Academics bemoan toxic politics

Education is a Political and Ethical Matter

With the Covid-19 lockdown regulations, ministerial announcements and public commentary, never before have Brazilian educator and philosopher Paulo Freire’s ideas about education been more relevant. In 1970 Freire argued that education is political and ethical, and cannot be detached from the current context of social and political realities. This is evident in the policies that govern education, the distribution of educational resources across the country, the pedagogy and the assessments used in classrooms. Every day, politicians, parents and society at large are debating whether schools should reopen or not. Many are questioning how the academic year will be completed, and raising curriculum and instruction issues. Pedagogy—the methods and practice of teaching—has come under the spotlight as learners and teachers are expected to rapidly transition from face-to-face to online, remote learning and teaching.
Pedagogy and resources. Epistemological access has become a glaring issue during this period. Some learners have access to information and technology, but even then, the process of learning is difficult, including a lack of study space in many homes as room is taken up by family members in lockdown. It is thus important to understand that access to gadgets and information does not always result in learning taking place. Complete Article HERE

Ancefa

COVID-19: How to Ensure Continuity of Education in Africa?

The COVID-19 pandemic has drastically hit the world since its outbreak in late 2019 with a lot of infections and death. Africa is no exception. The affected countries are facing enormous difficulties and have put in place measures to contain its spread. Education has been one of the most impacted sectors affected by the COVID-19. According to latest data made available by UNESCO, 1.57 billion learners worldwide (91.4% of the world’s student population) are affected by schools and university closures, due to measures to stop the spread of COVID-19. In addition to facing an unprecedented health crisis, the World is also facing a learning crisis due to disruptions in Education caused by these schools and universities closures. In Africa, many governments have adopted nationwide school closures which has affected millions of learners at all the school levels (pre-primary, primary, secondary, university). Complete Article HERE

Theirworld-Back to school-Lesotho

Back to School—With Face Masks, Hand Sanitizers, Smaller Classes and No Hugs

Classrooms that had been closed by the Coronavirus crisis are slowly beginning to reopen around the world.  Here are some of the measures to make learning safe. Picture a kindergarten or primary school classroom. What do you see? Children gathered around communal tables— swapping crayons, books and hugs with their friends? Not now. Not in the age of coronavirus. The pandemic is changing the face of education and no one knows how long the effects will last. About one billion children around the world remain shut out of classrooms because of school closures. Theirworld has launched the #StillLearning campaign to share fun and practical activities to help keep children educated and entertained while at home. But some countries are cautiously reopening their education systems – and that means major alterations to the way classrooms look and operate. Complete Article HERE

Financial Express-Education that spurs creativity in children

Education that Spurs Creativity in Children

Children are born to be creative, like eagles are born to soar, see the world, and find food, not scratch and fight for scraps in a coop. Instead of competing against each other on memorisation tests, when children utilise their creativity to its full potential, creativity can contribute to healthy lives and future careers. Creative thinking skills can be considered as one of the key competencies for the twenty-first century, and its effects are widespread. It allows us to fly to the moon, create art, develop computers, and cure illness. Creativity has not only been recognised in the sciences and the arts but has also been shown to play an important role in everyday problem-solving. However, creativity is neither valued nor incentivized in most of our schools in Bangladesh or the educational system; instead, rote learning is highly rewarded. This tempts students to memorise rather than understand the concepts in a desperate attempt to produce results in the face of cut-throat competition… Complete Article HERE

Organization for Peace Studies-Peace Studies Should be for all children, not just in colleges

Why Is ‘Peace Studies’ Only A Graduate Program

The word “peace” has been defined in several contexts such that it’s complex to pinpoint or generalize a single meaning. The study of peace remains pertinent in this world full of unpreventable and unresolved conflicts. Learning about what is national peace and how it can be managed has been relegated as a graduate or postgraduate course mostly for adults and little or nothing is said about it to children. It is unrealistic to “protect” children from hearing or knowing about the existence of conflicts when they are experiencing it daily; hearing about it from others; watching it on TV or living under the consequences of a broken country. Peace studies have to be included in the curriculum of every school beginning from the Primary school level upwards. Children deserve to know why they might be experiencing some post-conflict consequences… Complete Article HERE

World Economic Forum-Education Losing Ground

Our Education System Is Losing Relevance. Here’s How to Unleash Its Potential

Education today is in crisis. Even before the coronavirus pandemic struck, in many parts of the world, children who should be in school aren’t; for those who are, their schools often lack the resources to provide adequate instruction. At a time when quality education is arguably more vital to one’s life chances than ever before, these children are missing out on the education needed to live fulfilling lives as adults and to participate in and contribute to the world economy. Our current education system is built on the Industrial Revolution model and focuses on IQ, in particular memorization and standardization. We must update education with job readiness, the ability to compete against smart machines and the creation of long-term economic value in mind. Education access, equity and quality must be improved to solve the global education crisis – 72 million children of primary education age are not in school… Complete Article HERE

Their World-from Ebola to Coronavirus, children and education still paying the price

From Ebola to Coronavirus: Education Must Not Be Forgotten in a Health Crisis

The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world. The global coronavirus pandemic and the more concentrated Ebola virus epidemic – which killed more than 11,000 people – are very different situations. But there are similarities in the way in which education and the safety of children is affected. In both health crises—as in many humanitarian emergencies—education was hit quickly and hit hard. Ebola forced five million children out of school for up to nine months in the West African nations of Sierra Leone, Guinea and Liberia. Many never went back. The current pandemic has disrupted the education of ninety per cent of the world’s students, from pre-primary to university. There are fears that—as with the West Africa crisis—many young people will fall through the cracks, disappear from the school systems and become long-term victims of the emergency. “While we hope that children and students will soon be able to go back to school, let’s make sure that global education is not forgotten during the crisis or in its aftermath,” said Theirworld President Justin van Fleet… Complete Article HERE

Faculty Focus-The World Needs Educational Leadership Through Corona Crisis

Leading Our Classes Through Times of Crisis with Engagement and PEACE

The worldwide COVID-19 pandemic has caused a fast and radical shift across colleges and universities to remote and online teaching models. As such, our face-to-face courses have been taken out of the physical classroom and thrust into virtual domains. While many instructors are fluent and may prefer online teaching practices, others are struggling to rapidly expand their skill sets and become fluent in technologies they have never, or perhaps only briefly, explored. Although this transition to a remote teaching and learning format is uncomfortable for many of us, it has been inspirational to witness the collaborations that have emerged as a result of this pandemic. More specifically, in order to support these hasty efforts to move teaching online, a variety of communities of instructors have emerged to provide guidance, advice, tutorials, and other resources to help themselves and their colleagues achieve “good enough-ness” (teaching excellence is not the goal right now) in continuing to teach their students…. Complete Article HERE

BBC-Image of girls sharing textbook-130M girls without education

Reaching 130 Million Girls With No Access to School

In the time it takes to read this story, about eight girls under the age of 15 will have given birth—mostly in the world’s poorest countries— and many will never go back to school. Julia Gillard, former Australian prime minister, is campaigning for the right of girls to stay in education—and wants to stress the sense of urgency. There are 130 million girls who are completely missing out on school. These are “the most marginalised and hardest to reach”, says Ms Gillard. She chairs the Global Partnership for Education (GPE), which raises funds in the developed world to support education in about 70 poorer countries. particular focus of the GPE has been to increase the number of girls in school—because in low-income countries, particularly in sub-Saharan Africa, girls are much more likely to miss out. A report from the United Nations earlier this year warned that a third of the world’s poorest girls, aged between 10 and 18, have never been to school… Complete Article HERE

A Vision of AI for Joyful Education

A Vision of AI for Joyful Education

In a 2013 post, Facebook CEO Mark Zuckerberg sketched out a “rough plan” to provide free, basic internet to the world and thus spread opportunity and interconnection. However, the United Nations Human Rights Council reported that, in Myanmar, Facebook’s efforts to follow through on such aspirations accelerated hate speech, fomented division, and incited offline violence in the Rohingya genocide. Free, basic internet now serves as a warning of the complexities of technological impact on society. For Chris, an AI researcher in education, and Lisa, a science educator and student of international cyber policy, this example gives pause: What unintended consequences could AI in education have? Many look to AI-powered tools to address the need to scale high-quality education and with good reason. A surge in educational content from online courses, expanded access to digital devices, and the contemporary renaissance in AI seem to provide the pieces necessary to deliver personalized learning at scale. However, technology has a poor track record for solving social issues without creating unintended harm. What negative effects can we predict, and how can we refine the objectives of AI researchers to account for such unintended consequences? Complete Article HERE