The document summarizes the Passport To Success (PTS) life skills program run by International Youth Foundation in Senegal. PTS equips vulnerable youth ages 12-21 with skills to stay in school, get an education, and be employment ready through a curriculum of 75 interactive lessons over 6-8 weeks. The curriculum covers personal competencies, problem solving, health behaviors, work habits, entrepreneurship, service learning, and closure. Evaluations show at least 30 lessons are needed to ensure behavior change in key life skills. PTS has been implemented in schools, vocational institutes, non-profits, and other youth serving organizations in Senegal and 20 other countries.
A presentation given at one of the National Youth Agency's regional events on the Governments new ten yearyouth strategy, called "Aiming High".
For more information visit www.nya.org.uk/tenyearstrategy
A presentation given at one of the National Youth Agency's regional events on the Governments new ten yearyouth strategy, called "Aiming High".
For more information visit www.nya.org.uk/tenyearstrategy
Texas Beginning Educator Support SystemVijay Harrell
The Texas Beginning Educator Support System (TxBESS) is an induction program for teaching staff that pairs each new teacher with a mentor. Teachers new to the profession work with their mentors for their first two years at Northwest High School while experienced teachers new to the campus have a mentor for their first year only.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
For a person without a disability, a dramatic change from school to job searching can be very stressful and challenging. For a person on the autism spectrum, this shift can be even more complex and demanding. Transition planning helps ease the move from school to adulthood for students with ASD.
Texas Beginning Educator Support SystemVijay Harrell
The Texas Beginning Educator Support System (TxBESS) is an induction program for teaching staff that pairs each new teacher with a mentor. Teachers new to the profession work with their mentors for their first two years at Northwest High School while experienced teachers new to the campus have a mentor for their first year only.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
MATSITI: Where to next? Final stakeholder forum, Adelaide, 16 June 2016MATSITI
Sustainability and legacy for Aboriginal and Torres Strait Islander education and employment - presentation to the final stakeholder forum for the MATSITI project.
For a person without a disability, a dramatic change from school to job searching can be very stressful and challenging. For a person on the autism spectrum, this shift can be even more complex and demanding. Transition planning helps ease the move from school to adulthood for students with ASD.
A presentation first given on the Stone Computers stand at BETT 2013, describing the rationale for operating a Student Digital Leaders programme in schools and the benefits for students, the school and for the national good! There are also pointers as to SDL roles in school, how to get the programme started, the application process and how you train your SDLs.
Also described are plans to accredit student digital leadership achievement; in an exciting SSAT/DigitalMe/Makewaves partnership, there are plans to offer Mozilla Open Badges accreditation from April 2013.
The presentation was given by Glyn Barritt, Learning Technologies Manager at SSAT - she describes SSAT's support for teacher groups already heavily engaged in operating SDLs in school and sharing best practice via social media means.
Presentation about the Scottish Curriculum for Excellence by B2-2 students José Carlos Torres, Leticia Caro, Oscar Ortiz and René Presedo at the EOI Fuengirola
The pipeline for graduate jobs: Strategy from intake to job successEduniversal
Presentation of Prof. Konstantine Gatsios during the Eduniversal World Convention 2014 in Istanbul, Turkey
Plenary Session 4
"The pipeline for graduate jobs: Strategy for intake to job success"
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
2. Summary of my presentation
Present evidence validating Marika's
findings from an NGO perspective and
IYF's two projects in Senegal:
• capabilities approach - strengthening
youth capabilities through life skills trg.
• Youth voices should inform
educational planning, and should
present a multidimensional
perspective
3. IYF Definition of Life Skills or "soft
skills":
Abilities for adaptive and positive
behavior that enable individuals to
deal effectively with the demands
and challenges of work and
everyday life
4. What is the Passport To Success ®
(PTS) program?
• The PTS program equips young people, ages 12 to 21, with a
range of skills that help them stay in school and acquire the
education, professional skills, employment readiness and
confidence they need to succeed in life and in the workplace.
• PTS targets vulnerable youth who are in school but at risk of
dropping out, as well as those that are out of school, out of
work, or working in dangerous environments.
• A key measure of success is the extent to which youth are
either in school or employed six months after participating
• PTS has been introduced in 20 countries and has been
translated and adapted into 17 languages. 62,000 youth
5. Where do we intervene?
PTS has been successfully tested, both as a stand
alone and integrated model, in a variety of venues,
including:
– Public/private primary and secondary schools,
both in and out-of-school programs
– Vocational technical institutes
– Youth-serving non-profit organizations
– Teacher training colleges
– Orphanages
7. PTS Curriculum Structure
• Experiential, interactive pedagogical methods
• 75 One-Hour Lessons divided into 7 Units
– Personal Competencies (20)
– Problem Solving and Managing Conflict (4)
– Healthy Behaviors (7)
– Effective Work Habits (22)
– Entrepreneurship (10)
– Service Learning (10)
– Closure (1)
• Leader’s Guide and Student Handbook
8. Program Duration
• Evaluations of PTS programs have shown that at
least 30 lessons should be delivered to ensure
comprehensive behavior change in key life skills
competencies
• Recommend no more than 3 hours per day, with no
more than 12 life skills lessons per week
• On average, partners select 40-50 lessons per
training course, corresponding to a total of 6-8 weeks
of training. School-based programs typically occur
over a semester or year.
9. Summary of life skills lessons
•responsibility and respect (self and others)
•Listening and communication skills (written and oral)
•Self-confidence, self-esteem, assertiveness
•Conflict and stress management
•Problem solving
•Reproductive health, family planning, STI/HIV
•gender roles and stereotypes, GBV
•employability skills (interviewing, resume preparation, workplace
protocol, business etiquette, being a team member)
•Goal setting and career planning
•Community service, service learning projects (eg: Rehabilitation of
School well and classroom; blood drive, recycling campaign;
cleaning up parks and SAFE SPACES for youth)