Project Luangwa aims to help local communities in the Luangwa Valley of Zambia improve their long-term economic prospects through investing in education and business development while avoiding negative environmental impacts. The charity develops and improves schools and creates training opportunities to provide families with sustainable incomes. All donations are guaranteed to go directly to nominated projects.
Reconceptualizing school readiness in Pakistan (2011)sadafsh
Shallwani, S. (October, 2011). Reconceptualizing school readiness in Pakistan. Paper presented at the Reconceptualising Early Childhood Education Conference, London.
Abstract: Globally, more children are enrolling in primary school, but many have unsuccessful experiences with the system (Arnold, Bartlett, Gowani, & Shallwani, 2008). It is important to understand school factors impacting children's experience in primary school. This is the ‘readiness of schools’ for children – rather than the ‘readiness of children’ for school. Conceptualizations of ‘ready schools’ must be contextually-grounded to be relevant and meaningful. This study examines school-level factors which affect children in Primary 1 in Pakistan, and explores socially constructed meanings of the Primary 1 experience by those involved in it, towards a reconceptualization of ‘school readiness’ in Pakistan.
Detailed Background:
While more and more children around the world are enrolling in primary school, many children enrolled in school are not completing school or are moving through the system without learning the skills schools are expected to teach them (UNESCO, 2008). Analysis of grade-disaggregated data demonstrates that the highest drop-out and repetition rates are in the earliest grades of primary (Arnold, Bartlett, Gowani, & Shallwani, 2008; UNESCO, 2007).
In this context, it becomes critical to understand school-level factors that impact children's experience in early primary. This is the ‘readiness of schools’ for children – as opposed to the more generally emphasized and researched ‘readiness of children’ for school. Thus it is necessary to understand characteristics that make ‘ready schools’ – schools that are ready to receive and support children’s learning.
There has been very minimal conceptual work done on ‘ready schools’, and that which has been done has mostly been carried out from a Western/European perspective. In different cultures and contexts, different factors affect the interaction between the school and the child/family, the school’s capacity to support children and families, and how the roles of different participants in the experience are viewed and valued. Conceptualizations of ‘ready schools’ must be grounded in particular socio-cultural and economic contexts in order to be relevant and meaningful.
This study (part of my doctoral dissertation) uses mixed methods to develop a contextually-grounded understanding of ‘ready schools’ in Pakistan. The study examines school-level factors which are associated with children’s successful entry and adjustment to primary school in Pakistan, and explores the socially constructed meanings of this experience by those involved in it.
In this presentation, preliminary findings will be shared and discussed within and towards a reconceptualization of the notion of ‘school readiness’, and a contextually-grounded understanding of ready schools in Pak
Reconceptualizing school readiness in Pakistan (2011)sadafsh
Shallwani, S. (October, 2011). Reconceptualizing school readiness in Pakistan. Paper presented at the Reconceptualising Early Childhood Education Conference, London.
Abstract: Globally, more children are enrolling in primary school, but many have unsuccessful experiences with the system (Arnold, Bartlett, Gowani, & Shallwani, 2008). It is important to understand school factors impacting children's experience in primary school. This is the ‘readiness of schools’ for children – rather than the ‘readiness of children’ for school. Conceptualizations of ‘ready schools’ must be contextually-grounded to be relevant and meaningful. This study examines school-level factors which affect children in Primary 1 in Pakistan, and explores socially constructed meanings of the Primary 1 experience by those involved in it, towards a reconceptualization of ‘school readiness’ in Pakistan.
Detailed Background:
While more and more children around the world are enrolling in primary school, many children enrolled in school are not completing school or are moving through the system without learning the skills schools are expected to teach them (UNESCO, 2008). Analysis of grade-disaggregated data demonstrates that the highest drop-out and repetition rates are in the earliest grades of primary (Arnold, Bartlett, Gowani, & Shallwani, 2008; UNESCO, 2007).
In this context, it becomes critical to understand school-level factors that impact children's experience in early primary. This is the ‘readiness of schools’ for children – as opposed to the more generally emphasized and researched ‘readiness of children’ for school. Thus it is necessary to understand characteristics that make ‘ready schools’ – schools that are ready to receive and support children’s learning.
There has been very minimal conceptual work done on ‘ready schools’, and that which has been done has mostly been carried out from a Western/European perspective. In different cultures and contexts, different factors affect the interaction between the school and the child/family, the school’s capacity to support children and families, and how the roles of different participants in the experience are viewed and valued. Conceptualizations of ‘ready schools’ must be grounded in particular socio-cultural and economic contexts in order to be relevant and meaningful.
This study (part of my doctoral dissertation) uses mixed methods to develop a contextually-grounded understanding of ‘ready schools’ in Pakistan. The study examines school-level factors which are associated with children’s successful entry and adjustment to primary school in Pakistan, and explores the socially constructed meanings of this experience by those involved in it.
In this presentation, preliminary findings will be shared and discussed within and towards a reconceptualization of the notion of ‘school readiness’, and a contextually-grounded understanding of ready schools in Pak
Read more about Manjo, a young boy from Madagascar, and meet his family and teacher in this photo journal documenting his experiences in school. (part II)
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
Middle School Essay
My Time at Boarding School Essay
My High School Year Essay
My School Essay
My High School Teacher
My Experience At My School
Essay about school days
My Life As A Student
Essay on A Day in School Life
A support for communication and application of English language in simple settings. A collection of simple activities that can be used to practice English language. Starting from self introduction it goes through a collection of activities using prepositions, listening, speaking for general conversations, letter writing for personal purposes and requests.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
Zambia schools
1. Welcome to Project Luangwa
“Ensuring the people of the Luangwa Valley gain the
full benefit from tourism by investing in education and
business development.”
Our aim is to create an effective, coordinated approach to helping local
communities improve their long term economic prospects whilst avoiding
a negative impact on the environment and wildlife.
We believe as a charity operating in Zambia that by developing and
improving schools and creating training opportunities we can help
families have the chance of a lasting and sustainable income.
100% of each and every donation is guaranteed to go directly to your
nominated project.
2. Kakumbi letters
Meet the teachers . . .
. . . from Kakumbi Basic School
When we visited Kakumbi Basic School we
asked some of the teachers to write to us and
describe some of the problems they and the
children face daily.
Below are extracts from these letters.
When we visited Kakumbi Basic School we
asked some of the teachers to write to us
and describe some of the problems they
and the children face daily.
Below are extracts from these letters.
3. Tasila Tonga Mwale
"My name is Tasila Tonga and I am married with
two sons and I am keeping two girls, who are
orphans. Karen Beattie and David Hopson visited
our school and we were really glad to see them.
Children at our school face a lot of difficulties and
they have to walk long distances. Most of them
have no uniforms or shoes for them to wear to
school. The school has over 400 pupils and only 5
rooms to accommodate them. The pupils
could double if we had enough classrooms and staff
houses. We are forced to over-enroll each year
because parents have realized the importance of
education."
4. Elijah Mwale
"I am married to a beautiful lady known as Tasila
Tonga [the headmistress] and we have two
children named Rabin and Zachariah, aged 7 and 3
years. We have many challenges here in our
profession. Due to poor infrastructure we teach
pupils of different ages in the same class. Most
classes are more than 60 pupils. Teachers face
problems of over enrolment and this makes it
difficult to teach the slow learners.
Accommodation is another problem . . . many
teachers have no house and have to rent [huts] in
the villages. Many pupils are orphans and depend
on donor meals. most come to school without
eating anything."
5. Philimon Moses Mwale
"About myself: I am a male
Zambian teacher . . .35 years
old and married with three
children, one girl and two boys.
My friends, schools here
are different from those you
have in Europe.
I teach grade 3 and have 72
children crowded in one
classroom. Desks are not
enough and there is no lighting
system. The ages of my pupils
is 12 to 15 years. These children
have difficulties in buying school
essentials."
6. Betty Kapensa
"My name is Betty Kapensa
and I am 30 years old. I don't
have accommodation near the
school, instead I am renting a
house four kilometers away.
I have 65 pupils in Grade 2 and
find it difficult to concentrate
on the slow learners.
We don't have enough learning
and teaching materials, e.g..
books reading
books, charts, paints, crayons,
water colors, or story
books. About half my class are
orphans, either double or one
parent."
7. Anna Lubinga Chola
"I am handling a class of 76
pupil, the learners cannot be
divided because there is no
other classroom. The pupils do
not have enough textbook; they
share 10 textbooks amongst 76
pupils.
They have no uniform and no
books because they have no
parents. Since the classrooms
are overcrowded the furniture
we have is not enough; pupils
have to sit on the
floor. Children do not have
enough pens, pencils, exercise
and textbooks and we have no
teaching aids . . . . no
electricity. We use candles to
write our lesson plans for the
next day."
8. Cecilia Chulu Micheal
"My name is Cecilia Chulu
Micheal. I am single and 25
years old. Currently I am a
teacher at Kakumbi school
teaching Grade 1. These are
the difficulties and challenges I
am facing in my career as a
teacher:
So many pupils in the class
hence it is difficult to teach
effectively. Pupils have no
uniforms as most of them have
no parents. I have problems of
few teaching and learning
materials such as exercise
books, pencils, crayons, wall
charts, and textbooks.
Teachers' houses are not in
good condition."
9. Paul Mwembe
"I am 29 years old . . .
currently a teacher [at
Kakumbi]. I joined the career
with the passion of a Zambian
child in the year 2005.
Challenges faced in my career
are teaching 72 children in one
classroom, inadequate teaching
and learning materials such as
exercise books, wall charts,
pencils and pens for the
children and most of the
children are orphaned.
There are no extra evening
lessons because the school is
not powered . . .so solar
equipment would be of great
help. Learning is made difficult
due to the above named
causes. It is my hope that one
day these things can be ironed
out."
10. Nsefu Middle Basic School
2007: Building work continues on 2010 - Two 1 x 3 classroom blocks giving six
the new classroom blocks classrooms
The original building; one classroom is still In spite of its condition and lack of
in use desks this classroom is still used
11. Nsefu Middle Basic School
You need good eyesight to see
Wednesday afternoon Chess Club
the writing on this old blackboard
Grade 8 unpacks their textbooks The 'naughty stump'?
12. In Chief Nsefu's chiefdom, between the Msandile River and
Nsefu Basic School lie many small villages. The nearest schools,
Chiutika Basic to the south east and Nsefu Basic School to the
north were too far for most of the children to reach easily and
safely.
Humble beginnings; Kapita School in 2006 2009 Work starts on making cement blocks for
the classrooms
Slab level on the teacher's house Building the toilets
17. Every little helps
There are many items that are small that you can bring out with you to donate to the
local schools. These include:
Pencils, Pens, Erasers, Solar Scientific Calculators (not ordinary Calculators), Rulers,
Math sets, Boxes of Chalk, Lined A4 hardback exercise books for Secondary pupils and
A5 soft back exercise books for Basic school pupils, Crayons, Coloured Pencils, Soccer
Balls, Teaching Aids (Maps, Posters, Charts), Encyclopedias, simple or illustrated
children's dictionaries, reference books and books suitable for kids in Africa.