Boston Debate League’s Post

EffecTive project: Revolutionizing teacher training for brighter futures! 🌟📚 With a focus on enhancing student outcomes and fostering inclusivity, we're reshaping education through innovative educator development. Join us in paving the way for a more equitable and digitally-driven learning environment in the EU. #DigitalEducation #EffecTiveProject #TeacherTraining #Training #PedagogicalCompetence #Education #InclusiveLearning #EU #EUproject #projectmanagement #EquityInEducation #Learning

Empowering Educators: Building Strong Foundations for Learning in a Diverse World! With the vision to become a model of Excellence in the development of Education in Africa by providing high quality education accessible to all learners with the slogan, “Leave No Child Behind” of UNESCO. I must say that I was almost left behind as I realized later in life that I was more of an audio-virtual learner. Let's imagine a place like Nigeria, where over 250 ethnic groups create a dynamic blend of cultures and diversity. This isn't just about the figures; but the ripple effect of how excellent teacher education can transforms learning and development, especially in the face of diversity. Considering some of the projects making Nigeria's Teacher Education exceptional as case study is, the Federal University of Agriculture in Abeokuta that crafted an inclusive education model. This isn't just a local success; it's a global beacon. Another architect of learning case study in the face of diversity is the Program like Teach For Nigeria which aren't just initiatives; they're superhero capes, that has turned educators into inclusivity champions. Also with the recent British Council Council's Annual Inclusive Education Conference 2023 in Abuja themed: Fostering Inclusion and Equity in Education, educational stakeholders are driving the conversation for diversity. A review of the policy dialogue workshop organized by NITDA Nigeria and Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH to develop an inclusive and participatory National Digital Literacy will go a long way. The journey of impact of my friend Akhere Akran on diversity and inclusion in the grassroots is also worth sharing. The launch of Deloitte #Lead2030 Challenge for SDG 4 for access to education and skills opportunities for the fifth year is also notable. With all of these and much more- Now Picture this: teachers becoming not just knowledge bearers but skilled navigators of diverse perspectives, enriching the learning experience. Also Picture this: educators trained to navigate the nuances of diversity, brewing cognitive skills, problem-solving prowess, and critical thinking in students. Navigating the diverse challenges isn't always smooth, but PSSDC's model Teacher Education anticipated #fellowship is a guide to resilience. As one of the Course lead for Teacher Education in #PSSDC, we are open to consultative forums, conversation, conferences, collaboration and curriculum development for the teaching workforce. Watch this space for Teacher Education Contents. #TeacherEducationForAll #GlobalLearning2024 #contentcreation #InclusiveEducation #schooldisrupted #TransformativeTeaching #reimagineeducation #storytelling #crossschoolcollaboration #neurodiversity #individualizedlearning #oer #iep #unesco #giz #steam

Introducing LEARNING FOR ALL: Inclusivity in Adult Education 🌐🎓 LEARNING FOR ALL project is set to lead a comprehensive organisational transformation in adult education centres, ensuring they champion inclusion and diversity. Our ambitious project will roll out across five key areas: project management, participatory evaluation, community outreach, capacity building, and sharing & sustaining results. With a focus on creating a digital benchmarking tool and developing an online course enriched by expert insights, we're committed to empowering individuals and contributing to a more democratic, prosperous Europe. We are shaping the future of adult education. Together, we can ensure that lifelong learning is a reality for everyone, irrespective of their background or circumstances. #LearningForAll #InclusiveEducation #AdultLearning #DiversityAndInclusion #FutureOfLearning

Teach For Australia's Founder and CEO, Melodie Potts Rosevear OAM, shares insights on how educators can drive equity and positive change in Australia's school system. Read more about the strategies to make a difference in the latest article. https://hubs.la/Q02zbyft0 #EducationEquity #InclusiveEducation #TeacherImpact #Education

The current education system in Africa often falls short of engaging and empowering learners, leaving them disconnected from real-world applications and lacking essential skills. Education isn’t just about textbooks and exams—it’s about igniting curiosity, nurturing creativity, and celebrating diverse influences. We have curated a series of practical and thought-provoking steps to achieve system change in education. 🔗 Read the full article on our website https://lnkd.in/dgVyWq5K Join the movement to reshape education! Share this post and inspire change. #systemchange #alternativeeducation #educationforall #unicef #sdggoals #unesco #catalysts2030

Inclusive Teaching: A Global Aspiration and Opportunity https://lnkd.in/gX5YShvv The global education community aspires towards inclusive teaching practices for effective learning for all students, aligned with SDG 4. However, a new @WorldBank study reveals room for improvement in making classrooms truly inclusive across 8 countries. Key findings: 💡 Most teachers scored low on overall inclusive practice quality. 💡 Teachers need most support in allowing varied action/expression modes. 💡 Only 30% strongly connected content to students' lives. The study highlights common areas needing more inclusive instruction guidance globally, like differentiated activities and promoting peer collaboration. Encouragingly, quality inclusive practices linked to higher scores on other effective teaching aspects, suggesting cross-cutting benefits. The findings underscore critical gaps in training, resources, and incentives for adopting inclusive practices. They also point to opportunities to integrate inclusive teaching into broader instructional reform. Leveraging these insights can strengthen policies and support for enhancing inclusion and classroom quality worldwide as we pursue #EducationForAll. #InclusiveEducation #TeacherTraining #SDG4 #QualityEducation cc Adelle Pushparatnam Nidhi Singal Diego Luna Bazaldua Emma Carter

How can educational systems in Africa be reformed to better meet the needs of students? By Ugo Ikeji Reforming educational systems in Africa to better meet the needs of students is a multifaceted challenge that requires addressing various issues ranging from infrastructure and resources to curriculum and teacher training.

Quality education remains an unresolved problem in many countries around the world. The latest article by UPDEED, sheds light on how Changemakers are breaking down barriers to learning. https://lnkd.in/giDfh-ps #Changemakers #QualityEducation #BreakingBarriers #Learning #letsUPDEED

You Are Gifted! I once participated in a dialogue with Mr. Stephen Yam-wing Yip, Chief Curriculum Development Officer (Life-wide Learning & Library) of the Hong Kong Education Bureau. Together with a group of educational leaders, we engaged him in an insightful and interesting discussion about educational reform. Midway through the interaction, he casually shared what I believe to be a great gem of wisdom. Stephen’s words illuminated my mind and have kept me thinking ever since. They will probably occupy my thoughts until my last day. Someone had asked, “What is the Hong Kong government doing about gifted students in Hong Kong?” Stephen’s reply was stunningly enlightening. He said, “We have done a lot of research about gifted children. We have also spent time studying what other countries are doing to help them.” “We asked ourselves, ‘What is giftedness?’” “We feel that giftedness can be seen through the lens of multiple intelligences. “Giftedness does not have to be purely intellectual; it can manifest through different knowledge and abilities. “It can be anything from the way we think and develop ideas, to how we use our bodies, work with others, take a series of actions, or accomplish tasks. “The fact is, everybody is gifted. “Every parent should believe that their children are gifted.” After he made those last two statements, the silence in the room was deafening. It felt as though he had unlocked a hidden part of our minds, leading us into a world we never knew existed within us. Think about it. Our Creator has designed you as a unique and wonderful being. You are endowed with distinctive thoughts, passions, knowledge, and skills. Together, these form strengths that can propel you to success. When you use your strengths, you can tap into the highest levels of potential and passion. Perform at your best and discover the sweet spot for your happiness, contribution, and fulfillment. It is unfortunate that many have not been able to identify and develop their strengths. They have buried their talents in the deep recesses of their beings, and sadly, they have not capitalized on these talents to progress further and faster in life. For some, the world has cruelly deceived them into believing that they are less than what they truly are. They feel they can’t do much with their lives. Like undiscovered diamonds, they are covered with layers upon layers of lies, half-truths, and misinformation. Their giftedness remains buried deep beneath the ground of ignorance and apathy. Let the truth be known again: You Are Gifted! Let no one blind you to this truth. Nothing should rob you of the possibilities waiting to be unleashed from your potential. If God has made you to be gifted, how grateful should you be? How should you treat yourself and live your life? When are you going to start taking massive action to unleash your giftedness? Do it now!

Certainly not just a problem in Australia, but in whatever country, it is always about three things. First, is it part of the intended curriculum and therefore expected to be taught, learned, assessed and reported on. Second, is it well supported with resources, exemplification and professional learning. Third, is it prioritised and does it have some form of mandate at a system level and therefore at a school level. All three are needed – if one of these is missing (and it tends to be the third one) then the neglect remains.