Why we should increase peace-building capacities of teachers and youth — World Education Blog

What is interesting about this description of an education programme to ‘fight terrorism’ or at least promote peace through education, is that it is in stark contrast to other efforts. Take the situation of the US:

Today, the United States spends far more on defense and counter-terrorism than any other country in the world. Its military expenditures alone top that of the next seven countries combined, which are China, Russia, Saudi Arabia, France, the United Kingdom, India and Germany, according to the Stockholm International Peace Research Institute.

U.S. efforts to combat terrorism specifically “spread across nearly every agency in the government,” said Scott Stewart, a former counter-terrorism agent for the U.S. State Department who is now vice president at Stratfor, a geopolitical intelligence firm.

The to-do list is long: destroy terrorist havens, thwart attacks, block terrorist funding sources, protect physical assets such as federal buildings and public places, prosecute terrorist acts, and change hearts and minds through diplomacy.

That involves everything from boots on the ground to domestic and foreign surveillance, from training police to beefing up airport security, to protecting livestock and other food sources from disease and contamination. (CNN Nov 2015).

You must have noticed – the word education is not mentioned…..

By UNESCO-IICBA (International Institute for Capacity Building in Africa) The propaganda and money used to lure young people into violent extremist groups such as Al-Shabaab in East Africa, Boko Haram in Nigeria and M23 rebel group in the Democratic Republic of Congo, must be challenged with one of the humankind’s most powerful tools: Education. Yet, […]

via Why we should increase peace-building capacities of teachers and youth — World Education Blog

Financing pre-primary education

Working on early childhood education in Vietnam and Tanzania recently (and Gyana and Azerbaijan before) I realise (i) how important early childhood education is to the future of any child who can access education and (ii) how desperately underfunded such an important building block of education is in many countries;  (iii) politicians really need educating about how neuroscience has revolutionised thinking about early years health, nutrition and education; and (iv) that children’s rights are severely violated by this lack of attention by both Ministries of Education and Ministries of Health, who rarely come together ‘in the best interests of the child.

Report: Bright and Early – How financing pre-primary education gives every child a fair start in life 
Theirworld

A severe lack of investment in early years education is putting millions of children at a disadvantage before they even start school, warns a reportfrom Theirworld. 85% of children in low-income countries do not have access to pre-primary education and more than 200 million children under the age of five are at risk of failing to reach their potential.

Authors Asma Zubairi and Professor Pauline Rose of the REAL Centre at the University of Cambridge describe these lifelong consequences:

“A child’s most important steps happen before they set foot in a primary school. By their fifth birthday, their brain will already be 90% developed and the foundations for success at school and in later life will be in place.”

Access the full report here

Curriculum Development -Training Tools

Having been involved recently in early childhood curriculum development in Tanzania,  I realise (i) many curriculum developers have not had training, particularly in developing countries and (ii) its importance is underestimated as it can constrain how a teacher teaches and how children learn.

Training Tools: Curriculum Development
IBE – UNESCO 

The International Bureau of Education (IBE-UNESCO) has the pleasure of announcing the launch of the series Training Tools for Curriculum Development. This new series aims to provide technical assistance and strengthen leadership for education and curriculum reforms. The series consists of a variety of training materials including Resource Packs and Thematic Modules.

By providing comprehensive guidance on current and critical issues, the training tools are used to train and further develop existing capacities of national policy makers, curriculum specialists and developers, assessment experts, teacher educators, teachers, school leaders, supervisors and district level administrators.

Among other initiatives, the project developed a training tool, ‘A Resource Pack for Gender-Responsive STEM Education’. Its overarching aim is to share a broader understanding of the theory and practice of gender-responsive STEM education, in order to support its effective development at the policy, school, classroom and community levels.

The Training Tools for Curriculum Development are available in English, French, and Spanish.

Access the training tools here

Why we should increase peace-building capacities of teachers and youth — World Education Blog

By UNESCO-IICBA (International Institute for Capacity Building in Africa) The propaganda and money used to lure young people into violent extremist groups such as Al-Shabaab in East Africa, Boko Haram in Nigeria and M23 rebel group in the Democratic Republic of Congo, must be challenged with one of the humankind’s most powerful tools: Education. Yet, […]

via Why we should increase peace-building capacities of teachers and youth — World Education Blog

The urgent need for investment in pre-primary education

I don’t know what is needed to convince governments of the urgent need for increased investment in children 0-8. The evidence is overwhelming.

World Education Blog

By Pauline Rose and Ben Hewitt

3A child’s most important steps happen before they set foot in a primary school. Early childhood, from birth to age five, is the most critical developmental stage in a person’s life. By their fifth birthday, a child’s brain will already be 90% developed. If children are going to reach their full physical, social, and cognitive potential in school and in life, they must be provided with quality nurturing care in their very years. Early childhood interventions should support four key developmental domains — physical, cognitive, linguistic and socio-emotional development. However, while progress is being made in some areas, children’s early education is too often neglected, putting millions of children at a disadvantage even before they enter school.

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Making the most of World Refugee Day

It’s World Refugee Day, a vital moment for raising awareness of the challenges refugees face every day around the world. Refugees have existed since notions of empire and state took root: people who have been forcibly displaced from their home, lacking rights, living under the fragile protection of a foreign ruler or government. The global […]

via Making the most of World Refugee Day — World Education Blog

I don’t think we need to take refugees as such a special case -many of our schools lack the inclusivity to welcome many of its potential clients.

We need to rebuild education from the base -attitudes need to change, whether they are towards, girls, children with disabilities, those starting without the national language, refugees etc.

Many children feel excluded whether they are in or out of school. Refugees have multiple barriers to their learning but we should use all of our experience of uses of technology,community learning spaces and accelerated learning to support all excluded children many of which may well be refugees.