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Japan keen to accelerate remote education amid virus spread

Asia/ Japan/ 07.04.2020/ Source: www.japantimes.co.jp.

The government plans to accelerate the introduction of remote education using the internet, drawing lessons from the ongoing coronavirus pandemic, while local governments are reluctant about the initiative.

At a meeting of the central government’s Council on Investments for the Future on Friday, Prime Minister Shinzo Abe showed his intention to move up the current plan of making a laptop or other information terminal available to every student across the country by fiscal 2023 to improve the environment for study at home.

Abe laid out the plan amid growing concerns that emergency school closures in areas with spikes in coronavirus infection cases could continue for an extended period of time. The board of education at the Tokyo Metropolitan Government, for example, has decided to extend school closures until May 6, the final day of the Golden Week holiday period.

While the school closures are a headache for teachers and other people related to schools, as well as parents, who are concerned about a decline in children’s academic abilities, online education using a videoconference system and other technologies is drawing keen attention. Still, it has yet to gain popularity.

The government has conducted a survey on remote education at elementary, junior high and high schools, with the help of local governments nationwide.

According to the survey as of the end of March last year, 78 percent of 1,815 responding local governments said they are not using remote education systems, and 73 percent said they have no plans to introduce such systems.

There are a number of factors hampering the introduction of remote education, ranging from delays in the distribution of laptops or tablet computers and installations of high-speed communications networks at schools to issues linked to the nation’s current school education policies assuming face-to-face classes and a lack of remote education knowledge at schools and among teachers.

As part of measures to improve the communications network, the country’s three major mobile phone carriers, including NTT Docomo Inc., are reducing smartphone communications fees for student customers ages 25 and under, albeit for a limited period.

The government is considering, among other things, lending Wi-Fi routers to have personal computers and smartphones used for remote education connected to high-speed communications networks.

The government will also study deregulation measures to make the introduction of remote education easier, at a working group to be set up at its regulatory reform council.

“We need to work speedily” as the school closures are expected to continue, a senior official at an economy-related government agency said.

Meanwhile, an official at a business organization said, “It would be meaningless if schools do not have systems to accept remote education even if necessary information terminals are distributed.”

Source of the notice: https://www.japantimes.co.jp/news/2020/04/06/national/japan-remote-education-coronavirus/#.XovSlsgzbIU

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Kenya: Govt targets 15 million children in digital broadcast lessons

Africa/Kenya/22-03-2020/Author: Claire Wanja/Source: www.kbc.co.ke

The Ministry of Education will from next week enhance curriculum delivery through four different platforms Radio, TV, You-Tube and the Kenya Education Cloud.

This they say is a measure to help facilitate the period that learners will be at home following the closure of learning institutions, in line with the Presidential directive on containment of the Coronavirus Pandemic.

“15 million primary and secondary school learners are now at home and need guidance on home- based learning.” Said a statement from Prof George Magoha, CBS Cabinet Secretary, Ministry of Education.

In partnership with the Kenya Broadcasting Corporation (KBC), the Ministry will broadcast radio programmes daily, from Monday to Friday, through Radio Taifa and English Service.

Radio Taifa lessons will run from 10a.m to 11a.m. The English Service lessons will run from 9.15 a.m to 12 o’clock and from 2.00p.m to 4.00p.m. The broadcasts will also be available on Iftini FM and Transworld in Garissa, Mandera and Wajir Counties.

In Edu- Channel TV, lessons will be transmitted on the KICD-owned Edu-Channel, which is available on Signet Free to air. Edu-Channel broadcast programme line up will be available in the www.kicd.ac.ke.

CS Magoha says all programme content broadcast through the Edu-TV Channel can be accessed on youtube @edutvKenya (livestreamed or recorded).

Kenya Education Cloud

Apart from accessing lessons, CS says learners can obtain digital content of all KICD approved materials from the Kenya Education Cloud. The digital content is available online through www.kec.ac.he

Th CS says the Ministry is determined to ensure that all learners access relevant materials to enable them remain in pace with the curriculum calendar, to the extent possible.

” We thank the Kenya Publishers Association who have availed approved textbooks free of charge for uploading on to the Kenya Education Cloud. The Ministry invites all telecommunication firms and media houses to work in partnership with the Government to avail education solutions during this period.” He said.

He said in the meantime, the Ministry will continue to work with all government agencies during this period of school closure and will review the situation from time to time in the best interest of the learners.

“All parents and guardians must ensure that their children are at home, in line with the Presidential directive of containing the spread of the Coronavirus.” He added.

Source and Image: https://www.kbc.co.ke/govt-targets-15-million-children-in-stepped-digital-broadcast-lessons/

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Cuando tu hijo adolescente te recomienda ‘Sex Education’

Una tarde de este invierno mi hijo adolescente me recomendó ver Sex Education. La primera reacción fue pensar que cómo quería que me gustase una serie de su interés cuando estamos en momentos muy distintos y pocas veces coincidimos con los gustos. Pero la propuesta ya me había calado y, sea por curiosidad de saber de qué iba la serie o, probablemente, por conocer un poco mejor a esta personita que tan poco se comunica últimamente, reconozco que acabé devorando la serie.

La verdad es que agradezco la propuesta. Es una serie inglesa situada en un instituto con su abanico de personajes variados que capítulo a capítulo va tratando muchas de las cuestiones que rodean a los chicos de estas edades, cuestiones como los miedos, la aceptación, la homosexualidad, el travestismo, la masturbación, el acoso sexual, el feminismo, el aborto, las enfermedades sexuales, el bullying y algunas otras.

Algunos pensarán que es una serie más de adolescentes en un instituto, y de alguna manera así es; los que hemos trabajado en estos centros de secundaria reconocemos como reales muchos de los clichés típicos de estas series (las tribus urbanas, los frikis, el chico y la chica populares…), todos los hemos visto. Pero no es eso, evidentemente, lo que hace interesante Sex Education. No es una serie más. El gran mérito de esta serie progresista es la capacidad que tiene de hablar de la sexualidad desde la responsabilidad.

Un argumento original

Sex Education está entre las tendencias de Netflix, es una serie muy bien acogida por su frescura, originalidad, diversión y atrevimiento. Su éxito radica en la naturalidad con la que enhebra ocho capítulos en cada una de las dos temporadas, tratando básicamente el tema de la sexualidad.

El protagonista, Otis, es hijo de una terapeuta sexual y, a pesar de su inocencia y a veces falta de habilidades sociales, es empujado por otra de las protagonistas, la extrovertida y madura Meave, a ejercer como consejero sexual en el instituto de Moordale. El instituto está lleno de adolescentes en su despertar sexual; chicos y chicas con miedos, descubriendo sus nuevos cuerpos, obsesionados por la pérdida de la virginidad, desconociendo las ETS, buscando su orientación sexual… Capítulo a capítulo, Otis va aconsejando a cada uno de los alumnos que decide recurrir a su ayuda. ¿Pero de dónde saca la información para poder aconsejar? A veces de lo que escucha de las consultas de su madre y otras veces de su propio conocimiento.

También se van desarrollando las relaciones entre los alumnos del centro, relaciones de amistad, de enamoramiento, de competición o hasta de bullying. Y cuando no están en el centro educativo van sucediendo también situaciones hogareñas donde se ven diferentes tipos de vínculos entre padres e hijos, algunos marcados por la comprensión y otros, sobre todo, por la incomprensión.

Sin ánimo de hacer spoiler, cabe destacar especialmente el último capítulo, verdaderamente impactante.

Un reparto diversificado

En primer lugar es destacable los diferentes tipos de familias que podemos encontrar en la trama: familia tradicional, homosexual, desestructurada, monoparental, numerosa… Reflejando así la realidad que podemos encontrar en cualquier instituto.

En segundo lugar, y como pasa en la mayoría de series ambientadas en un instituto, Sex Education cuenta con una gran variedad de personajes: la chica o chico popular, las bandas o tribus urbanas, los frikis, el malote, el acosado… Podríamos decir que están bastante bien representados los diferentes tipos de alumnos que vemos en los institutos, pero quizás lo que es más difícil de encontrar en la realidad de los centros son las combinaciones o tipos de relaciones que aquí encontramos, a veces poco creíbles. A pesar de ello el producto no pierde ni un ápice de interés.

Un reconocimiento a la labor educativa

El valor máximo de esta serie es el valor educativo que acaba teniendo gracias a la manera natural y respetuosa con la que trata temas aún tabúes para gran parte de la sociedad. Ver estos capítulos es pasar un buen rato entre risas, pero también es información y nos hace reflexionar sobre temas de los que no hablamos fácilmente. Y más en un caso como el nuestro, cuando en un mismo período de tiempo la está viendo un adolescente y una madre, cada uno por su lado.

Permite, de vez en cuando, entablar alguna conversación, o comentar simplemente alguna situación que sin el precursor de la serie quizás nunca se hubieran comentado. Cualquier serie, película o libro que favorezca la comunicación entre padres e hijos para hablar sobre la sexualidad se merece un gran reconocimiento, sobre todo por parte de los que sabemos lo difícil que a veces es poder hablar tranquilamente con los adolescentes.

Una proposición para Laurie Nunn

Probablemente ya tendrá pensado el guión para la tercera temporada. O para la cuarta. A pesar de ello, y aprovechando la oportunidad, quisiera proponer alguna idea. La serie está ambientada y va sobre jóvenes, pero inevitablemente es visionada no sólo por cientos de miles de jóvenes sino que también ha sido muy bien acogida por cientos de miles de adultos. Sin querer cambiar en ningún momento su rumbo, propongo lo siguiente:
¿Qué tal si los profesores del instituto reciben un curso de educación sexual, pero no solo de la salud sexual (anatomía, anticonceptivos y enfermedades), que son los cursos que poco a poco se van incorporando, sino un curso mucho más amplio en el que se expliquen la diversidad de orientaciones sexuales, tipos de relaciones, etc.?

O, por ejemplo, igual que hay una madre terapeuta sexual que se cuida de resolver los conflictos de sus clientes, podría haber otro familiar que hablase más de la sexualidad consciente, más tranquila, más amorosa, que ayudara a entender el gran valor de la sexualidad.

Reflexión final

Con series como ésta sí que podemos empezar a alejarnos de la violencia sexual, de las agresiones y de la intolerancia todavía tan presentes en nuestra sociedad. Diariamente las noticias nos recuerdan que es una de las principales preocupaciones de la sociedad actual, por lo que es obligación de los educadores y de la sociedad en general cambiar estas actitudes tan graves.

Sabemos la influencia que tiene la pequeña pantalla sobre la sociedad en estos momentos, y en especial sobre los adolescentes. Aprovechemos bien este valioso recurso, recordemos su función educativa. Necesitamos más series como Sex Education: divertidas, atrevidas, actuales, y respetuosas; y menos reality shows donde impera el machismo, el insulto y la mala educación.

Lídia Codony Vidal. Maestra de Primaria especializada de Ciencias y Matemáticas (UAB). Máster en Innovación en Didácticas Específicas de Ciencias (UVic).

The post Cuando tu hijo adolescente te recomienda ‘Sex Education’ appeared first on El Diario de la Educación.

Fuente: https://eldiariodelaeducacion.com/2020/03/09/cuando-tu-hijo-adolescente-te-recomienda-sex-education/

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Some schools in Japan resume classes after virus-prompted closures

Asia/ Japan/ 17.03.2020/ Source: english.kyodonews.net.

Some elementary and junior high schools in Japan resumed classes on Monday, about two weeks after shutting to prevent the spread of the new coronavirus.

The education ministry asked education boards across the country on Feb. 28 to close their schools as part of efforts to contain the outbreak, but the request was not mandatory and it was left to local authorities to decide how long the suspension should last.

Deeming infections of the pneumonia-causing virus have not spread within their communities, the education boards of Toyama, Shizuoka, Hamamatsu and Naha cities as well as Okinawa Prefecture have decided to end the closures at the schools they run.

School closures have significantly affected the lives of children and their parents.

«I want to enjoy the remainder of my school life until the graduation ceremony in two days’ time,» said Junon Matsushita, 12, who arrived at Aoi Elementary School in Shizuoka in the morning along with many others who were wearing masks.

The boy said he had spent the past two weeks studying and playing with his 18-year-old brother, whose high school was similarly closed.

The elementary school has decided to keep pupils’ desks apart and open windows for ventilation to prevent potential infections following the restart of classes. Teachers also checked written reports submitted on the children’s body temperatures and health conditions in recent weeks.

According to an earlier Kyodo News survey, 18 education boards had been planning to reopen schools on Monday. Thirteen of them, however, have now decided to extend their closures until the spring break, which normally ends in early April.

The 13 are the education boards of the cities of Sapporo, Saitama, Yokohama, Osaka, Sakai, Kobe, Saga and Miyazaki, and the prefectures of Kyoto, Hyogo, Kumamoto, Saga and Kagoshima.

Many other education boards in the country announced from the start that they would keep their schools shut until the spring break.

Shimane Prefecture and the city of Matsue, meanwhile, have not closed their schools at all.

Source of the notice: https://english.kyodonews.net/news/2020/03/f1d6bab1eb6b-some-schools-in-japan-resume-classes-after-virus-prompted-closures.html

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How a top Chinese university is responding to coronavirus

By: .

  • Chinese universities have shut campuses in response to the coronavirus outbreak;
  • Zhejiang University (ZJU), spanning seven sites in east China’s Zhejiang province, has moved its teaching online;
  • Thanks to its smart campus, teacher training in online delivery and digital learning platforms, more than 5,000 courses were on offer just two weeks into the transition.

The deadly coronavirus outbreak presents a host of challenges for different sectors of society. University campuses with their congregate settings are considered particularly susceptible to contagion. As China continues to battle the epidemic, universities across the country have followed public health guidance to shut campuses.

Responding to such disruption, many are shifting to online instruction so that students can keep up their studies. Zhejiang University (ZJU), a comprehensive research university, spanning seven sites in east China’s Zhejiang province, has proactively joined what might be the world’s largest remote learning experiment.

Move tuition online but mind the pitfalls

To minimize the impact of the outbreak, ZJU officially started online teaching on 24 February in line with the original term calendar. Contingency teaching covers all ZJU students, including international students, and many courses are open to learners worldwide.

Two weeks into the “experiment”, the university was offering more than 5,000 courses to both undergraduate and graduate students. The course hub “Learning at ZJU” attracted 570,000 visits, and “DingTalk ZJU”, a live streaming app co-developed by Alibaba, recorded a total audience of 300,000. Meanwhile, around 2,500 graduate students at the university are expected to defend their theses in spring. Now they can apply for an online oral defence in order to graduate as planned.

Alongside extensive offerings, the quality of and equality in education are the other critical issues that warrant our attention. Although online teaching is no longer a novelty, we are aware that not all faculty members are equally adept at harnessing related technology and managing virtual classrooms. As part of the quality assurance process, ZJU organized a series of training sessions in mid-February for 3,670 faculty members. An instructor of one of our most popular MOOC (Massive Open Online Course) courses was invited to demonstrate how he adapted pedagogy to online tuition and forged a strong sense of community.

Student success is what online teaching efforts are all about. It is, therefore, crucial to ensure no one is left out. Seeking to bridge the digital divide, since January ZJU has funded access to online learning for more than 1,000 disadvantaged students. The university has also negotiated deals with several network providers to subsidize the data plans of its faculty and students. For students without access to live streaming or grappling with shaky internet connections, ZJU provides them with lecture playbacks and courseware packages.

Enhance preparedness by embracing technology

ZJU sees Covid-19 as an intensive test of its organizational agility. It would be impossible to pull off any alternative teaching plan without concerted action by faculty and support staff. Furthermore, given a limited window of time, the success rate is also contingent on whether there has been adequate openness to new technology and investment in infrastructure.

Drawing on its traditional strength in ICT, ZJU started early in creating a smart campus. In 2017, the “ZJU Online” project was launched which encompassed five components: administrative services, online education, academic resources, information bulletins and personal profiles. After two years, an upgraded “Learning at ZJU” platform, a significant development of the project, was put into use in November 2019.

Image: World Economic Forum

In 2018, the university began to build a wide spectrum of smart classrooms, equipped with new functions such as audio recognition and simultaneous interpreting. In recent weeks, a total of 200 smart classrooms have been quickly put in place for teachers to shoot video courses or live stream their classes.

The crisis represents an unprecedented occasion for us and our peers in China to evaluate the technical preparedness for new changes. It has also galvanized us into reflection and action, for instance, regarding how we can tap into disruptive technologies such as mixed reality, data science and artificial intelligence to better serve the needs of education and address latent disruptors like Covid-19.

Rising to future challenges with an innovation mindset

Research universities are known for their contributions to human welfare through education, research and services. While bracing for unpredictable challenges, it is becoming a strategic imperative for research universities to transform themselves into innovation-driven institutions with a greater level of excellence.

The innovation-driven university transcends the conventional model of a comprehensive research university on many fronts. For example, it places a greater emphasis on systematic development, internal/external interaction and governance capacity. In the context of the coronavirus outbreak, we are impelled to think forward and look at some of the important steps universities can take.

In an era of scientific and industrial revolutions, education is undergoing rapid changes. Information technology and cognitive science are driving the transition from education 1.0 to learning 2.0. Meanwhile, the concept of “whole-person education” is gaining momentum worldwide and globalization is turning campuses into international crossroads.

Universities need to adapt to this new environment by advocating for human-machine symbiosis, teacher-student interaction, life-long learning and ubiquitous learning. A mix of online and face-to-face teaching is one example of how universities can diversify their provision beyond bricks and mortar. The priorities may include general education, which aims at well-rounded development of students; and open-loop education, featuring co-creation and resource convergence.

In the same vein, the global innovation landscape is reshaped at a faster speed. Open innovation is taking place online through synergies regardless of time constraints or geographical boundaries. In early March, ZJU announced the one-stop “Research at ZJU” platform allowing scientists and students to collaborate online despite the disruption caused by the epidemic.

The platform is part of our ongoing efforts to create an innovation system, which is instrumental in sustaining the vitality of research universities. Internally, this system consists of disciplines, faculty, teaching and research; externally, it engages multiple stakeholders including talent, industry, alumni and public institutions on a global scale. Through an open-loop, open-source and open-system approach, the internal elements and external stakeholders can be strongly connected.

Last but not least, research universities should develop strategic thinking to achieve constant innovation and become more resilient. It comes down to the following aspects: holistic thinking, practical thinking and bottom-line thinking, as well as an excellence-oriented and open approach to work. In times of crisis, keeping the big picture in mind and maintaining smooth coordination among different units will enable a university to respond quickly and achieve shared goals. As much as we prepare for the worst, we will try our best to turn a crisis into an opportunity too.

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Coronavirus: education officials to discuss possible school closures in England

By: Sally Weale.

Teaching unions and school leaders are to hold talks with the education secretary, Gavin Williamson, on Monday to discuss plans for schools and colleges in England as they start to negotiate the impact of the growing coronavirus emergency.

The government has until now resisted pressure to close schools as other countries have done, but there is mounting concern in the sector about how schools will continue to function with growing numbers of staff required to self-isolate.

The education secretary is also expected to address concerns about potential disruption to GCSEs and A-levels this summer, amid calls from some to delay examinations until September or even postpone until 2021, which could result in pupils having to repeat the current year.

School leaders are also expected to raise concerns about the impact of any potential closures on children in poverty and those who are vulnerable and depend on school for food and security. They will also call for all inspections by Ofsted to be cancelled to allow headteachers to focus on the current emergency.

Before the meeting with teachers’ leaders, the government issued updated guidance to schools reiterating its recommendation that they should remain open. The guidance acknowledged, however, that some could be forced to close if too many staff had to self-isolate, causing “operational issues”.

The guidance, published by the Department for Education and Public Health England, advises that pupils and staff who develop a continuous cough or fever at school should be sent home. Children who become unwell at school should be isolated while they wait to be collected, ideally in a room behind a closed door with an open window and separate bathroom where possible.

Staff dealing with suspected cases of Covid-19 do not need to go home unless they develop symptoms themselves. In most cases, closure would not be needed, the guidance says. “If there is an urgent public health action to take, the educational setting will be contacted by the local Public Health England protection team who will undertake a risk assessment and advise on any actions or precautions that should be taken.

“PHE will rarely advise a school to close but this may be necessary if there are so many staff being isolated that the school has operational issues.”

Among those due to attend the meeting is Paul Whiteman, general secretary of the National Association of Head Teachers. Speaking before the talks, he said: “School leaders are obviously concerned about the impact on exams and assessments but right now their main priority is keeping children safe.

“It’s important that we all work together to do the maximum we can. We will be working jointly with the secretary of state to establish a credible plan for schools and colleges in the coming weeks.

“We will use the meeting to bring some clarity and direction. Vulnerable children and families are uppermost in our minds. For some children a day at school is a place of sanctuary and nourishment as well as a place of education.”

Geoff Barton, the general secretary of the Association of School and College Leaders, who is also due to attend the meeting, added: “The concerns we will be raising with him are the challenges of keeping open schools and colleges when a growing number of staff are away from work because they are self-isolating; the potential for disruption to GCSE and A-levels and what contingencies will be put in place; and how we ensure children in poverty do not go hungry and that vulnerable young people are safeguarded if schools are closed.

“We aim to work through these issues in order to arrive at constructive solutions about the way ahead. School and college leaders are showing calm and assured leadership in these difficult times and we can reassure the public that everything that can be done to support young people will be done.

On Sunday, Hamid Patel, the chief executive of Star Academies, which runs a string of outstanding state schools in London, Birmingham, Manchester and other cities, called on the government to “do the unthinkable” and postpone this summer’s exams immediately, along with Sats tests to be taken by England’s primary school pupils, to save lives during the peak infection period of May to June.

“Cancellation is the only sensible and humane option. It will go a long way to ensure the success of the ‘delay’ phase of the government’s strategy. It could save tens of thousands of lives because it will ensure good decision-making, and good decision-making by individuals is central to how we manage this crisis,” Patel said in a comment piece published by the Guardian.

The Department for Education confirmed the meeting was taking place, but made no further comment.

Source of the article: https://www.theguardian.com/education/2020/mar/16/coronavirus-education-officials-to-discuss-possible-school-closures-in-england

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Nigeria to secure N45 billion grant to help out-of-school children

Africa / Nigeria/ 10.03.2020/ Source: www.premiumtimesng.com.

 

The federal government has said it is planning to secure a N45 billion grant from the Global Partnership for Education (GPE), to strengthen the fight against out-of-school children syndrome in the country.

The government also said it has secured a facility funding of N220 billion through the World Bank, under the Better Education Service Delivery for All (BESDA) to help tackle the problem of out-of-school children.

The Minister of Education, Adamu Adamu, said this on Monday in Abuja during the occasion of the 2020 Commonwealth Day celebration in Nigeria.

The commonwealth theme for 2020 is “delivering a common future” highlighting how the 54 member countries in the Commonwealth family are innovating, connecting and transforming, to help achieve some of its goals.

Mr Adamu said the ministry will also, begin the implementation of a five-year special project known as Adolescent Girls Initiative for Learning and Empowerment, specifically targeted at out of school girls between the ages of 10 and 20 at the secondary school level.

He said the project on girls’ education is supported by the World Bank and is aimed at reducing the out-of-school children scourge within the next two years.

Currently, Nigeria has over 10 million out of school children.

The Minister said the collective task of delivering to all Commonwealth member countries a cherished common future marked with togetherness, was with a functional way of doing things.

Speaking on the connection of Nigeria to the common future, Mr Adamu said Nigeria reveres her cultural, economic and educational exchanges as it has contributed immensely to the common future the countries desire.

COMMONWEALTH SCHOLARSHIP

Meanwhile, he said more than 2000 Nigerians have benefited from Commonwealth scholarship since its inception, with an average of 12-18 beneficiary scholars every year.

“Besides these, the Federal Ministry of Education coordinates other bilateral schemes in which there are at least 450 beneficiary scholars.”

The Minister said the common threat to member states includes an existential threat to life by climate change and not limited to disruptive forces to the peace of members nations.

Mr Adamu, however, said Nigeria is committed to the peace of member nations and the entire world.

Also speaking, the Minister of State for Education, Emeka Nwajiuba, said various activities were organised by the Federal Ministry of Education, which he outlined as flag parade, theme song, dance drama and cultural display.

Mr Nwajiuba said they were planned to stir the interest of Nigerian youths towards connecting, innovating and transforming themselves towards achieving a developed nation in line with the Year 2020, theme.

Queen’s message

In her message on 2020 Commonwealth Day, Queen Elizabeth said the Commonwealth occasions are always inspiring and aimed at reminding of the diversity of the people and countries that make up the worldwide family.

The message was delivered by the Director of Education Support Services, Linda Giginna.

“We are made aware of the many associations and influences that combine through Commonwealth connection, helping us to imagine and deliver a common future.

“This is particularly striking when we see people from nations, large and small, gathering for the Commonwealth Games, for meetings of Commonwealth governments, and on Commonwealth Day.”

The Queen said she was encouraged to see how the countries of the Commonwealth “continue to devise new ways of working together to achieve prosperity, whilst protecting the planet”.

“As members of this very special community, on this Commonwealth Day, I hope that the people and countries of the Commonwealth will be inspired by all that we share, and move forward with fresh resolve to enhance the Commonwealth’s influence for good in our world.”

Source of the notice: https://www.premiumtimesng.com/news/more-news/381011-nigeria-to-secure-n45-billion-grant-to-help-out-of-school-children.html

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