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United Kingdom: ‘Poverty premium’ in higher education leads to poorer people feeling isolated

Europe/ United Kingdom/ 23.04.2018 / From: www.theguardian.com.

Working-class students are penalised by a “poverty premium”, often paying higher costs to continue studying in a university environment in which they may feel isolated and as though they do not belong, according to a report.

Research for the National Union of Students finds that student expenditure routinely outstrips income from loans, leaving many whose parents cannot afford to subsidise them without the means to pay for basics such as food and heating.

Fees for halls are often unaffordable for those struggling on maintenance loans, with many universities setting rents above inflation to generate additional income, the study claims.

It quotes the results of a freedom of information request by the University of East Anglia students’ union, which found that more than 20 higher education institutions generated more than £1,000 profit per bed space a year.

One student said they had to find an additional £700 on top of their maintenance loan to pay for their accommodation alone. “This pricing policy risks segregating working-class students in lower-cost accommodation from others who have access to additional funds from their families,” the report says.

Working-class students – who are most likely to be employed in a job that requires more than the recommended 15 hours a week of work while studying – also struggled to afford to participate in social events with their wealthier peers, leaving them feeling ostracised. One student said they were expected to pay £200 to join a junior common room for their halls of residence to be included in social activities.

Worcester students’ union submitted evidence from one contributor who said: “[If you are] working-class you are shunned by students too … It’s ridiculous. I remember feeling inferior to everyone else because I wasn’t pretty enough, I didn’t dress nicely enough, I had pack[ed] lunch rather than canteen food.”

An annual survey by the University of Bristol students’ union found just over a third of respondents had witnessed bullying, harassment or discrimination based on a person’s economic or class background.

The NUS report, Class Dismissed: Getting in and Getting on in Further and Higher Education, goes on to point out that dropout rates from university are highest among working-class students, who are more likely to be debt averse than their wealthier peers, yet can end up paying more.

Fees for access courses mean many working-class students pay an additional year of fees to gain qualifications and they can struggle to find a guarantor to rent in the private sector, leading them to use private schemes with higher fees and interest rates.

Addressing student poverty and creating equal access to education has been Shakira Martin’s central mission as NUS president. A black, working-class single mother, she explains in a powerful introduction to the report how education has played a transformative role in her life.

“I left high school with one GCSE, left home at 16 – living on just £44.50 per week – and became the young mother of two beautiful girls. If you were to tell any of my teachers at secondary school this would be where I am, where I have worked to be, they would have never believed you. But here I am. Against all odds. Further education transformed my life and gave me the second chance I needed.

“My hope, and my vision for the UK is that we will arrive at a day where my story is not against all odds. That no working-class person’s story is against all odds. We will no longer be the exceptions to the rule when it comes to success and fulfilment in education. We will be the rule.”

The report calls for the introduction of a minimum living income for students in further and higher education; it also recommends the restoration of maintenance grants, the education maintenance allowance and NHS bursaries for healthcare students.

From: https://www.theguardian.com/education/2018/apr/23/university-costs-working-class-students-more-says-nus-repor

 

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Campaign for Education: Global Action Week for Education 2018 (22-28th April)

GCE’s Global Action Week for Education in 2018 takes place between the 22nd and 28th of April, following up on last year’s theme of accountability for SDG4 and active citizen participation. GAWE 2018, entitled “Accountability for SDG4 through Citizen Participation” will continue focusing on holding governments and the international community to account for implementing the full SDG4 agenda – asking governments to “Keep Your Promises”.

After the Global Partnership for Education’s (GPE) Financing Conference at the start of 2018, where developing country governments, donor countries and various partners pledged to increase funds to education, it is time for governments to prove they are actually working towards financing public, equitable, inclusive and free education – it is time to act. That is why we are calling for governments to “Keep Your Promises” – pledges made towards funding SDG4 must be implemented effectively, ensuring that children and adults around the world can receive quality public education.

Education underpins many of the SDGs, and it is fundamental to the realisation of other rights. Governments must deliver on this goal, and citizens must play their part in holding them to account for it.

For this, citizen and civil society participation must be institutionalised in any decision-making process which impacts on their lives. Yet in too many countries the voice of citizens is being stifled; across all regions of the world, certain national governments have taken aggressive actions to shrink civil society spaces, from restrictions on funding, repression of ‘political activity’ or protest, and even direct criminalisation of civil society activity.

This year, the Global Campaign for Education is calling on governments to:

  • develop credible roadmaps for implementation of the full SDG4 agenda, with clear mechanisms for transparency, allowing for active meaningful participation of civil society;
  • halt the criminalisation and shrinking of civil society spaces, both nationally and internationally;
  • strengthen public systems and state capacities to ensure that education is free, quality, and equitable and reject turning towards low fee/”affordable” private schooling as an answer to the education crisis.

We are asking teachers, students, education campaigners and members of the public to take part in events happening all around the world during Global Action Week for Education, which runs from 22-28th April 2018.

For more information visit www.actionweek.campaignforeducation.org !

ABOUT GLOBAL ACTION WEEK FOR EDUCATION

Global Action Week for Education is one of the major focal points for the education movement. Created and led by the Global Campaign for Education, it provides everyone campaigning for the right to education with an opportunity to make targeted efforts to achieve change on the ground, with the added support of millions of members of the public worldwide joining together for the same cause.

From: http://www.campaignforeducation.org/en/global-action-week/global-action-week-2018

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Rwanda: ‘Smart Classrooms’ a Top Priority – Government

África/ Rwanda/ 23.04.2018 / / From: All África.

Equipping secondary schools with ‘smart classrooms’ remains a government priority in education sector and there is optimism that all public schools will have been connected by 2020, according to Rwanda Education Board (REB).

The aim of smart classrooms is to incorporate ICT into various aspects of the country’s education system and revolutionarise teaching and learning systems, said Dr Irénée Ndayambaje, the director general of REB.

The policy seeks to integrate technology in all education processes such as preparation, delivery of lessons, assessments, research among others.

Ndayambaje said the aim is to have all 1,500 schools equipped with smart classrooms but so far only 645 schools are equipped countrywide.

 He was speaking on Wednesday in Kigali during a training session for teachers on the use of ICT in schools.

A smart classroom should be equipped with computers connected to the internet with a screen projector among other aspects, officials said.

 Ndayambaje said the Ministry of Education is working with other ministries such as the Ministry of Infrastructure to avail electricity and solar energy adopted in areas which are yet to get on-grid electricity.

He said that smart classrooms will bring about positive change both for teachers and learners as the latter would get a wide range of resources, while the former would be taught using a wide range of resources other than using a single book.

He urged the teachers to put into good use the acquired hands-on skills to impart such skills to their colleagues in their respective schools.

«You have acquired hands-on skills from the training and you are expected to impart them to other teachers, you are advised to let us know any challenges you encounter,» he added

In 2014, the Ministry of Education entered a partnership with Microsoft Corporation that seeks to incorporate information and communication technology into various aspects of the country’s education sector.

From: http://allafrica.com/stories/201804200017.htm

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England: Why I became a music teacher: my students make me a better musician

England/ 23.04.2018/ From: www.theguardian.com.

I started learning violin when I was around four years old. I’m a fifth generation violinist in my family. So playing the violin is part of my family history and I felt that keenly even as a little boy.

My own violin teaching was really outside of school. My dad found me an incredible teacher, Warren Jacobs, an Australian who taught mainly in Edinburgh and Glasgow. I do remember loving playing the violin from a very early age.

Even when I was a small boy I wanted to play music with other people. The National Children’s Orchestra (NCO) had a massive impact on my life and it’s so amazing to see it have the same affect on children now. Children aged eight to 14 are auditioned to find the finest musical talent in the UK. They come together at residential courses three times a year, at Easter, Christmas and the summer. As a boy it was so incredible to find and play with people who were as driven and passionate as I was.

I didn’t set out to become a teacher, I just knew I wanted to play the violin. I read music at Cambridge and then the Birmingham Conservatoir studies in violin.

I’ve never been taught how to teach, it’s something that has evolved over time. I always did a lot of informal teaching, but by the time I was 21, teaching violin had become a big part of my life.

It’s quite normal for classical musicians to teach alongside playing, as a way to make some money. When I’d finished my post grad at Birmingham I seriously needed to think about how I would make a living. I was a professional violin player but didn’t have a full time salary. More formal teaching was the obvious thing, but I found I just enjoyed it so much. A lot of performers teach because they have to. For me it was always very different, it was a pleasure not just a necessity.

Some of the greatest violin teachers I’ve met have spoken about how much we learn about ourselves as a player from teaching and that’s certainly true for me. I’ve always felt my teaching improves my performing and helps me to have an intelligent approach to my own practice. I literally don’t have any time to waste so I’ve got to get things done efficiently.

To begin with I taught privately. I’ve started children off learning to play the violin at the age of four. That’s something I really enjoy, to be there right at the start rather than ‘rescuing’ someone who may have been taught less well. It’s incredible when you see talent at a really early age, but at the same time less naturally talented students can do really well with good teaching

As my interest in teaching grew and I began to get regular freelance work with all different types of schools. I taught violin at Lichfield Cathedral school one or two days a week and worked on a fantastic scheme with Birmingham City Council music service where I taught group violin lessons in a number of state schools. There was even funding for one-to-one teaching if you came across a real talent. All the while I was performing all over the country.

Then I got married and my wife got tired of my driving all over the country all the time. So when the head of strings job at Uppingham School came up, I applied. Of course I’d had interviews for my freelance music teaching but this was a really serious process. I was so delighted to get the job three years ago and I’m enjoying it so much.

Before I was mainly teaching one-to-one violin but now I’ve got a proper job I’m also involved in organising musical events and of course I’m involved in pastoral care of our students as well.

My tip on keeping students inspired is to give them the responsibility for their music. I show them how to make their instrument sound as good as possible as early as possible. The target they have is to focus on making a brilliant sound and I try to empower them to teach themselves – to me that is the definition of being a successful music teacher.

It’s really wonderful to be involved in music teaching. I so enjoy watching young musicians and young people develop. I think every child should have the opportunity to learn an instrument – and there have been countless studies on how young people who are involved in classical music do better in their life and learning especially if they are involved in orchestras and can develop all that fantastic teamwork and ability to trust and interact with each other.

The National Children’s Orchestra (NCO) has remained a large force in my life. I now teach and conduct courses as well as auditioning for them in my spare time. It’s a real focus to go into state schools and identify the really talented children and we work closely with music hubs and services to do that. There are members of the NCO from all backgrounds – if we find the talent funding is there to make it happen. Last year we had a record number of more than a thousand kids auditioning, and there are 600 to 700 members of the orchestra, although not all of them play in the national concerts. So if music teachers reading this have discovered real talent in their students then they should get in touch with the NCO.

I’m so happy teaching and performing. I want to do more of the same and want to keep improving myself. That’s very much a musician’s mindset.

Alex Laing is head of strings at Uppingham school in Leicestershire. The National Children’s Orchestras of Great Britain are celebrating their 35th anniversary this year with a series of concerts including the Main Orchestra at the Barbican on Saturday 27 July.

From: https://www.theguardian.com/teacher-network/teacher-blog/2013/jul/21/teaching-music-musician-inspire-students

 

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USA: Corey Robin: Striking Teachers Are “Real Resistance” to “Incoherent” Republicans and “Gutted” Dems (Audio)

USA / April 22, 2018 / Democracy Now

 

 

In the continuing teachers’ rebellion sweeping the U.S., dozens of Oklahoma teachers have completed a 7-day, 110-mile march from Tulsa to the state capital Oklahoma City. Public schools across Tulsa and Oklahoma City remain closed as thousands of teachers continue their strike for education funding into a ninth day. The strike comes as the Supreme Court is considering Janus v. AFSCME, a case that could deal a massive blow to public unions nationwide—and as President Trump is successfully appointing right-wing judges to federal courts, reshaping the judiciary for decades to come. We continue our conversation with Corey Robin, a professor of political science at Brooklyn College and the Graduate Center of the City University of New York. Robin calls the conservative movement “weak and incoherent” and the Democratic Party “a gutted machine,” and says labor organizing like the teachers’ revolt are the “real resistance” in the U.S. today.

Transcript
This is a rush transcript. Copy may not be in its final form.

AMY GOODMAN: This is Democracy Now!, democracynow.org, The War and Peace Report. I’m Amy Goodman, with Nermeen Shaikh, as we continue with our guest, from Paul Ryan to what’s happening around the country in the conservative movement and those that are challenging it. Nermeen?

NERMEEN SHAIKH: Well, in Oklahoma, dozens of teachers have completed a 7-day, 110-mile march from Tulsa to the state capital Oklahoma City, where they will now meet with lawmakers to demand they pass legislation to fund education in Oklahoma. Public schools across Tulsa and Oklahoma City remain closed as thousands of teachers continue their strike into its ninth day.

AMY GOODMAN: Our guest Corey Robin recently wrote on Facebook, “In West Virginia, Oklahoma, Kentucky, and Arizona, we’re seeing the real resistance, the most profound and deepest attack on the basic assumptions of the contemporary governing order. These are the real midterms to be watching, the places where all the rules and expectations we’ve come to live under, not just since Trump’s election but since forever, are being completely scrambled and overturned.”

Professor Corey Robin, can you talk more about these teacher rebellions? I mean, you had the stoppage in Kentucky. You had West Virginia, and they won. You have now—you have now Oklahoma and then Arizona. We’re talking about Trump land here.

COREY ROBIN: I think it’s really important for a couple of reasons. Beyond the specific issues of teacher pay and classrooms and quality of public education, which is in such a parlous state, what these teachers are really doing is raising the question about the low-taxes, low-public-services politics that we have been living with in this country for a very long time.

I just want to bring this back for an historical analogy. If we went back to 1978—and this is why the midterm question is important—if you had looked at the midterm elections in 1978, you would have seen that the Democrats were still firmly in control of the House of Representatives, in the House, and the Senate, and in control of many state legislatures across the country. You would had very little inkling, just looking at the midterms, of the very profound right-wing counterrevolution that was coming in two years, in the election 1980. If, however, you had looked at what happened in California with Proposition 13, which was a public ballot initiative that basically made it very difficult to raise taxes anymore, there you would have have seen the future of American politics for the next half-century.

Likewise today, I think if you’re looking at what’s happening in Oklahoma, really, as you said, in the heart of Trump country, these teachers are saying—are saying something that is such a challenge to the Republican Party about taxes and spending, but also to the Democratic Party. I think it’s very important. Democrats have been terrified of being tagged as the tax-and-spend party, really since Walter Mondale. And what are these—and the only times Democrats are willing to raise taxes is to deal with the deficit or the debt. What are these teachers saying? They’re saying raise the capital gains tax, not to cut the debt or the deficit, not to be good government people, but instead to deliver vital public services that the public needs and wants. And I think that’s the real challenge that they’re posing.

AMY GOODMAN: I mean, this is such an astounding story that’s happening in Oklahoma. You have schools that are only operating four days a week, because they don’t have enough money for the fifth day, and the teachers don’t have enough money to teach for the fifth day, because they need second and third jobs. We had a teacher who taught—what—for 20 years, and so had her husband, and her husband, on his day off, he sells his own blood products.

COREY ROBIN: I mean, it’s horrible. But in a way, it’s just a very extreme version, I think, of what happens in a lot of states. I mean, I teach at the City University of New York. It used to be one of the crown jewels of the city and of the state. It has also been—systematically been underfunded and defunded, by both Republicans and Democrats alike. This is a national problem. What’s so amazing is that it’s being confronted in the place where you would think there would be the most support for it. And not only are they doing this—

AMY GOODMAN: You’re talking about Governor Cuomo, Democratic Governor Cuomo, here in New York.

COREY ROBIN: Yes, Democratic governor. And going way back to his father, as well, defunded CUNY, but—Mario Cuomo. But in Oklahoma, you know, these teachers are doing this, and they’ve got—it’s amazing to me, is that they’ve got overwhelming public support with what they’re doing.

NERMEEN SHAIKH: Well, has there been any precedent, is there any precedent, for this number of teachers’ strikes, or even public sector workers, in general, in the U.S.?

COREY ROBIN: I think, oh, there definitely have—I mean, public sector workers have really been in the forefront for the last 50 years—

NERMEEN SHAIKH: Right.

COREY ROBIN: —of leading strikes. In the 1970s, particularly women and people of color were in the vanguard of a lot of these efforts, in organizing public sector workers. And, in fact, one of the reasons you could say that the Republican right has been so—pushing so hard on this Janus decision, which would basically make it very hard for public sector unions, the Supreme Court decision, is precisely because they feel like that’s the last bastion of unionized workers, and they are workers that tend to be, compared to the rest of the workforce, overwhelmingly women and people of color.

AMY GOODMAN: And this is why judges are so important right now, and as you have Mitch McConnell saying, “The fight should be in the Senate. We’re going to lose the House,” he said—

COREY ROBIN: Yes.

AMY GOODMAN: —apparently this weekend, according to The Washington Post, that the fight is around the judiciary. And they are packing these courts.

COREY ROBIN: Yeah.

AMY GOODMAN: I mean, they do take this extremely seriously, for anyone who thinks that President Trump isn’t getting anything accomplished.

COREY ROBIN: I mean, this has been very clear from the early part of the Trump administration. They were—they bungled so many other things. But the one thing that, from the get-go, they knew how to do was to get the courts, the judges appointed. In fact, he’s been appointing judges at a faster rate than Barack Obama did, I think faster than George W. Bush did. But that tells you something, though, I think, not about the strength of the conservative movement and the Republican Party, but about its weakness. McConnell is very clear about this: “If we can just hold on to the Senate, we can have a lock on the courts, not just the Supreme Court, but the courts, for 30 to 40 years.” And remember, the judges they appoint, these are people who are, you know, in their fifties, in their forties, who will be with us for a very, very long time.

AMY GOODMAN: I mean, you have this judicial nominee, Vitter, Wendy Vitter—

COREY ROBIN: Yes.

AMY GOODMAN: —who worked for the archdiocese in Louisiana, who, when confronted by Senator Blumenthal yesterday about whether she supports this landmark Supreme Court decision, Brown v. Board of Education, challenging desegregation, she demurred. She said she wouldn’t say.

COREY ROBIN: Yes. Well, this is their—this is the big strategy all the conservative justices and nominees have been pioneering, really going back to Judge Bork in the 1980s, which is: Say nothing, make no statements whatsoever about your points of view. And you can present yourself as if you’re—you know, remember, Clarence Thomas said he had no opinion whatsoever on Roe v. Wade. He had never—he claimed he had never even had a conversation about Roe v. Wade, even though he was in law school when Roe v. Wade was decided. So this is a long-standing strategy, to say nothing about what your opinions are, and to get you in that way.

AMY GOODMAN: And you have Stephen Reinhardt now, who has just died, 9th Circuit Court of Appeals, a huge deal, was the last of President Jimmy Carter’s federal judicial appointees. Trump can now remake the 9th Circuit.

COREY ROBIN: Yeah. I mean, and this is—and this is really the goal. I mean, it’s been really astonishing, again, given the dysfunction and the disorganization that we’ve seen throughout this administration, their inability to pursue things on so many fronts, but when it comes to this, this is something that they’ve been very focused on, you know, almost maniacally so.

NERMEEN SHAIKH: Well, can you talk about, Corey, the rise of someone like Bernie Sanders and all the movements—the Occupy Wall Street movement, Black Lives Matter—in the context of what you were saying earlier, that these strikes are geared towards not just Republicans, or opposed not just Republican policies, but also Democrat policies?

COREY ROBIN: Yeah. So, you know, the—as I’ve said, the conservative party—the conservative movement in the Republican Party is quite weak, I think, and in part the reason why it’s so weak is because conservatism, you know, as a historical project, really was overwhelmingly successful. The fundamental target of conservatism, number one, was the labor movement, and, compared to what—the heyday of American labor, completely succeeded in destroying it. And the second target was the black freedom struggle, and they were very successful in destroying that struggle, as well. So, conservatism, I think we have to realize, has been very successful.

And what you’re seeing now, I think, on the left, in both Occupy, Bernie Sanders, the teacher strikes, Black Lives Matter, is a growing confrontation, within the left, a growing reckoning of how successful, in fact, conservatism has been, and how feckless and ineffective the Democratic Party and traditional liberalism has been in opposing this. And I think, frankly, the real story in American politics right now is not so much what’s happening with the Republican Party and the conservative movement, which, as I’ve said, is, by any historical measure, quite weak and incoherent, precisely because it was so victorious over the last several decades. I think the real story, the real question is: Is there going to be a force on the left, not just movements in the street, but an organized force that’s able to tip this house of cards over?

AMY GOODMAN: So, talk about that further, what exactly you mean, where you feel the Democratic Party is failing right now.

COREY ROBIN: Well, I mean, first of all, you can just look at the numbers. I mean, Bernie Sanders pointed this out in Mississippi the other day and got actually attacked for it. But the fact of the matter is, over the last 10 years the Democrats have lost nearly a thousand legislative seats. That’s, I think, the highest proportion of seats lost under a Democratic—a two-term Democratic president since at least maybe Dwight David Eisenhower. I mean, it’s—you oftentimes lose seats, but the proportions were just tremendous. And the Democratic Party as a whole is really a kind of gutted machine. I mean, the mere fact, I might say, that Bernie Sanders was able to get as far as he did in those primaries tells you how weak and sort of structureless and rudderless the Democratic Party is.

But I think the real question is, on the left: Do you have an ideology, a theory, a kind of set of accounts, similar, frankly, to what Ronald Reagan did in 1980 or FDR did in 1932? These are these two great realignment presidents—”great” not in the sense that I support Reagan, but, you know, powerful. And what they did was articulate a really profound, completely countervailing set of ideas and institutions, and were able to shatter the existing dispensation. I think that’s the question that’s on the table and that Bernie is sort of slowly pushing towards.

AMY GOODMAN: Well, Corey Robin, we thank you for this very interesting discussion, one we will continue, professor of political science at Brooklyn College and Graduate Center of the City University of New York, author of The Reactionary Mind: Conservatism from Edmund Burke to Donald Trump.

A very happy birthday to—a landmark birthday to Anna Özbek!

https://www.democracynow.org/2018/4/12/corey_robin_striking_teachers_are_real

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How can innovation, networks, and experimentation create system-level change in education?

Por: Mark Roland-Molly Jamieson Eberhardt/www.brookings.edu

It has become cliché to assert that there is no silver bullet to improve education outcomes at scale (is anyone actually arguing that there is a silver bullet solution?). But education innovations are consistently being surfaced—and some do show evidence of producing quick results.

How thus should we reconcile the promise of new approaches with the more sobering understanding that each alone is unlikely to dramatically alter macro-learning trends? This is what we’ve been asking ourselves as we enter our fifth year of running the Center for Education Innovations (CEI).

But what does that look like? It is no easy task, given that education systems are dynamic entities, made up of a complicated web of financial, human, pedagogical, governance, and operational inputs. Creating pathways for innovation within such an ecosystem requires a combination of careful planning and strong leadership; even then, shifting priorities of education ministries, lack of financing, and other roadblocks can derail the best intentions. But it’s not all bad news. Our engagement with policymakers, donors, and members of the CEI community who have either nurtured innovations within government education systems or partnered with government as a pathway to scale have revealed three key lessons:We’ve built a global network of over 750 education innovators in over 100 countries and provided a platform for them to share their work and connect with each other. But we are increasingly focused on thinking about how those innovators can play a role in changing the broader education systems to which they belong. We fundamentally believe that education systems that incentivize, seek out, and support innovation will see those macro-level trends changing before others. To us, “innovation” doesn’t mean technology (but it can), it doesn’t mean contracting to the private sector (but it can), it simply means altering the status quo and trying something new—so it shouldn’t be a terribly provocative statement that innovation is needed to strengthen education systems.

1. For systems-level change, innovators should design programs with government systems and structures in mind.

In order for innovations to succeed within education systems, they must be designed with an understanding of local and national government structures and processes (e.g., how resource allocation decisions are made or how sub-national education bodies function). By designing innovations with this perspective, innovators avoid creating parallel structures, and instead lay the groundwork for productive partnerships with government—partnerships that can help scale the program. For example, Lively Minds, a program in Ghana and Uganda in which volunteer mothers in resource-poor villages facilitate play-based learning with pre-school students, leverages local government to deliver training to the mothers and monitor the quality of the program. The partnership between the government and Lively Minds is a win-win: government officials are eager to support a program that has been shown to improve cognitive and socio-emotional outcomes and Lively Minds is able to extend its reach by leveraging existing governmental personnel and infrastructure.

2. There is a need for spaces that give government decision-makers and innovators opportunities to communicate.

In order for innovators and government decision-makers to work together, they need spaces for dialogue. Otherwise, they risk working in silos and missing potentially mutually reinforcing partnerships. And while such dialogue can happen organically, the truth is it often does not. This is why multi-stakeholder networks and communities of practice, both within and across countries, can be helpful. Such fora can produce multiple benefits: they can help ensure alignment of priorities, allow for tacit knowledge from innovators and policymakers to be shared and documented, and produce new solutions that reflect a diversity of perspectives. In some instances, governments are best-positioned to lead networks; in others, the facilitator role is best played by neutral external actors. The importance of such networks was emphasized by the Commission on Financing Global Education Opportunity (the Education Commission), which called for more investment in the global education ecosystem, including channels for exchanges between policymakers and practitioners.

One example is Jamaica’s Early Childhood Commission, which is composed of representatives from not only the state and non-state sectors but from several ministries and has led to enhanced coordination among a myriad of actors supporting early childhood development policies and programs. This improved coordination has overlapped with impressive gains in childhood and adult outcomes in Jamaica. Other examples like the Joint Learning Network for Universal Health Coverage (JLN) fall outside the education sector and bring multiple countries together. The JLN has 30 country members (each of which is represented by a mix of practitioners and policymakers) and has led to the creation and sharing of dozens of new knowledge products and contributed to country members’ progress towards achieving and sustaining universal health coverage.

3. Policymakers should encourage experimentation, but also demand evidence for why new programs are likely to work.

It comes as no surprise that the effectiveness of education systems is closely tied to the effectiveness of its leaders. The best education ministers possess clear visions, but are not so rigid that they don’t encourage innovation. They see experimentation as a key principle for maximizing learning outcomes, and therefore create incentives to encourage new models. As noted in the World Bank’s 2018 World Development Report, “Open systems that pay more attention to overall outcomes and reward progress in raising outcomes are more likely to see greater innovation and the diffusion of new approaches across the education system.”

However, while effective policymakers encourage innovation and testing, they also demand evidence for why they should support new programs. It is therefore important that innovators demonstrate evidence of whysomething is likely to have impact (even if it’s from another country). In other words, just because a program is innovative does not mean that policymakers should adopt it into their systems.

One promising example of a government both encouraging innovation and making evidence-based decisions is MineduLAB, an innovation lab housed within Peru’s Ministry of Education. While relatively new, the lab has tested a range of programmatic and policy innovations, from motivational text messages to teachers to anti-bullying informational campaigns, with the aim of using evidence from these pilots to drive improvements in learning. While not all ministries need create labs to encourage innovation, a culture of experimentation, coupled with a commitment to using evidence, creates the possibility of substantial systems-level improvements.

While innovation in and of itself cannot promise better outcomes, systems leaders who are willing to pursue new approaches that have evidence of success, and innovators who are willing to work creatively within the constraints of large systems, may be the key to seeing a sustainable shift in educational outcomes and paradigms—and it’s ok that it won’t happen overnight.

*Fuente: https://www.brookings.edu/blog/education-plus-development/2018/04/17/how-can-innovation-networks-and-experimentation-create-system-level-change-in-education/

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Pakistán: FC for promoting girls’ education

 

Por: tribune.com.pk/ 18-04-2018

QUETTA: Commandant Frontier Corps (FC) 77 Wing Colonel Hussein Ahmad has said that in this era of innovation and scientific development, acquiring education in line with modern technology is imperative for female youth of Balochistan.

“The Balochistan FC is taking concrete measures for provision of girls’ education in the province,” said Col Ahmad while speaking at the FC Girls Public School Harnai on Monday.

Different civil society members, political leaders, social workers and tribal elders were also present on this occasion. Col Ahmad was the chief guest.

Col Ahmad said, “The mother’s lap is considered to be the first step towards discipline and knowledge. It is a fact that a child’s education and training begins in the world as soon as it comes to the mother’s lap. An educated mother can raise a good and disciplined child.”

Col Ahmed said that along with the restoration of peace and security in the province, FC was taking potential steps for the establishment of modern educational institutions in far-flung and retrograde areas of the province and providing all basic educational facilities to the Baloch people.

He said that previously FC Boys Public School was established in the Harnai district, which was playing a vital role in educational development of the district.

He said, “Now the Balochistan IGFC has initiated establishment of FC Girls Public School in Harnai, keeping in mind customs and traditions of the region.”

He said that a separate building was constructed for the girls school, enabling girls to study in a peaceful environment without any confliction.

He said that women’s education was important for both the development of the country and the maintenance of a good domestic environment.

“By educating girls we are empowering women and providing them pace for their socioeconomic development.

*Fuente: https://tribune.com.pk/story/1687398/1-fc-promoting-girls-education/

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