Many educators may subscribe to the fact that their aim is to educate the ‘whole child’ -but in practical terms -how do you do it?
Many will already know the high quality of resources and discussions facilitated by ASCD . Their virtual conference opens up discussion to a global audience and if you missed it have generously uploaded many of the sessions and resources in relation to their latest conference entitled:
Moving from Implementation to Sustainability to Culture
From May 3–11, 2012, ASCD conducted its second annual Whole Child Virtual Conference. This free online event explores what outstanding schools, communities, and individuals have done as they move along the continuum of the whole child approach from implementation to sustainability to culture.
Many schools may be in the process of implementing a program or a new process to support a whole child approach. Other schools may be looking at how to sustain what has already been achieved or developed. Others still may now be looking at how to integrate a whole child approach into their cultures so that it becomes an integral part of what they do and who they are as a school and a community.
Here are some excerpts and links:
Archived session recordings and presenter handouts are below,
Climate Extreme: How young people can respond to disasters in a changing world
Disaster risk reduction is now being taken seriously and planning with all stakeholders, including young people, is now being implemented in a number of countries around the world. Climate change,although still being challenged by the sceptics, is now on the agenda and practical strategies are being planned.
This report is timely…
(Plan and the Children in a Changing Climate Coalition)
Plan, on behalf of the Children in a Changing Climate Coalition, took up the challenge of producing this easy to understand report. It gives children in developing countries knowledge about how to prepare and reduce the risks they could face when disasters hit their communities.
Formative Evaluation of the UN Girls’ Education Initiative
Just returning from Tanzania and working on Inclusive Education – quite a shock to find parents celebrating that their daughter has failed the end of primary school exam -so she does not have to move on to secondary school (she gets married instead!). The father can then receive his cows (wealth) for her dowry. We still have a long way to go to improve the quality of education and an equitable system that supports girls achievements in all areas of the curriculum.
The evaluation, commissioned by the UNGEI Global Advisory Committee (GAC) in 2010, was conducted ten years after the anniversary of the establishment of UNGEI. The purpose was to establish a baseline for the partnership and to document achievements and challenges in the three UNGEI outcome areas: policy and advocacy for girls’ education and gender equality; good practice identification and dissemination; and partnership establishment.
Having just returned from Tanzania and witnessed the difficult situation of rural adolesecnt girls -their families struck by HIV/Aids, they are under pressure to get married early and often subject to continuous sexual harrasment, this report card by UNICEF deserves to be read and understood. Even better when action can be taken!
Progress for Children: A Report Card on Adolescents
(UNICEF)The report, for example, identifies sub-Saharan Africa as the most challenging place for an adolescent to live. The adolescent population of the region is still growing, and it is projected to have the greatest number of adolescents in the world by 2050. But only half the children in sub-Saharan Africa complete primary school and youth employment is low.
From the INEEnewsletter comes a report on the status of girls in education:(Global Campaign for Education and RESULTS Educational Fund)
Using a rights-based framework, the report examines the efforts of 80 low income countries in making a full cycle of education available to girls. It finds that once girls get into school they face numerous challenges and are far less likely than boys to keep attending, achieve learning outcomes, and make progress to secondary education.
From the latest Inter-Agency Network for Education in Emergencies Bi-Weekly Bulletin
REPORT: Field Notes – Education in Conflict and Transition Contexts
This Field Note outlines UNICEF’s role in providing education in conflict affected contexts. It presents recent developments in this field and discusses lessons learned and good practice based on our experience.
Country case studies illustrates some of the innovative approaches UNICEF is using to ensure that children have continued access to education during and after conflicts and crises.
The case studies look at Schools as Zones of Peace in Nepal, the Go to School Initiative in Southern Sudan and school provision and capacity building interventions in the Democratic Republic of the Congo.
To download the full report click here.