The document outlines a vision for Filipinos to passionately love their country and realize their full potential through education. It describes the Department of Education's goal to continuously improve as a learner-centered institution in order to better serve stakeholders and protect every Filipino's right to equitable, culture-based education. This education environment aims to be child-friendly, gender-sensitive, and safe where students learn, teachers facilitate, and administrators ensure an enabling environment for life-long learning with family and community involvement.
The document discusses the Safe Zone program at Slippery Rock University. It aims to foster a welcoming environment for LGBT+ students, faculty, and staff. The Safe Zone symbol indicates that all are welcome, especially LGBT+ individuals, who can find support and information. Safe Zone participants complete training to increase their knowledge and serve as informal resources and supports for LGBT+ people on campus. The Pride Center is also described as a place for LGBT+ learning, community, and resources.
This document summarizes information from several child services agencies in Toronto, including their missions, commitments, services provided, and links for more information. The Children's Aid Society of Toronto, Jewish Family & Child Service, SCAN program at SickKids hospital, Native Child and Family Services of Toronto, and Durham Children's Aid Society are all outlined, with a focus on protecting children from abuse and neglect, advocating for families, and strengthening communities.
Native Child and Family Services of Toronto provides support to Indigenous families in need. They operate several programs including Aboriginal Head Start centers that provide early childhood education, residency programs that offer transitional housing and support for up to 18 months, and family support services. Eligibility requires registration and services are meant to eventually transition families to independence. The agency works closely with community partners and conducts outreach to help families access resources. Their goal is to recognize Indigenous culture while protecting children and strengthening families.
Nataliya Sofiy, REYN member from Ukraine, shares her Power Point presentation describing the “Embracing Diversity – Creating Equitable Societies through Personal Transformation” REYN training held in Belgrade. The training was attended by 28 participants from 13 countries.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily create and share slideshow presentations online.
The document outlines a vision for Filipinos to passionately love their country and realize their full potential through education. It describes the Department of Education's goal to continuously improve as a learner-centered institution in order to better serve stakeholders and protect every Filipino's right to equitable, culture-based education. This education environment aims to be child-friendly, gender-sensitive, and safe where students learn, teachers facilitate, and administrators ensure an enabling environment for life-long learning with family and community involvement.
The document discusses the Safe Zone program at Slippery Rock University. It aims to foster a welcoming environment for LGBT+ students, faculty, and staff. The Safe Zone symbol indicates that all are welcome, especially LGBT+ individuals, who can find support and information. Safe Zone participants complete training to increase their knowledge and serve as informal resources and supports for LGBT+ people on campus. The Pride Center is also described as a place for LGBT+ learning, community, and resources.
This document summarizes information from several child services agencies in Toronto, including their missions, commitments, services provided, and links for more information. The Children's Aid Society of Toronto, Jewish Family & Child Service, SCAN program at SickKids hospital, Native Child and Family Services of Toronto, and Durham Children's Aid Society are all outlined, with a focus on protecting children from abuse and neglect, advocating for families, and strengthening communities.
Native Child and Family Services of Toronto provides support to Indigenous families in need. They operate several programs including Aboriginal Head Start centers that provide early childhood education, residency programs that offer transitional housing and support for up to 18 months, and family support services. Eligibility requires registration and services are meant to eventually transition families to independence. The agency works closely with community partners and conducts outreach to help families access resources. Their goal is to recognize Indigenous culture while protecting children and strengthening families.
Nataliya Sofiy, REYN member from Ukraine, shares her Power Point presentation describing the “Embracing Diversity – Creating Equitable Societies through Personal Transformation” REYN training held in Belgrade. The training was attended by 28 participants from 13 countries.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily create and share slideshow presentations online.
This document summarizes a research paper that aims to reconstruct a user's web browsing history from browser event data using a conditional random field model. The researchers assembled a dataset by developing a Chrome extension to log browser events like key presses, clicks, and page loads along with the URL of the active page. They propose a linear-chain CRF that models dependencies between latent state transitions (URL changes) and observations (events). This model outperforms a logistic regression baseline on three evaluation metrics.
Recursos Perifericos, características y recomendación. Flores Luna Fernanda ...Edith Flores
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It includes two stock photos and suggests that the reader may be inspired to create their own Haiku Deck presentation. A brief call to action encourages getting started with the tool on SlideShare.
Salih Mahmoud obtained a BSc in Information Technology from Future University in 2013. His dissertation project involved designing a CRM system for Eptikar IT Solutions Company. He also holds a Mini MBA from University of Khartoum and an MBA in Marketing. Since 2012, he has worked as a Media Officer for Glimmer of Hope Organization and since 2013 as an IT Technical Support Coordinator for the Institute of Prof. Abdallah Altaib at University of Khartoum. He has skills in programming languages like C++, Visual Basic, MySQL, PHP and HTML as well as the Microsoft Office suite and Linux.
PRECEDE Manifesto for young children
PARTNERSHIP FOR RECONCILIATION THROUGH EARLY CHILDHOOD EDUCATION AND DEVELOPMENT IN EUROPE (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët” from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan Region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
The document is the Equality and Diversity Strategy for Merton Adult Education (MAE) from 2011-2014. It summarizes that MAE is committed to providing high quality learning opportunities that meet the diverse needs of the community. It has over 5,000 students in over 300 courses across multiple locations in Merton. MAE strives to promote equality and diversity and prevent discrimination based on characteristics like age, race, gender, disability and more. Current data shows the student population and workforce are diverse but MAE aims to improve representation in some areas.
The document outlines Amnesty International's Human Rights Friendly Schools program, which aims to integrate human rights principles into all aspects of school life. It explains that the program works with schools to develop customized action plans to promote inclusion, participation, non-discrimination, and respect for human rights among students, teachers, and the broader community. The goals are to create safe, empowering environments where human rights are practiced and respected by all.
Plan is implementing a project called "Collective Action to Promote Non-Violent and Protective Society for Children" across multiple locations in the Philippines. The project aims to advocate for policies protecting children from corporal punishment and bullying through capacity building of civil society organizations, children's groups, schools and local governments. It seeks to establish model homes, schools and communities demonstrating positive disciplinary practices and a bullying-free environment.
Youth statement from the Regional Ministerial Education Conference in Istanbul, Turkey (December 2013) - Strengthen partnerships with youth for high quality, inclusive education, where all youth can realize their dreams of education as The Best way to succeed in life.
EdAid is a non-governmental organization dedicated to facilitating education resources for children. Their vision is for all children to reach their full potential in societies with respect for human rights. Their mission is to achieve lasting improvements in quality of life for deprived children through community partnerships, stimulating university student awareness, and building cross-cultural understanding. They empower volunteers, children and communities to create sustainable positive changes through capacity development, partnerships and community mobilization.
Kusuma Trust UK Strategy 2011 2014 summaryKusumaTrustUK
The Kusuma Trust is a UK-based philanthropic organization that aims to increase access to education and opportunities for economically disadvantaged children and young people in India. Its vision is for all children to have opportunities to develop skills and contribute to their communities. Its strategic priorities are improving education outcomes through secondary, tertiary and vocational programs, supporting interventions for at-risk children, promoting open access to knowledge, and conducting research to evaluate impact. It will focus efforts and make grants in three districts in India known for low education and development indicators.
Equity and EqualityWith deficit thinking, our education system tTanaMaeskm
Equity and Equality
With deficit thinking, our education system tends to focus on what students "lack" and how we can "fix them" based on dominant culture ideas and standards for success. Discuss an alternative approach to helping students succeed which would be more effective and equitable than deficit thinking. Make sure you explain why your alternative approach is more effective than the deficit thinking model (for instance--how does it recognize student diversity, how does it eliminate stereotyping of students, how is it more inclusive of student strengths and abilities).
Refer: Page #297 The Dynamics of Social Stratification from the pdf attached.
Global Citizenship:
FROM SOCIAL ANALYSIS TO
SOCIAL ACTION (GNED 500)
Land Acknowledgement
Centennial College is proud to be a part of a rich history of education in
this province and in this city. We acknowledge that we are on the treaty
lands and territory of the Mississaugas of the Credit First Nation and pay
tribute to their legacy and the legacy of all First Peoples of Canada, as
we strengthen ties with the communities we serve and build the future
through learning and through our graduates.
Today, the traditional meeting place of Toronto is still home to many In-
digenous People f rom across Turtle Island and we are grateful to have
the opportunity to work in the communities that have grown in the trea-
ty lands of the Mississaugas. We acknowledge that we are all treaty peo-
ple and accept our responsibility to honour all our relations.
A B O U T
3
Statement of Diversity
Centennial College and its Board of Governors value and embrace diversity, equity and
inclusion as fundamental to our mission to educate students for career success within a
context of global citizenship and social justice.
We recognize that historical and persistent inequities and barriers to equitable partic-
ipation exist and are well documented in society and within the college.
We believe individual and systemic biases contribute to the marginalization of des-
ignated groups. These biases include race, sex, gender, sexual orientation, age, disability,
ancestry, nationality, place of origin, colour, ethnicity, culture, linguistic origin, citizenship,
creed (religion, faith), marital status, socio-economic class, family status, receipt of public
assistance or record of offence. We acknowledge that resolving First Nations sovereignty
issues is fundamental to pursuing equity and social justice within Canada.
We acknowledge the richness and diversity of the community we serve. As our com-
munity has evolved, and our staff and student population have changed, we have im-
plemented policies and practices to address issues of inclusion. In moving forward, we
will build on this work to embed commitment to diversity, equity and inclusion in every
aspect of what we do.
Our Guiding Principles
We believe social justice requires that we value diversity, equity and inclusion. We believe
that the p ...
The Victorian AIDS Council (VAC) has developed its first Reconciliation Action Plan (RAP) for 2015-2016. The RAP aims to build relationships between VAC and Aboriginal and Torres Strait Islander communities and organizations, raise awareness of Aboriginal and Torres Strait Islander cultures within VAC, and identify opportunities to work towards reconciliation. Key actions include establishing a RAP working group, celebrating National Reconciliation Week, providing cultural awareness training for staff, and exploring opportunities for Aboriginal and Torres Strait Islander employment and supplier diversity.
The document describes the Italian educational system for children ages 0-6. It outlines the nursery school and pre-school levels. Nursery school is for ages 3 months to 3 years and regulated by the Ministry of Social Policy. Pre-school is for ages 3-6 years and regulated by the Ministry of Education. The document details the experience fields, aims, management, roles of staff, strengths, and organizations they may visit to learn more about the Italian early childhood system.
The Panther Pride PTA was founded in 2015 to bridge communication between schools, families, and the local community. Their mission is to empower a healthy learning culture and their vision is to advocate for the education and well-being of every child. The PTA values commitment, openness, unity and pride. They aim to promote children's success through involvement, increase awareness of education issues, and improve practices for a healthier learning culture.
A Way of Happiness Educational Society, founded on 24th June 2016, is a not for profit non-governmental organisation, run by a group of members of the society. We are envisioning a society permeated with the spirit of brotherhood, in which its members help each other create a sustainable and harmonious environment, improving their lives through raised awareness of co-dependency and connectivity with their surroundings as well as globally. We believe that the youth are the future of any society and there should be no differences when it comes to being exposed to knowledge and information. This is why we are providing quality school syllabus related classes and extracurricular activities for all members of our society, mainly children and youth. In our work, we use non-formal education methods to bring the school closer to youngsters. Learning, after all, should be interactive and engaging, sparking curiosity and breeding a healthy relationship with attaining knowledge. This way we can ensure lifelong learning because of the newly awoken desire for the learning process to continue. Through a broad-minded attitude like this, an individual is able to not only act upon fulfilling his needs but also be a binding agent and promoter of change in the society. We are striving to empower vulnerable sections of the society, especially underprivileged youth, so they will be able to raise their living standard, through education, vocational training and skill-based development. Our objective is to provide underprivileged youth with opportunities for non-formal learning, vocational training and means for developing critical thinking to enable them leading more effective and satisfactory lives.
Community Education is a broad field that is based on principles and practices of lifelong learning, inclusion, collaboration and use of multiple resources.
This document summarizes a research paper that aims to reconstruct a user's web browsing history from browser event data using a conditional random field model. The researchers assembled a dataset by developing a Chrome extension to log browser events like key presses, clicks, and page loads along with the URL of the active page. They propose a linear-chain CRF that models dependencies between latent state transitions (URL changes) and observations (events). This model outperforms a logistic regression baseline on three evaluation metrics.
Recursos Perifericos, características y recomendación. Flores Luna Fernanda ...Edith Flores
This short document promotes the creation of presentations using Haiku Deck, an online presentation tool. It includes two stock photos and suggests that the reader may be inspired to create their own Haiku Deck presentation. A brief call to action encourages getting started with the tool on SlideShare.
Salih Mahmoud obtained a BSc in Information Technology from Future University in 2013. His dissertation project involved designing a CRM system for Eptikar IT Solutions Company. He also holds a Mini MBA from University of Khartoum and an MBA in Marketing. Since 2012, he has worked as a Media Officer for Glimmer of Hope Organization and since 2013 as an IT Technical Support Coordinator for the Institute of Prof. Abdallah Altaib at University of Khartoum. He has skills in programming languages like C++, Visual Basic, MySQL, PHP and HTML as well as the Microsoft Office suite and Linux.
PRECEDE Manifesto for young children
PARTNERSHIP FOR RECONCILIATION THROUGH EARLY CHILDHOOD EDUCATION AND DEVELOPMENT IN EUROPE (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët” from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan Region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Educ...Детска Амбасада Меѓаши
PRECEDE MANIFESTO Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE) is a regional network of civil society organizations from seven European countries: “Early Years - the organisation for young children” from Northern Ireland, UK”; “Partnerë për Fëmijët”(Partners for Children) from Albania; “Balkan Sunflowers” from Kosovo; “The Center for Civil Initiatives”(CCI) from Croatia; “First Children’s Embassy in the World - Megjashi” from Macedonia; “Djeca prije svega” from Montenegro, and “Pomoć deci” from Serbia.
The main objective of the PRECEDE network is to strengthen the capacity of civil society organizations in the Balkan region and Europe, and to support the process of acceptance, peace-building, reconciliation, respect for diversity and unity through education in the early years.
We, as PRECEDE partners want to ensure that children receive a priority focus in the process of all public policy-making developments, at regional and national level.
The document is the Equality and Diversity Strategy for Merton Adult Education (MAE) from 2011-2014. It summarizes that MAE is committed to providing high quality learning opportunities that meet the diverse needs of the community. It has over 5,000 students in over 300 courses across multiple locations in Merton. MAE strives to promote equality and diversity and prevent discrimination based on characteristics like age, race, gender, disability and more. Current data shows the student population and workforce are diverse but MAE aims to improve representation in some areas.
The document outlines Amnesty International's Human Rights Friendly Schools program, which aims to integrate human rights principles into all aspects of school life. It explains that the program works with schools to develop customized action plans to promote inclusion, participation, non-discrimination, and respect for human rights among students, teachers, and the broader community. The goals are to create safe, empowering environments where human rights are practiced and respected by all.
Plan is implementing a project called "Collective Action to Promote Non-Violent and Protective Society for Children" across multiple locations in the Philippines. The project aims to advocate for policies protecting children from corporal punishment and bullying through capacity building of civil society organizations, children's groups, schools and local governments. It seeks to establish model homes, schools and communities demonstrating positive disciplinary practices and a bullying-free environment.
Youth statement from the Regional Ministerial Education Conference in Istanbul, Turkey (December 2013) - Strengthen partnerships with youth for high quality, inclusive education, where all youth can realize their dreams of education as The Best way to succeed in life.
EdAid is a non-governmental organization dedicated to facilitating education resources for children. Their vision is for all children to reach their full potential in societies with respect for human rights. Their mission is to achieve lasting improvements in quality of life for deprived children through community partnerships, stimulating university student awareness, and building cross-cultural understanding. They empower volunteers, children and communities to create sustainable positive changes through capacity development, partnerships and community mobilization.
Kusuma Trust UK Strategy 2011 2014 summaryKusumaTrustUK
The Kusuma Trust is a UK-based philanthropic organization that aims to increase access to education and opportunities for economically disadvantaged children and young people in India. Its vision is for all children to have opportunities to develop skills and contribute to their communities. Its strategic priorities are improving education outcomes through secondary, tertiary and vocational programs, supporting interventions for at-risk children, promoting open access to knowledge, and conducting research to evaluate impact. It will focus efforts and make grants in three districts in India known for low education and development indicators.
Equity and EqualityWith deficit thinking, our education system tTanaMaeskm
Equity and Equality
With deficit thinking, our education system tends to focus on what students "lack" and how we can "fix them" based on dominant culture ideas and standards for success. Discuss an alternative approach to helping students succeed which would be more effective and equitable than deficit thinking. Make sure you explain why your alternative approach is more effective than the deficit thinking model (for instance--how does it recognize student diversity, how does it eliminate stereotyping of students, how is it more inclusive of student strengths and abilities).
Refer: Page #297 The Dynamics of Social Stratification from the pdf attached.
Global Citizenship:
FROM SOCIAL ANALYSIS TO
SOCIAL ACTION (GNED 500)
Land Acknowledgement
Centennial College is proud to be a part of a rich history of education in
this province and in this city. We acknowledge that we are on the treaty
lands and territory of the Mississaugas of the Credit First Nation and pay
tribute to their legacy and the legacy of all First Peoples of Canada, as
we strengthen ties with the communities we serve and build the future
through learning and through our graduates.
Today, the traditional meeting place of Toronto is still home to many In-
digenous People f rom across Turtle Island and we are grateful to have
the opportunity to work in the communities that have grown in the trea-
ty lands of the Mississaugas. We acknowledge that we are all treaty peo-
ple and accept our responsibility to honour all our relations.
A B O U T
3
Statement of Diversity
Centennial College and its Board of Governors value and embrace diversity, equity and
inclusion as fundamental to our mission to educate students for career success within a
context of global citizenship and social justice.
We recognize that historical and persistent inequities and barriers to equitable partic-
ipation exist and are well documented in society and within the college.
We believe individual and systemic biases contribute to the marginalization of des-
ignated groups. These biases include race, sex, gender, sexual orientation, age, disability,
ancestry, nationality, place of origin, colour, ethnicity, culture, linguistic origin, citizenship,
creed (religion, faith), marital status, socio-economic class, family status, receipt of public
assistance or record of offence. We acknowledge that resolving First Nations sovereignty
issues is fundamental to pursuing equity and social justice within Canada.
We acknowledge the richness and diversity of the community we serve. As our com-
munity has evolved, and our staff and student population have changed, we have im-
plemented policies and practices to address issues of inclusion. In moving forward, we
will build on this work to embed commitment to diversity, equity and inclusion in every
aspect of what we do.
Our Guiding Principles
We believe social justice requires that we value diversity, equity and inclusion. We believe
that the p ...
The Victorian AIDS Council (VAC) has developed its first Reconciliation Action Plan (RAP) for 2015-2016. The RAP aims to build relationships between VAC and Aboriginal and Torres Strait Islander communities and organizations, raise awareness of Aboriginal and Torres Strait Islander cultures within VAC, and identify opportunities to work towards reconciliation. Key actions include establishing a RAP working group, celebrating National Reconciliation Week, providing cultural awareness training for staff, and exploring opportunities for Aboriginal and Torres Strait Islander employment and supplier diversity.
The document describes the Italian educational system for children ages 0-6. It outlines the nursery school and pre-school levels. Nursery school is for ages 3 months to 3 years and regulated by the Ministry of Social Policy. Pre-school is for ages 3-6 years and regulated by the Ministry of Education. The document details the experience fields, aims, management, roles of staff, strengths, and organizations they may visit to learn more about the Italian early childhood system.
The Panther Pride PTA was founded in 2015 to bridge communication between schools, families, and the local community. Their mission is to empower a healthy learning culture and their vision is to advocate for the education and well-being of every child. The PTA values commitment, openness, unity and pride. They aim to promote children's success through involvement, increase awareness of education issues, and improve practices for a healthier learning culture.
A Way of Happiness Educational Society, founded on 24th June 2016, is a not for profit non-governmental organisation, run by a group of members of the society. We are envisioning a society permeated with the spirit of brotherhood, in which its members help each other create a sustainable and harmonious environment, improving their lives through raised awareness of co-dependency and connectivity with their surroundings as well as globally. We believe that the youth are the future of any society and there should be no differences when it comes to being exposed to knowledge and information. This is why we are providing quality school syllabus related classes and extracurricular activities for all members of our society, mainly children and youth. In our work, we use non-formal education methods to bring the school closer to youngsters. Learning, after all, should be interactive and engaging, sparking curiosity and breeding a healthy relationship with attaining knowledge. This way we can ensure lifelong learning because of the newly awoken desire for the learning process to continue. Through a broad-minded attitude like this, an individual is able to not only act upon fulfilling his needs but also be a binding agent and promoter of change in the society. We are striving to empower vulnerable sections of the society, especially underprivileged youth, so they will be able to raise their living standard, through education, vocational training and skill-based development. Our objective is to provide underprivileged youth with opportunities for non-formal learning, vocational training and means for developing critical thinking to enable them leading more effective and satisfactory lives.
Community Education is a broad field that is based on principles and practices of lifelong learning, inclusion, collaboration and use of multiple resources.
Annie O'Donnell launched a consulting practice in 2016 to support schools in creating intentionally diverse and equitable learning communities. She believes that achieving equity in schools requires transforming all schools, including those serving middle-class white students, through creating racially and socioeconomically diverse schools aimed at equity for all students. Her approach involves partnering with schools to learn about their current practices, set a shared vision with students and families, and make decisions aligned with that vision to implement the daily habits needed for an intentionally diverse and equitable community.
This document discusses community education, defining it as a process that uses learning to benefit both individuals and communities. It involves people of all ages, utilizes community resources and research to create change, and recognizes that people can learn from and with each other. Community educators work in a variety of settings, including schools, colleges, workplaces, and community organizations, to address the multiple learning needs of communities and prepare people of all ages for engaged community life through educational services, collaboration, and skill and leadership development. The document provides recommendations for building partnerships and linkages between different forms of community education.
This document discusses community education, defining it as a process that uses learning to benefit both individuals and communities. It involves people of all ages, utilizes community resources and research to create change, and recognizes that people can learn from and with each other. Community educators work in a variety of settings, including schools, colleges, workplaces, and community organizations, to address the multiple learning needs of communities and prepare people of all ages for engaged community life through educational services, collaboration, and skill and leadership development. The document provides recommendations for building partnerships and linkages between different forms of community education.
Education for Democracy Professional Development ProposalAmit Shah
This document proposes establishing a network of 10 pre-K to 12 professional development schools across the country dedicated to promoting democracy. Each school would educate around 900 students and train over 100 teachers, counselors, and principals annually. The schools would implement a design integrating the teaching of social and democratic competencies into all subjects to help students overcome obstacles and realize their potential. They would serve as research sites to develop best practices for democratic education. Foundations are sought to provide $1 million each to support developing proposals for the schools in 10 districts. This network would educate 9,000 students annually and train 1,000 educators to disseminate these practices nationwide.
Education for Democracy Professional Development InitiativeAmit Shah
The document proposes establishing a network of 10 pre-K to 12 professional development schools (PDS) across the country, modeled after teaching hospitals, dedicated to promoting democracy. Each PDS would:
- Educate around 900 students using a research-based design integrating social/democratic competencies into all subjects.
- Train over 100 resident teachers, principals, and staff annually who would disseminate practices to other schools.
- Partner with local schools and districts to provide professional development and research collaborations.
The goal is to establish charter PDSs with autonomy to fully implement the educational model and train the next generation of educators to establish 21st century "common schools" available to all students. Start
Education for Democracy PD Schools Network June 17Amit Shah
The document proposes establishing a network of 10 pre-K to 12 professional development schools (PDS) across the country, modeled after teaching hospitals, dedicated to promoting democracy. Each PDS would:
- Educate around 900 students using a research-based design integrating social/democratic competencies into all subjects.
- Train over 100 resident teachers, counselors, etc. annually who would disseminate practices to other schools.
- Partner with local schools and districts to provide professional development and research collaborations.
The goal is to establish charter PDSs with autonomy to fully implement the educational model and train future educational leaders while also supporting public schools. Startup funding of $2 million is sought to establish
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Indira awas yojana housing scheme renamed as PMAYnarinav14
Indira Awas Yojana (IAY) played a significant role in addressing rural housing needs in India. It emerged as a comprehensive program for affordable housing solutions in rural areas, predating the government’s broader focus on mass housing initiatives.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
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1. We are:
A network of practitioners
from Romani, Traveller
and other backgrounds
working with Romani and
Traveller children, families
and communities, active
in eighteen countries and
growing;
2. We are:
An open and inclusive
learning community of
early years professionals
and paraprofessionals,
pedagogues, children’s
nurses and midwives,
health visitors and
pediatricians, child
rights and Romani rights
advocates;
3. We are:
Dedicated to promoting and
delivering quality, inclusive,
inter-cultural early childhood
development provision and
services in preschools,
nursery schools,
kindergartens, primary
schools, community centres,
family centres, social and
child protection services,
health centres and
homevisiting programs;
4. We are:
Committed to promoting
anti-discrimination,
respect for diversity,
differences, tolerance and
equality throughout our
professional practices;
5. We believe that:
We are stronger when we
work together. Together,
we can create better
opportunities for Romani
and Traveller children and
their families to access
quality early years
services;
6. We believe that:
Early childhood is a period
of life where there is huge
potential to improve the
current situation and the
future of young Romani
and Traveller girls and
boys;
7. We believe that:
Children flourish and
grow when their human
capability and capacity
are supported and
stimulated through
quality, inclusive early
years provision,
regardless of their ethnic
origin;
8. We believe that:
No child should have to
face the challenges
imposed as a result of
social inequality, economic
exclusion, racial prejudice
and cultural
marginalization which
young Romani and
Traveller girls and boys go
through in the majority of
the countries they live in;
9. We believe that:
We are all, as early childhood development
practitioners, agents of change towards a just and
equitable society for all, where all members are valued
and respected;
10. We believe that:
As early childhood
development
practitioners, we have
the power and the
responsibility to make
a difference for
Romani and Traveller
children and their
families;
11. We believe that:
Romani and Traveller
girls and boys should
have high self-esteem
and self-confidence:
they should be proud of
the beauty in the
Romani and Traveller
cultures and of their
Romani and Traveller
identities.
12. We are committed to:
Building professionalism
and a sense of
belonging amongst all
early years practitioners
working with Romani
and Traveller
communities;
13. We are committed to:
Promoting the best
interests of every child
and family, through
developing inclusive
practice and promoting
anti-bias approaches in
the early years;
14. We are committed to:
Creating, developing, exploring and sharing innovative
practice, critical solutions and constructive approaches
to demonstrate that health, social and educational
services and provisions (including community-based
care for institutionalized children) that serve Romani
and Traveller children and families, can be child-friendly
and welcoming to families;
15. We are committed to:
Challenging and transforming
the existing professional
practices in early childhood
development services that too
often lead to exclusion and
discrimination (including
segregation), on the basis of
difference, and promoting
respect for diversity, equality
and inclusion for all;
16. We are committed to:
Supporting the voices of
Romani and Traveller
families and children to
be heard by professionals,
policy makers and
politicians;
17. We are committed to:
Celebrating the
successes of our
members and
developing support for
each other over the
course of our
professional lives.
18. In our network we will:
Build bridges and
develop partnerships
amongst practitioners
that share these and
similar beliefs;
19. In our network we will:
Promote best practices
in working with Romani
and Traveller families
and communities;
20. In our network we will:
Support the professional
development of
practitioners, promoting
life-long learning;
21. In our network we will:
Share our experience of
challenges and
opportunities in order
to learn from each
other;
22. In our network we will:
Advocate for initiatives which support and empower
Romani and Traveller parents;
in order for them to be able to speak out;
23. In our network we will:
Foster advocacy skills
amongst practitioners
working with Romani
and Traveller
communities
24. In our network we will:
Empower members to make their voices heard
nationally and internationally.