The document analyzes education integration policies across countries using 148 policy indicators in areas such as access, targeting needs, new opportunities, and intercultural education. It finds that while most countries provide equal access to compulsory education, few have legal standards for targeting immigrant students' specific needs through measures like language support, recognition of prior learning, and teacher training on diverse cultures. Intercultural education is also unevenly supported across countries with few systems diversifying school staff and curricula to reflect their immigrant populations.
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
Applying Human Rights Standards to Privatization of Education in UgandaPERIGlobal
Salima Namusobya works for the Initiative for Economic and Social Rights (ISER), a domestic NGO in Uganda which researches and advocates for the realisation of economic and social rights. ISER has been working on privatisation in education since August 2014.
In Uganda, about 80% of children attend private schools in the capital, Kampala. Across the country, private education is growing fast, including in low-income areas, where ‘low-cost’ private schools are mushrooming.
To better understand the situation, ISER conducted preliminary research in August 2014, involving interviews, a survey, literature review and statistical analysis. The aim of the research was to assess the situation against human rights principles, drawn from international law.
The results of this research have been discussed in workshops and presented in reports the African Commission on Human and People’s Rights and to the UN Committee on Economic, Social and Cultural Rights (CESCR).
In this presentation Salima presents the initial results of ISER’s research, and discuss the list of issues that the CESCR released, as well what the political and social impacts. I
Presentation of the project on privatisation in education and human rightsSylvain Aubry
Presentation of the work done by the Global Initiative for Economic, Social and Cultural Rights and Partners on addressing privatisation in education using human rights tools and mechanisms. More information on http://globalinitiative-escr.org/advocacy/privatization-in-education-research-initiative/.
The Privatization in Education and Human Rights ProjectPERIGlobal
This presentation provides and overview of PERI's Privatisation and Human Rights Project. The project on using human rights to address privatisation in education which PERI is involved in, the approach it is piloting, and the overall framework used.
Applying Human Rights Standards to Privatization of Education in UgandaPERIGlobal
Salima Namusobya works for the Initiative for Economic and Social Rights (ISER), a domestic NGO in Uganda which researches and advocates for the realisation of economic and social rights. ISER has been working on privatisation in education since August 2014.
In Uganda, about 80% of children attend private schools in the capital, Kampala. Across the country, private education is growing fast, including in low-income areas, where ‘low-cost’ private schools are mushrooming.
To better understand the situation, ISER conducted preliminary research in August 2014, involving interviews, a survey, literature review and statistical analysis. The aim of the research was to assess the situation against human rights principles, drawn from international law.
The results of this research have been discussed in workshops and presented in reports the African Commission on Human and People’s Rights and to the UN Committee on Economic, Social and Cultural Rights (CESCR).
In this presentation Salima presents the initial results of ISER’s research, and discuss the list of issues that the CESCR released, as well what the political and social impacts. I
Presentation of the project on privatisation in education and human rightsSylvain Aubry
Presentation of the work done by the Global Initiative for Economic, Social and Cultural Rights and Partners on addressing privatisation in education using human rights tools and mechanisms. More information on http://globalinitiative-escr.org/advocacy/privatization-in-education-research-initiative/.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations CESIE from Palermo (Italy), MEH from Liverpool (UK), Verein Multikulturell from Innsbruck (Austria), Elan Interculturel from Paris (France) and Senior Initiatives Centre from Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in different EU countries.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is focused on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation of the work on privatisation in education - Education Internatio...Sylvain Aubry
Presentation of the work on privatisation in education of the Global Initiative fro Economic, Social and Cultural Rights, the Right to Education Project and partners at Education International 7th Congress July 2015 Ottawa
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations in Palermo (Italy), Liverpool (UK), Innsbruck (Austria), Paris (France) and Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in another EU country.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is particularly focussed on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning Nov 2004 including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation given at the Ottawa Public Library on March 24, 2011 and hosted by CLA-CASLIS.
Librarians Without Borders (LWB) is a non-profit organization that strives to improve access to information resources by forming partnerships with community organizations in developing regions. In this talk, Carolyn Doi and Robyn Maler will speak about the student-led collaboration between Librarians Without Borders and the Asturias Academy Library, a private, non-profit, K – 12 school in Guatemala that aims to create informed, critically-thinking, and socially conscious citizens through a unique model of education.
A new report on “Basic digital skills for adults in the Nordic countries”, presented by Agnetha Kronqvist, National coordinator, Nordic Network for Adult Learning (NVL), Director of Education Swedish National Agency for Education.
Taken from the youth workshop held at the Erasmus+ UK 'My Story' Annual Conference 2015. Originally presented by Fumie Izaki and Simon Chambers, joint leads for youth at the Erasmus+ UK National Agency.
The theme for this presentation is inclusion and diversity, and how Erasmus+ can benefit young people with fewer opportunities. It includes a presentation from a beneficiary with experience of inclusion and diversity in Erasmus+ youth projects, highlighting the challenges and how these can be overcome.
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations CESIE from Palermo (Italy), MEH from Liverpool (UK), Verein Multikulturell from Innsbruck (Austria), Elan Interculturel from Paris (France) and Senior Initiatives Centre from Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in different EU countries.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is focused on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation of the work on privatisation in education - Education Internatio...Sylvain Aubry
Presentation of the work on privatisation in education of the Global Initiative fro Economic, Social and Cultural Rights, the Right to Education Project and partners at Education International 7th Congress July 2015 Ottawa
Appetite for Learning Comes with Eating is a two-years educational project for young women with migrant background and senior native women implemented in cooperation with 5 organisations in Palermo (Italy), Liverpool (UK), Innsbruck (Austria), Paris (France) and Kaunas (Lithuania).
The project offered an learning opportunity for 100 women who took part in a training course structured in 40 hours of learning activities and 3 learning mobilities in another EU country.
The overall scope of the project is to promote intercultural and intergenerational dialogue through non-formal education using intangible heritage and knowledge of women.
Through the ALCE model adult education is particularly focussed on liberal adult education because it facilitates the acquisition and recognition of key competences that are recognised in the European Reference Framework for Key Competences for Lifelong Learning Nov 2004 including:
• Communication in the mother tongue;
• Communication in a foreign language;
• Mathematical literacy and basic competences in science and technology;
• Digital competence;
• Learning to learn;
• Interpersonal and civic competencies;
• Entrepreneurship;
• Cultural Expression.
In addition, ALCE provides experiences to enable the acquisition of basic vocational skills in the field of event management and communication.
The ALCE processes are learner orientated and constructivist that instils the essential belief behind LLL adult education –“ One can sit in the classroom and learn nothing, or be outside the classroom and learn a great deal”.
Presentation given at the Ottawa Public Library on March 24, 2011 and hosted by CLA-CASLIS.
Librarians Without Borders (LWB) is a non-profit organization that strives to improve access to information resources by forming partnerships with community organizations in developing regions. In this talk, Carolyn Doi and Robyn Maler will speak about the student-led collaboration between Librarians Without Borders and the Asturias Academy Library, a private, non-profit, K – 12 school in Guatemala that aims to create informed, critically-thinking, and socially conscious citizens through a unique model of education.
A new report on “Basic digital skills for adults in the Nordic countries”, presented by Agnetha Kronqvist, National coordinator, Nordic Network for Adult Learning (NVL), Director of Education Swedish National Agency for Education.
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
Presentation by Ana-Maria Stan (European Commission) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University and held in Utrecht, the Netherlands on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. MIPEX: Tool to compare, analyse, and improve
integration policy
• Do all residents have equal rights, responsibilities and
opportunities to become equal members of society &
citizens?
• Benchmark policies and implementation measures, according
to European & international standards
• Public “Quick Reference Guide”
• Strictly scrutinise policy objectives, progress, and results
3. Largest and most rigorous study of its kind
(148 policy indicators)
7 Policy Areas for immigrants to participate in society:
1) Labour market mobility* 2) Family reunion* 3) Education
4) Political participation* 5) Long-term residence*
6) Access to nationality 7) Anti-discrimination
•Covers 27 EU Member States, Norway, Switzerland, Canada,
United States of America (now also Australia & Japan)
•7 comparative research partners worked on policy indicators
•100+ national independent legal experts answer and peer
review, all based on policies passed by 31 May 2010
4.
5.
6. Key Findings
Average @ ≈50%:
Political will counts,
more than tradition
+1: Slow progress
Few fact-based changes
Monitor statistics (esp.
emp. & edu.), but
evaluate policy impact?
8. 1) ACCESS
• Pre-primary education
• Compulsory education as legal right
• Assessment of prior learning Education:
• Support to access secondary education Indicators
• Vocational training
• Higher education
• Advice and guidance
2) TARGETING NEEDS
• Induction programmes
• Support in language(s) of instruction
• Pupil monitoring
• Targeted technical and financial assistance
• Teacher training on migrants’ needs
3) NEW OPPORTUNITIES
• Option to learn immigrant languages
• Option to learn about immigrant cultures
• Promoting social integration & monitoring segregation
• Support to parents and communities
4) INTERCULTURAL EDUCATION
• Inclusion in curriculum
• State supports information initiatives
• Modifying curricula to reflect diversity
• Adapting daily life
• Bringing migrants into teaching staff
• Teacher training on intercultural education
9. Education
EU Area of Weakness
Countries rarely see and
address needs &
opportunities of new
diverse generation
10. Education
Country comparison
• Equal access in
compulsory (most)
• Equal access in all (1/2)
• Few targeted measures
re: access
• Few legal entitlements &
standards re: needs
• Immigrant languages, but
not for all
• Few systems to diversify
schools/teachers
• Uneven support for
intercultural education
13. Some legal access, few
proactive measures
• Equal access in all (1/2)
• Few targeted measures
re: access
• e.g. Targeted measures in
DK, FI, BE, NL, and PT
ACIDI projects
14. Prior learning
• Hardly any formal system
to recognise children’s
previous skills
• e.g. CASNAV in FR & LUX
15. Targeting specific needs
• Few legal entitlements &
standards re: needs
• e.g. Nordic mainstreaming
16. Learning the language
• Language support not
held up to same standard
as rest of curriculum
17. Missed opportunities
• Most systems missing out
on opportunities migrant
pupils bring to classroom
• Some guidance on
immigrant languages
• Less on cultures or
segregation
• e.g. SE, BE, CH
18. Intercultural Education
• Few systems to diversify
Uneven support for
intercultural education
schools/teachers
• e.g. UK Citizenship
Curriculum, NO ‘Equal
Education in Practice!’, ES
Education for Citizenship
& Human Rights
Legal integration is only 1 st step in long path to integrated societies (Tampere Conclusions, Stockholm Programme) on policies, changes, trends & international standards
Labour market mobility Do legal third-country nationals have comparable workers’ rights and opportunities like EU nationals/nationals to access jobs and improve their skills? Family reunion Do legal third-country nationals have a comparable right to reunite in their families like EU nationals who move from one Member State to another? Education Are all the children of immigrants encouraged to achieve and develop in school like the children of nationals? Long-term residence Do legal third-country nationals have comparable access to a long-term residence permit like EU nationals who move from another Member State? Political participation Do legal third-country nationals have comparable opportunities as nationals to participate in political life? Access to nationality Are legal immigrants encouraged to naturalise and are their children born in the country entitled to become full citizens? Anti-discrimination Do all residents have effective legal protection from racial, ethnic, religious, and nationality discrimination in all areas?
As many opportunities as obstacles Areas of Strength: Basic residence security and rights for workers, families, long-term residents Basic protections against ethnic, racial, and religious discrimination Policies across Europe are more similar and strong where EU law applies PROGRESS ON ANTI-DISCRIMINATION Areas of weakness: Few migrants can participate politically on the issues affecting them daily NEED MAJOR REFORM (GR) HALF OLDEST VOTING RIGHTS, HARD TO OBTAIN, HARDER TO LOSE WITHOUT NEGATIVE AFFECTS WEAK CONSULTATIVE BODIES COME AND GO POLITICAL LIBERTIES Discretionary citizenship procedures discourage many settled residents TRADITIONAL COUNTRIES SLIGHTLY FAVOURABLE 3 TRENDS SHORTER (5-7), DUAL (18, DK, DE, NL), BIRTHRIGHT (14) (NEW COUNTRIES, COMPARED TO IT AND ES, GR MOST, AND PT BEST) ONLY CONFIDENT EUROPEAN COUNTRIES DO BOTH Countries rarely address education needs and opportunities of new generations of diverse students COMPULSORY ALL, HALF ALL LEVELS, DIFFERENT NEEDS (E.G. LANGUAGE NOT UP TO STANDARD), MISS OUT OPPORTUNITIES (LANGUAGE NOT FOR ALL) ANY SYSTEM TO DIVERSIFY CLASSROOMS AND TEACHERS
