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What were our top education blog posts of 2018?

By: Thomas Kennedy. 

2018 was Cambridge Assessment International Education’s first full year under our new brand name and it was a standout year for a number of reasons.

In June we held the most widely attended Cambridge Schools Conference to date in Miami, Florida which also happened to be our first time holding such an event in North America.

Cambridge International continued to introduce innovative new products and services to support our schools and our Cambridge Learners across the world continued to astound us all with their hard work and success.

A personal highlight was the publication of our first ever Global Education Census report which looked in-depth at what education is like for teachers and learners around the world. It was fascinating to be involved in such an interesting – and illuminating – piece of research.

2018 was also a record-breaking year for the Cambridge International blog as we saw more visitors than in 2016 and 2017 combined.

We’d like to kick 2019 off by giving you a round-up of the top education blog posts we published in 2019.

We’ll also look at some of the highlights from across the educational blogosphere!

Cambridge International’s Top 5 blog posts of 2018

We had a fantastic response to Kevin Hawkins‘ article on why teachers need to prioritise their own wellbeing and are delighted to have him in attendance at our forthcoming Cambridge Schools Conferences.

Helen Rees-Bidder explored the often overlooked concept of oracy and passionately argued for every teacher to be approaching it as seriously as they would numeracy and literacy.

Self-regulation was the theme of Sarah Talbot’s article published in April 2018. In it, Sarah drew from her own experience as a  teacher to explore how metacognition can have a real-world impact on classroom practice.

Making group work meaningfulblog.cambridgeinternational.org/all-together-now-assessing-collaboration and useful for the development of learners can be a real challenge for teachers. In this blog post, Senior Assessment Advisor Georgie Billings examined the different approaches and issues surrounding the theme of collaborative assessment.

Director of Education Tristian Stobie’s considered take on the lessons for educators embedded in Robert Pirsig’s ‘Zen and the Art of Motorcycle Maintenance’ was popular with teachers all over the world, even those not initially familiar with the 1974 cult classic!

And finally, a few of our favourites from around the world…

Teacher Toolkit is one of the most popular education blogs in the UK, but we think there’s so much of value there for teachers all around the world.

Edutopia have been involved in educational thought leadership since 1991 and 2018 was another great year for interesting articles and thought-provoking video content on their much-loved website.

Lisa Nielsen’s The Innovative Educator blog is brimming with practical ideas about how teachers can incorporate technology into their lessons. Lisa’s focus on prioritising accessibility is commendable.

Resourceaholic offers readers ‘ideas and resources for teaching secondary school mathematics’ and we think that subject specialists across the world will find plenty of food for thought there.

Who have we left out? We’d love to hear about the best education blogs you’ve read this year – tell us in the comments below or shout at us on social!

Source of the article: https://blog.cambridgeinternational.org/what-were-our-top-education-blog-posts-of-2018/

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Minister wants to ‘decolonise’ education in South Africa

Africa/ South Africa/ 06.02.2019/ Source: businesstech.co.za.

Basic education minister Angie Motshekga has called for a more ‘decolonised’ education system in South Africa – saying the current system needs to be amended to allow for diversification.

According to EWN, Motshekga made the comments on the sidelines of the Basic Education lekgotla in Boksburg on Monday, but gave very little in the way of expanding on the concept.

The ‘decolonisation of education’ was at the forefront of demands from students during the Fees Must Fall protests in 2016 and 2017, where students demanded that universities prioritise African studies, and overhaul the curriculum to serve African needs.

However, there has been no real consensus on what it means to decolonise education, with academics noting demands ranging from more African-centric subjects, to a complete overhaul of academia that rejects non-African, or ‘colonial’ studies.

According to Motshekga, the current education system should be amended, with more diverse subjects from high school right through to university. She described the current systems as “very colonial, British, academic”.

Changes to SA’s education system

Motshekga’s comments are generally in-line with the ANC’s latest election manifesto, which also calls for some major changes to the South Africa’s education system, including curriculum changes.

In the ANC’s 2019 manifesto, the party has called for changes to school curricula, predominantly to prepare for the fourth industrial revolution, but also to promote and implement indigenous language programmes, including the finalisation of language legislation in provinces for inclusion in the school curriculum.

Also included in the manifesto is a desire to put history as a key focus area. In December 2019, the department of education gazetted its plans to develop a new history curriculum – with some proposals to make the subject compulsory.

Moves have also already been made to open up access to universities, by doing away with the designated subjects list, and allowing matrics to get bachelor’s entry on a wider array of subjects.

Where a matriculant was previously required to meet the pass prerequisite from a subject list of 18 for bachelors entry at university – which included subjects like accounting, maths and science – they now need only to pass any of the approved 20-credit NSC subjects (excluding Life Orientation).

Academics have said that while it’s good to promote African-centric subjects and curricula, a balance needs to be struck so that the advances of modern medicine, education and science that originated elsewhere in the world aren’t abandoned.

Source of the notice: https://businesstech.co.za/news/lifestyle/294654/minister-wants-to-decolonise-education-in-south-africa/

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Denver teacher strike: A timeline of events

North America/ Denver/ 06.02.2019/ Source: www.9news.com.

Here’s a timeline of events related to the strike and contract negotiations in the Denver Public Schools District.

The whole journey started November 1, 2005, when Denver voters approved a new way to pay teachers called ProComp. It’s a system based on giving incentives for improved student performance.

What has happened since then?

WATCH BELOW: A timeline of events in the DPS, DCTA negotiations

March 14, 2018: Denver Public Schools, Denver Classroom Teachers Association negotiate new Master Contract.

The ProComp contract, which is separate, is extended until January 18, 2019. Negotiations continue.

April 27, 2018: Teachers rally at State Capitol

School funding draws statewide and nationwide attention as protesters rally, asking for more money from legislators.

September 2018: Union declares an impasse

The teachers union believes both sides are so far apart that a mediator is needed to help cultivate an agreement. After months of mediation, it remains unsuccessful.

January 8, 2019: Union files intent to strike

The Denver Classroom Teachers Association officially filed with the Department of Labor and Employment its desire to strike, giving the legally required 20-day notice.

January 17, 2019: DPS makes new offer

The school district makes an offer which includes $20 million in new money for teachers pay, increasing the average base salary by 10 percent.

January 18, 2019: ProComp contract expires.

Negotiations go late into the night. The union wants $8 million more in the deal to raise base salaries instead of having more incentives. No deal is made.

January 19, 2019: Strike vote begins

Teachers begin the period of voting on whether to strike.

January 22, 2019: Teachers overwhelming vote to strike

The results are in and more than 90-percent of the teachers who voted want to walk the picket line.

«They’re striking for better pay. They’re striking for our profession and they’re striking for Denver students,» Rob Gould, the teachers’ lead negotiator, said.

January 23, 2019: DPS requests state intervention

Superintendent Susana Cordova formally asked the Department of Labor and Employment to intervene in the labor dispute. By law, the strike is delayed from the scheduled date of January 28 until the state decides whether or not to intervene.

January 28, 2019: Union responds asking the state to stay out

The Denver Classroom Teachers Association filed its official response asking the state to let teachers exercise their right to strike. This starts the legal clock giving the state and/or Governor Jared Polis 14 days to decide whether or not to intervene.

If the state intervenes, it will have 180 days to try to bring both sides together which would delay the strike even further.

If the state does not intervene, teachers will be cleared to strike if a deal is not reached.

January 29, 2019: DPS reaches out to the union to restart negotiations

While everything is on hold, the district wants to restart talks and says it has a new offer for the teachers union.

«We’re trying to be creative about how we can come up with something that looks like more and feels like more what our teachers have asked for,» Cordova said.

January 31, 2019: Teachers union rejects latest offer by DPS

During Thursday’s night’s negotiations, DPS proposed adding $3 million to the deal during the 2020-2021 school year by eliminating 100 positions in the central office. The teachers union responded by calling the new negotiations a «waste of time.»

«Denver teachers are very disappointed that DPS did not take this bargaining session seriously,» a statement from the Denver Classroom Teachers Association says. «The district offered no new ideas for creating a fair, competitive salary schedule that will keep good teachers and special service providers in our schools».

DPS said the new proposal would have committed an estimated $50 million in teacher increases over three years.

“I am disappointed that the DCTA did not engage in the discussion or bring a counter proposal,» Superintendent Susana Cordova said «They chose to leave at 6:45 p.m. when we were scheduled to bargain until 8 pm. We came committed to negotiating, and had anticipated we would have the opportunity to share additional ideas with DCTA about the structure of the new system. We would have been willing to provide a counter-proposal if we had seen one brought forward by the Association.”

Source of the notice: https://www.9news.com/article/news/education/denver-teacher-strike-a-timeline-of-events/73-ece18a14-3b86-442c-9b0b-09b65073f251

 

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Denver’s Teacher Strike Puts Pay-For-Performance In The Spotlight

By: Frederick Hess.

 

Denver is teetering on the brink of the nation’s next big teacher strike. Last week, the Denver Classroom Teachers Association (DCTA) voted to end negotiations with Denver Public Schools (DPS) and strike on January 28. The DCTA has temporarily suspended the strike as Colorado’s new governor weighs whether to intervene. The big issues are teacher pay and the district’s ProComp pay-for-performance system. Denver is notable because, in the course of the wave of 2018 and 2019 teacher strikes, this is the first time that performance pay is in the mix.

DPS is offering teachers a 10% pay raise starting in 2019-20, while the union is seeking an increase of 12.5%. The union’s proposal requires $8 million more than the district’s most recent offer. New Denver superintendent Susana Cordova has blamed the state for the standoff, saying she’d like to pay teachers more but that a lack of state support is prohibitive. (Colorado ranks 27th nationally in per-pupil spending, at $10,865 per student.)

Denver’s ProComp is one of 21st-century school reform’s pioneering pay-for-performance plans. Back in 2005, Denver voters approved a tax to fund a pay-for-performance plan developed jointly by Denver Public Schools and DCTA. The resulting ProComp plan earmarked rewards for teachers who worked in “hard to serve” schools or “hard to staff” fields, earned a positive performance evaluation, obtained additional education, participated in professional development, and more.

ProComp allows teachers to earn an annual $3,851 bump for obtaining an advanced degree or license; a $2,738 boost for working in a “hard to staff” field or a “hard to serve” school; $1,540 for working in a “ProComp Title I” school (which is different from a “hard to serve” school); $855 a year for completing the requisite “professional development units”; and up to $855 for receiving a positive performance evaluation (with that figure falling by half for longtime educators). Teachers can also receive between $800 and $5,000 for leadership roles and a bonus if their school meets performance goals.

The union wants to streamline or eliminate a number of ProComp incentives, arguing that they are unpredictable and confusing and cause salaries to fluctuate capriciously from year to year based on district calculations that determine if a school is “hard to serve.” The DCTA wants to reduce the bonus for working in a “hard to serve” school by about one-third. The district has agreed to streamline some of the bonuses, but Cordova rejects any call to alter the bonus for teaching in high-poverty schools, declaring, “We will not abandon our commitment to closing the opportunity gap.”

The DCTA has some legitimate gripes. In Denver, average teacher pay(before the incentives) is $50,757. After ProComp, the figure is $56,866. Even the higher figure is beneath the national average of $59,660, and it’s substantially lower than Colorado’s median household income of $69,117. And the DCTA has offered at least one talking point calculated to warm the hearts of reformers, blasting DPS for a bloated bureaucracy. As DCTA president Henry Roman has charged, “DPS has made its choice to keep critical funding in central administration, and not to apply more of those funds to the classroom.”

At the same time, the DCTA’s stance raises its own questions. For one thing, the DCTA demands a dramatic, pricey raise from a district that’s already made a generous offer. As Denver’s Superintendent Cordova argued, in discussing Denver’s offer, the Los Angeles teachers were seeking a total raise of 6.5% and teachers in Pueblo, Colorado, “sought and received a total increase of 2% after a week-long strike.” Moreover, the DCTA’s sharp criticism of ProComp elides the fact that the DCTA was a partner in developing the system, which has now been in place for well over a decade. The union has not provided a straightforward rationale for its seemingly sudden change of heart.

Three things are noteworthy about this latest entry in the growing roster of teacher strikes.

First is that even reforms amicably agreed to during the Bush-Obama school reform era can no longer be counted safe. ProComp was adopted in the first years after No Child Left Behind, hailed as a landmark development, devised in large part as a mechanism for delivering a substantial boost in teacher pay, and had long seemed to have become woven into the fabric of Denver schooling. Yet, even this has come under fire and seems likely to change in significant ways. If ProComp is being relitigated, other seemingly settled changes of the past two decades may also find themselves back on the table.

Second, the dispute over bonuses highlights the degree to which ProComp, like so much reform of the past decade or two, was paper-fueled. While the phrase “pay-for-performance” was a sure-fire way to win support among school reformers, ProComp has always been notable for how little it rewards what a teacher does or how well a teacher does it—and how much it emphasizes where a teacher works and what credentials they hold. ProComp reflects the limited reach of so many “big” reform wins, the degree to which those wins relied upon welding intricate new machinery atop existing school systems, and how vulnerable those reforms consequently are to shifting politics and priorities.

Third, while pay-for-performance seems a logical and promising way forward amidst the teacher strikes, this is the first strike in which it’s made an appearance—and the operative question is how much to roll it back. It’s striking how the center has shifted, so that there’s been remarkably little call to focus on differentiating new pay with an eye to teacher talent or workload. Indeed, public sympathy for teachers and the desire to get strikes resolved has meant that such talk has largely evaporated. That’s unfortunate, since part of the win-win opportunity in these strikes is to find ways to do vastly better by terrific teachers who play an outsized role in their schools—but, following on the contours of earlier strikes, Denver makes emphatically clear that those kinds of discussion are not in the cards.

How this ongoing wave of strikes will ultimately play out is far from clear, but the now-established pattern of inattention to benefits, bloated bureaucracies, or differentiation makes clear that there’s little pressure on participants to seek sustainable, win-win solutions. So long as that remains the case, these strikes will represent a missed opportunity.

Source of the article: https://www.forbes.com/sites/frederickhess/2019/01/28/denvers-teacher-strike-puts-pay-for-performance-in-the-spotlight/#7c4b89002caf

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‘I’m a refugee, not useless’: In Malaysia, they who lost it all help uplift others

By: Lam Shushan.

Living in limbo hasn’t stopped some of the country’s 160,000-plus refugees from being driven to build new lives for their communities – be it through setting up schools or arts troupes, as CNA Insider finds out.

KUALA LUMPUR: Sitting in a circle, the women one by one took turns to read aloud from their notes. “I’ve been suffering since yesterday,” recited one lady in English.

Suffering from a fever, a cold, a headache – they learnt to say a litany of symptoms. Basic though the conversation might be, without this they wouldn’t be able to tell a doctor what was wrong with them, and get the right – or even any – treatment.

He co-founded the Rohingya Peace Institute as a school for his community; he also established a health project for Rohingya families, supporting them in their medical cases. And he’s still not done with uplifting his displaced community, for whom he hopes to be a voice.

In another part of Kuala Lumpur, 36-year-old Afghan Saleh Sepas is giving fellow refugees the chance to be their own voice – as part of a theatre troupe.

Feeling isolated and disenfranchised his first year here, he came to realise that was what many of the 1,600-plus Afghan refugees and asylum seekers in the country grappled with as well. And so he founded Parastoo Theatre as their outlet.

Now, he’s raising awareness about Malaysia’s refugee population – officially numbering more than 160,000, one of the largest in South-East Asia.

It’s not an immediately visible fact, because the refugees don’t live in camps as they do in some other host countries; instead, families set up home in any low-cost housing they can afford.

And because they have no legal status  in Malaysia, even if they are registered with the office of the United Nations High Commissioner for Refugees (UNHCR), they are unable to officially work – though work they must, often in low-paying menial jobs that see them exploited – or to attend government schools.

But amid this indefinite state of limbo, some are striving to build new lives for their community in a new land.

BORN IN A REFUGEE CAMP, LOST AT SEA

Mr Hasson was born in Bangladesh in the Nayapara refugee camp, where the only education available was up to the third grade. Eventually, his father managed to get him a fake identity and enroll him in a government school, where he studied until the ninth grade.

“It was really good. I enjoyed with my friends and going to school,” recalled the youth who had dreams of becoming a doctor like his dad.

But when his true identity as a Rohingya refugee was discovered, he was kicked out of school. “It shocked me. It pushed me to decide to go somewhere else, to leave that country.» Determined to chase his dream, he wouldn’t settle for life in camp “like a prison”.

His departure was sudden: The day after contacting a trafficker, he was picked up outside the camp. His last words to his unsuspecting mother were, “Don’t open my room until I come back”.

He was told he could reach Malaysia in three days by boat. He ended up stuck at sea for two to three months, smack in the middle of the Andaman Sea boat crisis of 2015.

He survived; others were less lucky. He remembers that when the traffickers decided to transfer everyone from three boats to one boat, one of the refugees protested against it.

“They shot this guy who spoke up, and then just threw him into the water. So when everyone saw this, everyone was silent,” he recalled, adding that the traffickers were carrying not only guns but bombs.

Asked if he’d felt in danger, he replied: “Every second.”

After the traffickers abandoned them, they ended up in Indonesian waters and were sent back and forth by the Indonesia and Malaysian authorities – until a fight between the Bangladeshi and Myanmar migrants caused a hole on the boat.

Mr Hasson jumped into the sea. He was in the water for about five hours, hanging on to floating wood, when Acehnese fisherman rescued the capsized refugees.

Just days after the dramatic rescue, while he was still recovering, he started helping the Langsa hospital in Aceh with interpretation as he could speak English, Rohingya and Bengali.

As the months passed, he befriended the locals and didn’t particularly miss his family (although he did call his mother). Life seemed good. But one day, he realised he’d forgotten his dream of a medical education in Malaysia.

His drive renewed, he called a trafficker again. And in January 2016, he finally reached Malaysia. It took one day by boat.

GRADUATED FROM UNIVERSITY

Back home in Ghazni province in Afghanistan, Mr Sepas was also blessed to have the support of a father who, despite being illiterate, was “always motivating and helping” him and his brothers to study.

“He would … bear many problems, but he never asked us to leave school, or to delay our studies,” said the bespectacled man. “I mean, with his salary as a labourer, he’d send us to university and school.”

Mr Sepas was one of 12 students enrolled in the theatre course in the Faculty of Fine Arts at Kabul University when it reopened in 2001, following the fall of the Taliban.

After graduating, he worked in local radio and television organisations before joining BBC Radio in 2008. There, he worked on a programme in his country about the family, women’s role in the economy, freedom of speech, democracy and human rights.

And when BBC Radio decided in 2010 to work on theatre in Afghanistan, he got into Theatre of the Oppressed, which uses theatre as a tool for social change.

But to the Taliban, which sought to control Afghan society, his work on radio and in bringing theatre to marginalised communities as a means of empowerment was subversive.

Mr Sepas, a member of the persecuted Hazara ethnic group, says that he was put on the Taliban’s blacklist. «If I’d continued my work in Afghanistan, they’d surely have killed me – not only me but my family,” he said.

SS Malaysia refugees Parastoo actress
A Parastoo actress getting ready. Among other things, Mr Saleh’s radio show in Afghanistan touched on women’s roles, and persuaded families to let their daughters attend school.

 

In the end, they sought asylum in Malaysia. In 2016 his wife and three young children arrived by plane with help from smugglers.

Those were intolerable moments – that one had to leave everything without reasonable excuse, and become displaced and miserable.

«I try to forget those moments,» he said.

In Kuala Lumpur, to support his family, he was ready to swallow his pride and find work where he could, and got his first job as a furniture mover.

“(That first day) was the worst day of my life,” he said. “The client told us that there wasn’t much furniture, but it was three times what they had told us … It was very unbearable physical work.”

That night, his wife and children were waiting for him to return, and when he did – after being paid RM100 (S$33) – he was so tired that he “burst into tears”.

It is not an uncommon story to hear among refugees, of those who work illicitly in service jobs or construction and are shortchanged on their pay – if they get paid at all – with no recourse.

REFUGEES TURNED ACTORS

As mid-2017 approached, his family’s “hardship, uneasiness and bitterness” lessened, and it occurred to Mr Sepas that he should “do some activities” for other refugees.

“Honestly, seeing the refugees’ situation in Malaysia, they were people who were just breathing,” he said.

“I thought of doing something that even if nothing changes, the achievement could be hope …

People smile at least for a moment, and trust that there’ll be a future, and that future’s a bright one.

He decided to start an Afghan refugee theatre troupe. He chose the name Parastoo – which is Persian for “swallow”, the migratory songbird – to match the refugees’ situation.

His focus was especially on the youth, as “they were suffering from having no destination”. He said: “Because of legal limitations they have lost educational, financial, social and cultural opportunities.”

Mr Sepas wanted to establish a place where they could “show their skills and strengths and use them”.

Parastoo’s first play was at a refugee festival that August, performed with six actors. It was a small-scale start, but the challenges grew bigger.

The troupe members were doing theatre for the first time and rehearsing for performances after their work. The rehearsals tended to be cut short because they «were really tired”.

Mr Sepas also struggled to find a rehearsal place because of rent, before he found a hall in a school run by a voluntary welfare organisation for RM400 a month.

He was paying for some of the troupe’s costs out of pocket, but the biggest cost – the actors’ wages, which he promised would be RM30 per rehearsal – was not something he could afford.

By January 2018, he had 12 actors whom he owed RM14,000 in total. “Sometimes they’d say, ‘If you don’t pay my salary, I won’t continue’. I’d say, ‘Please don’t be like this because we go slowly for a good future.’”

But these are problems he does not allow to get in the way of the big picture of what he wants to achieve with Parastoo.

It’s embodied in 11-year-old Fatimah Jafari, for example. The troupe’s youngest member, who only learnt from her parents last year that she was a refugee, said her experience with theatre has made her a more confident person.

“I was like a mouse that never came out of the hole (before),” she said. Now, the little Hazara girl wants to even become president of her country someday, or of her “next country” if she can’t in Afghanistan.

She added, with all the determined idealism of the young: “The first thing I’d change: No poor is allowed.”

TEEN ON A MISSION

Children were also the first group of refugees Mr Hasson began to help in Malaysia, after two Rohingya refugees approached him about setting up a school. “I told them, let’s do it,” he said.

Using their pay from the jobs they had, they found a place in Selayang, Selangor to rent.

“We started to tell people what our plan was, and people started sending their kids to school where there was no school at all. And we created this,” he said.

One of the strongest encouragements he received was from a Malaysian he had met in Aceh. Ms Lilianne Fan, the international director of refugee assistance organisation Geutanyoe Foundation, has been like a “teacher” and “sister” to him since they met.

“She was really proud and (saying), ‘Hasson, you really did a great job,’” he recounted. “And she supported that school with funding.”

It was Ms Fan, 41, whom he approached when he had an idea for medical assistance and a literacy project for Rohingya families and women.

He used to accompany Rohingya women to hospital and the clinics as their translator, but sometimes “they couldn’t explain to me what had happened to them because they were shy”, said Mr Hasson.

From there, the concept for the women’s classes took shape, including for “young girls who were sitting at home not going to school because her family doesn’t want her to go far”.

”We said, okay, if we bring this school to the homes for these kinds of girls … the parents can’t say, ‘my daughter can’t go out’,” he explained.

It was not easy trying to convince people, however, especially husbands who thought there was “no need for the mothers to study”. But this teenager had a counter-argument that mothers were important.

“What is she going to teach to your children if the children are going to school and … you don’t know anything (and) your wife doesn’t know?” he asked the men.

“If she knows a little bit, she can check on her children at home.”

Some of the husbands relented, but he then had to find female Rohingya teachers.

Bit by bit, he built up a small pool of them, went door to door with them to speak again to the men in “every house”, and in December 2017, the programme was started.

There are now 50 to 70 students in total, spread across six classes. He is also facilitating a handful of medical cases, ranging from accidents to births and including a Rohingya man in Johor who has cancer.

The programmes and salaries, including Mr Hasson’s, are funded by Geutanyoe Foundation – which means he now gets to enjoy a state of stability unlike his first few weeks in Malaysia, when he worked 17 days for a supermarket but was paid only for five days.

He’d then had to change his job to selling poultry in a market, in order to pay back the RM8,000 he borrowed from people, his mother included, to pay his traffickers.

DRIVEN TO MAKE AN IMPACT

Mr Hasson’s family is proud of him – Ms Fan, who met them in Bangladesh, told them what he was doing.

“They never expected something like what I’m doing here. They thought I was working in an office, just sitting there,” he said.

 

His English has also improved compared to the “terrible” grasp he had when he was in Aceh. He was able to take language classes in Malaysia, but has made no other educational progress towards becoming a doctor.

In any case, his medical dreams have since changed to hopes of entering journalism.

He explained: “I want people to speak. I don’t want them to keep silent. There are a lot of people who want to speak, but they don’t know how … and who to contact.”

Asked how he felt about helping others, rather than himself, he said he was “blessed”.

He thinks more must be done, however, to allow refugees in Malaysia to work legally, not be dependent on handouts and give their children a better education.

There are close to 43,000 refugee children below the age of 18 in Malaysia, and the local UNHCR office supports nearly 130 informal refugee schools. “They just want some way to send their kids to a good school – better school – for their better future,” said Mr Hasson.

Last year, the government also began a pilot project to allow 300 Rohingya refugees to work legally in the country. There is a long way to go, but every effort counts, as Mr Sepas’ experience has shown him.

One of his troupe members, Mr Mohammad Ismaeil Zafari, was so depressed after coming to Malaysia – with no end in sight to the war in Afghanistan, where his family is – that he attempted suicide.

But joining Parastoo has helped his “mental issues to fade away”, said the 43-year-old.

Just a year ago, when CNA Insider first met him, Mr Sepas was unsure where he would end up with his theatre project. He had been visibly under stress from managing actors who did not always take rehearsals seriously, and from struggling to pay them.

But over the months, their work has received recognition. In August, the AirAsia Foundation approved a one-year grant of RM55,000 for Parastoo to help it train new actors and mount regular performances.

The troupe is now 15-strong and has done about 10 public performances and three workshops.

Ms Kong Phui Yi, who helps to organise the workshops and plays at schools for the troupe, as well as moderate their post-performance engagement sessions with their audiences, thinks Mr Sepas is “opening up conversations”.

«He’s scratching the surface of issues that refugee communities face, and there’s a lot more to be done,” said the 27-year-old Malaysian.

The theatre director sees the need to dispel not only the negativity refugees might feel, but also the negative attitudes locals might have towards them.

“Local people didn’t know why we left our country before. They had misconceptions about refugees. But now the reality is clear to them,” he said.

They thought refugees had no knowledge and skills … We’ve proved by (our) workshops and practices that we all have common pain.

«We’ve created mutual respect – that the refugees and peoples of the locality think of a common humanity.”

The future, however, is still a mystery for him and Mr Hasson. The latter wants to see his homeland, Myanmar, and make it his real home one day.

Mr Sepas would like to return to Afghanistan, but sees no way of that happening currently. He may want to move to another country, like Canada or Australia, for his children. But what would he find there?

For now, they are driven to make an impact on their people at a time when the situation of refugees around the world is as difficult as it has ever been.Read more at https://www.channelnewsasia.com/news/cnainsider/refugees-malaysia-uplift-school-theatre-rohingya-11115436

Source of the article: https://www.channelnewsasia.com/news/cnainsider/refugees-malaysia-uplift-school-theatre-rohingya-11115436

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In Iowa, Liberian Couple Reaches Out to Fellow African Refugees

Africa/ Liberia/ 04.02.2019/ Source: www.voanews.com.

Sam and Tricia Gabriel got off work on a dark January evening in Iowa. The temperature outside was -13 degrees Celsius (8 degrees Fahrenheit).

Instead of settling into their cozy suburban townhome with their children, ages 9 and 2, the Gabriels quickly returned to the roads, slick with ice. Tricia drove her car in one direction while Sam drove a 15-passenger van in another, and for the next 1½ hours they picked up 30 children of mostly African refugees from across the Des Moines, Iowa, metropolitan area.

The children, ages 4 to 14, were taken to a local elementary school, where they practiced schoolwork, soccer and dance. Two hours later, Sam and Tricia drove them all back home, returning to their townhome after 10 p.m.

They said they do this every weeknight to help the children adjust to America. They don’t consider it heroic. Not compared to what they endured.

“I see myself in them,” said Sam, 36.

Childhood in Liberia

As a young boy, he walked all night through the Liberia countryside with his parents, afraid that rebels would kill them. One man was plucked from the crowd and shot before his eyes.

“It was the first time I saw a dead person,” he said. “If they took my father, I would have to pretend not to know him and keep walking.”

Meanwhile, Tricia and her family were of a tribe targeted by rebels and fled to a government military base.

Sam and Tricia’s lives unknowingly ran a parallel course.

Both had lived in Monrovia, Liberia, as young children while civil war raged. Both ended up in a refugee camp in Ivory Coast before coming to Des Moines. Both attended high schools there, until one day they met by accident in the most American of venues — Walmart.

Tricia said she could tell he was a Liberian, even in the crowded aisles of a huge superstore. They talked, fell in love and married in 2011. They had two children while finishing their education at Mercy College of Health Sciences in Des Moines.

But they say they didn’t escape death to settle for the comfort of the American dream. In 2014, the couple launched the Genesis Youth Foundation, a nonprofit that mentors refugee children, who often don’t have the money to participate in youth programs.

The Gabriels use donations or their own money for gas to travel, snacks or soccer uniforms for the children. It’s a tiring mission the couple performs every day, after Sam finishes his work as an Uber driver and Tricia as a nurse at a local retirement community.

But it fills a vital need, said Nicholas Wuertz, director of refugee services at Lutheran Services in Iowa, because “most of the federally funded resources for resettled refugees are for employable adults.”

Tricia Gabriel, background, oversees dance practice at the nightly gathering of Genesis Youth Foundation, which helps children of refugees with evening programs to adjust to life in America, in Des Moines, Iowa, Jan. 28, 2019.
Tricia Gabriel, background, oversees dance practice at the nightly gathering of Genesis Youth Foundation, which helps children of refugees with evening programs to adjust to life in America, in Des Moines, Iowa, Jan. 28, 2019.

Refugees in Iowa

Iowa, a mostly rural Midwestern state, is more than 1,600 kilometers from either of the heavily populated U.S. coasts. With a population of more than 3 million people, it ranks 30th among the 50 U.S. states. The state’s economy is rooted in agriculture and manufacturing, but also has diversified to include the insurance and financial industries.

In 2017, there were 18,782 Iowans who had been born in Africa, six times the number from 2000, according to the Migration Policy Institute. In fiscal 2018, 99 of the 110 refugee arrivals to Iowa were from African countries, according to the U.S. Department of State.

They live amid a recent U.S. political climate of suspicion toward immigrants or refugees and confusion over acclimating to America.

Just as the Gabriels said they once did, the children try to adjust to a new country while their parents work long hours.

Sam’s mom worked as hotel housekeeper, his father as a janitor. Sam said he tried to fit in, joining the soccer team in school. But his parents didn’t have the money for travel or uniforms, or even transportation to practices.

Tricia Gabriel, co-founder of Genesis Youth Foundation, hands out snacks to children in the program, in Des Moines, Iowa, Jan. 28, 2019.
Tricia Gabriel, co-founder of Genesis Youth Foundation, hands out snacks to children in the program, in Des Moines, Iowa, Jan. 28, 2019.

Tricia wore clothes that suited her well in Liberia, but not so much in America. She said she was bullied and mocked in school.

Sam said refugee children feel torn, trying to conform to more American ways at school to avoid being bullied, yet facing pressure at home to carry on their traditions. They are often left feeling they don’t belong anywhere, he adds.

Sam wanted to help. At one point in his childhood in Ivory Coast, he said he ran away from his parents and was wandering homeless when a man he encountered helped him by giving him a place to stay and offering encouragement.

“Because of that man, every time I see young boys going through struggles, I know they need someone like me to help them through the struggle,” he said.

He started in 2009 with what he knew: soccer. At first, he brought together boys, many of whom couldn’t afford to join soccer clubs, for practice. He saw children from several African nations blend over their love of the game. He said he held them accountable for their behavior and for schoolwork, and he saw attitudes change.

Inspired by Sam’s passion, Tricia, 29, got involved, becoming the arts director of programming and adding a choir and dance group. Their small grassroots effort grew into a nonprofit in 2014, and in the past few years they have received a grant as well as a van to pick up the kids.

Abu Bakar of Des Moines brings his own children to Genesis programs after it helped him feel like he belonged and learn to communicate more effectively.
Abu Bakar of Des Moines brings his own children to Genesis programs after it helped him feel like he belonged and learn to communicate more effectively.

‘Hope’ the children give back

“My hope is that the children become better individuals in the community and give back after seeing what we do for them,” Tricia said.

On this frigid night, the school buzzed with activity. Some children played soccer, others danced. Another group huddled over school lessons, helped by a handful of volunteers. The children were born in several different African countries: Liberia, Uganda, Congo, Tanzania, Burundi, Eritrea and Somalia.

Abu Bakar, who joined the group while he was in high school, said it helped him stay out of trouble and build his communication skills after his parents moved to Iowa from Sierra Leone in 2005. Now in his mid-20s, he brings two sons, ages 4 and 5, to play soccer, too.

Other parents say the tutoring helps their children learn subjects they cannot teach them.

Korto Klar, 14, whose parents moved to Iowa from Liberia in 2005, said it helps her to be around other people who make her feel like she belongs.

The dance she is practicing on this frigid night is one she said she will perform in March, during a fundraiser, where refugee parents using their limited incomes and food stamps plan to cook a meal to share with the capital city’s larger community.

Sam said he wants the children to learn from the event: “You can’t be a leader until you are a servant.”

Source of the notice: https://www.voanews.com/a/iowa-liberia-couple-reaches-out-to-fellow-african-refugees/4769739.html

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Australia’s education system needs transforming

By Nicholas Stuart

Labor’s education spokesperson is threatening to prevent students with a low ATAR from studying education. Exactly how Tanya Plibersek would do this and what mechanism she’d use to achieve her goal isn’t clear. After all, the whole premise of our tertiary system is that universities are independent – although there are always ways around minor issues like this for a determined autocrat.

Besides, nobody would want vice-chancellors to be forced to choose between their principles and a bucket of money; you’d be knocked over in the rush. The result would not be an academic dilemma so much as a foregone conclusion.

Not that the minister, Dan Tehan, offers us much of an alternative. He spent most of Tuesday fulminating about the need for discipline, more discipline. One almost suspects he’d bring back the cane if he had his way  …

The real surprise is that Plibersek didn’t think to simply pay teachers more money. Maybe she’s unaware this is the usual way of increasing job applications.

The other way of boosting enrolments is to offer discounts on university training or even pay people to study. That’s what we do for the military. Putting someone through the Defence Force Academy costs more than half a million, even before actual officer training.

Perhaps that’s why Labor’s reluctant to offer discounts to anyone studying education: it would create a precedent.

Nursing, for example, is another profession that would benefit from discounted degrees. But offering scholarships would distort the market, and soon you’d be making a mockery of the tertiary system Labor was so proud of creating.

Much easier just to wave a big stick.

But either we have a free-market or we don’t. The reason high-scoring students clamour to work as doctors, lawyers or (shudder) even accountants, rather than embracing the excitement of teaching, is because such jobs generally pay better and offer more prestige. And not everyone is cut out to deal with the excitement and challenge of coping with thirty tired, fractious and nettlesome teenagers between 2.30 and 3 on a cripplingly hot Friday afternoon before the final bell for the week. Addressing the shortfall of high scoring applicants might have more to do with these downstream issues than anything the universities are capable of addressing.

The saddest aspect of Pliberseck’s call for higher entry standards is, though, that it suggests she doesn’t ‘get’ what education is all about.

Its central purpose is to change people; developing their capacity and adding to their natural ability and knowledge. Pliberseck seems to be suggesting that everyone’s intelligence is fixed; set in stone and measured perfectly by the HSC.

Which leaves the entire purpose of university education as something of a mystery. Isn’t it meant to stimulate and extend students? Is everyone to be forever categorised as a low, or high, achiever simply because of a mark in year 12? Is this really what she’s suggesting?

None of this is to suggest that education in Australia couldn’t be significantly improved – it can. It’s just a pity that Labor’s now playing the easy game, focusing in on low scores, rather than coming up with creative ideas to boost the averages. It’s also highly doubtful that more regulation, or arbitrary cut-offs, will provide any solutions no matter how popular such knee-jerk, simplistic and popular positioning may prove to be. Nothing Plibersek has said is likely to boost student interest in the subject – rather the reverse.

This is a shame because there are so many easy, dramatic, and creatively productive changes that could transform education.

Take starting ages. State governments don’t yet seem to have discovered that children are born all through the year. Yes, that’s right – every month! Schools, however, only begin once during this same period. This means, inevitably, that many students haven’t achieved the right degree of maturity to begin school: they have to be pushed forward or held back. Think of how much better it would be if there were two commencements each year, just as for universities. Parents would love it! It would be good for children, so why don’t the politicians push it?

Is it really too hard and too difficult? Or are we just too lazy?

And later, in secondary school, students are told they need to master STEM subjects to understand computing. Why not just engage students imagination by introducing coding and programming as separate subjects. Mike Cannon-Brookes, the Atlassian co-founder, funds a team traveling to schools in NSW to do exactly this. He’s engaging students and stimulating them with real-world challenges. They’re responding. Why is this beyond the imagination of our politicians?

Unfortunately, curricula departments across the nation seem more concerned with polishing their current offerings instead of standing back to consider which skills might best assist students to engage as future citizens. This is understandable, but it’s not a way to embrace the sort of transformative change we need. Perhaps (and I hate to admit this) even learning about SMSF’s at school might have better helped me navigate the modern world than understanding how the steady development of the Spartan navy allowed it to eventually claim victory in the Peloponnesian War. And how about the urgent need to boost the learning foreign languages (and not necessarily Ancient Greek)?

There’s far more to worry about in our tertiary education sector than the entry scores for particular courses.

Source of the article: https://www.smh.com.au/education/australia-s-education-system-needs-transforming-20190115-p50ri6.html

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