicators – gender parity index and student-teacher ratio and quality indicators like exam pass rate and infrastructure. The study concluded that the growth rate of schools under private/church/community was higher than the Government run schools during the study period. There prevails inequality between different provinces with regard to the availability of schools. The average annual growth rate in enrolment for grade 1-12 for female students was higher than the male students, whereas, in public universities the percentage of enrolment for male students was higher than female. The dropout rate was higher for female than male students, due to early pregnancy. The gender parity index increased due to the policy of the Government towards girls. To achieve the sustainable development goal for education, the study suggested that the teachers in rural areas should be provided better service conditions, education should be enhanced according to the needs of the economy and student loan scheme should be initiated by the banks and financial institutions.
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
2. CONTENTS
FOREWORD 3
A Message from MECI's Regional Director Lina Farouqi 3
JORDAN & THE SYRIAN REFUGEE CRISIS
4
Accessing Education: the Shadow of a "Lost Generation" 4
THE MECI MODEL IN JORDAN 5
PROVIDING ACADEMIC OPPORTUNITIES 6
Targeting the Most Vulnerable 6
Academic Achievements in 2015 7
MECI's Approach to Teaching 7
PROVIDING PSYCHOSOCIAL SUPPORT 9
Encouraging Behavioral Abilities 9
From Best Practices to Breakthrough Impacts 10
PROMOTING YOUTH ENGAGEMENT 11
The Training 11
Youth-led Initiatives 11
ENCOURAGING COMMUNITY PARTICIPATION 12
Health & Hygiene Awareness Sessions 12
Dental Hygiene for Children 12
The Importance of Education & Good Attendance Practices 12
EQUIPPING A SCHOOL WITH A PLAY COMPLEX
14
WINTER CAMPAIGN 2015 15
4. 4
JORDAN & THE SYRIAN REFUGEE CRISIS
Last National Census (2016) revealed that Jordan is a host to 1.4
million Syrians, 630,000 of whom are registered as Asylum
Seekers through the UNHCR. They make up for 20% of the
Kingdom’s population. Half of them are children, 36% of whom
are in the school age.
Accessing Education: the Shadow of a “Lost Generation”
« Education breeds confidence. Confidence breeds hope. Hope breeds Peace » - Confucius
Since 2011, along with providing safety to thousands of families escaping from war, the
Kingdom opened its schools to Syrian students with less than 3 years of missed education in
order to honor each child’s right to basic education.
This philanthropic decision, however, has negatively impacted the educational system as a
whole, with 47% of schools now overcrowded, and daily instructional time reduced to
accommodate Syrian students in double shifted system. It is also reported that educational
facilitators like principals and teachers are lacking the preparation and experience to manage
challenging school and classroom environments, which in turn leave the door opened for
increased violence, and a general deterioration of facilities.
Overall, on-going educational reforms underwent a major setback to face and adapt to the
demand of thousands of children. Negative mechanisms that were suppressed through
reforms had to be put into practice again. Despite all these efforts, and as Jordan reportedly
succeeded in accommodating 143,000 students, between 50-60,000 children remain out-of-
school, and more arrive every month.
Acknowledging the academic struggles of a trauma-affected generation that was pulled out of
school for sometimes up to 3 years, and recognized for its leading expertise in providing
informal and remedial education to vulnerable children, in 2015 MECI engaged in fruitful
partnerships with renowned international donors and UN agencies like UNICEF and UNESCO.
7. 7
Academic Achievements in 2015
• Over 2,300 children enrolled in Informal
and Remedial classes (70% Syrian, 30%
Jordanian)
• 52% of female students
• Prior to joining MECI, 12% of our
students were reported as illiterate
and/or had never been to school
• Over 4,300 classes dispensed by
accredited teachers from the Ministry
• 94% of students who took a pre- and
post-test demonstrated academic
progress, an extremely positive indicator
of MECI’s program’s impact on
vulnerable students
MECI implemented its Informal and
Remedial Education program within 10
schools located in Central and Northern
Jordan, in the cities of Salt, Ramtha and
Irbid which belong to two of the five
governorates that were the most affected
by the influx of Syrian refugee populations
(Irbid and Balqa governorates, respectively
hosting 136,942 and 19,894 registered
refugees).
MECI deliberately works inside public
schools from the Ministry of Education
rather than in local community-based
organizations (CBOs) as we believe in the
positive effect of physically going to schools
rather than being taught in temporarily set-
up spaces. We put a lot of efforts in
identifying the schools that will offer the
best learning spaces and environment for
our children, and funds permitting,
endeavor to enhance these spaces through
small refurbishment interventions.
Accredited and experienced school
principals, teachers, but also Syrian
outreach counselors are hired to oversee,
deliver and monitor the daily activities
taking place within the schools.
All school staff was trained extensively in
order to ensure the proper delivery of
services along with the respect of
international standards, MECI‘s values and
principles related to Teaching Practices and
Child Protection. Teachers were introduced
to the MECI curriculum that was expressly
designed as a context-adapted tool taking
into consideration challenges met in non-
homogeneous classrooms. Throughout the
program, schools benefitted from regular
observations and recommendations on
ways to enhance their methodology and
incorporate additional technics to promote
engaging teaching, and learning.
MECI’s Approach to Teaching
Through diversified teaching strategies,
MECI’s overall aim is to get struggling and
out-of-school students to focus on their
education, and stand a better chance at
integrating and adapting in Public Schools
in a near future.
Instructors were not only encouraged to
find ways to always keep the interest going,
but also offered initiatives to multiply the
nature of teaching support through
auditory, visual, and kinesthetic learning.
Classes took place five days a week, for 2
hours each day after public school hours,
which included lessons in Arabic, math, and
English as well as Physical Education and
Arts combined to a simple Life Skills
curriculum.
Upon enrollment, students were given a
placement test in order to be integrated to
a fitting level and group. 12% of our
students were illiterate / had never been to
school prior to the MECI program.
Three levels covering grades 1 through 6
were available to students divided within 5
groups to allow for a greater homogeneity
of ages and level between classmates.
With Syrian refugee students having been
out-of-school for up to 4 years, this has
been an ongoing challenge for both
instructors and our teams of specialists.
13. 13
Poster from the Initiative
Following the implementation of the “Attend Today, Achieve Tomorrow” Initiative across several
schools, overall attendance rates witnessed a 6% increase.
89% of attending students showed “quality attendance”.
We aim for students’ families and broader communities to
understand that they are partners to MECI in this
educational endeavor. With this idea comes a responsibility
of every parents and caretaker to diffuse and create an
environment that encourages students in having motivation,
good attendance practices, and commitment.
Practical recommendations were shared with families on
how to foster good attendance practices at home:
• Being punctual: set a regular evening and morning
routine
• Preparing the students’ clothes and school bag the
evening before
• Looking out for signs of anxiety that prevent a child from
going to school
• Following up on a child’s achievement and homework
• Creating a positive learning environment at home to
ensure the child dedicates a reasonable amount of time
to study
• Accepting mistakes and encouraging success
• Informing counselors of a child’s absence
• Getting involved in the school life to build positive
relationships with the trained facilitators working daily
with the children
These parental strategies were also shared in the form of a
handout to bring back home.
Over 90% of participants, children and
adults alike, reportedly found these
sessions useful.