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Discussion paper

This paper brings together the latest on inclusive, equitable, safe and healthy schools

Key issues

  • Inclusion and equity
  • Gender-transformative education
  • Safe schools
  • School health and nutrition
  • Education in emergencies and protracted crises
Thematic Action Track 1 Inclusive, equitable, safe and healthy schools

Comments (44)

Piero Dominici
Piero Dominici

#Educating for the #Future …

“Healing the fracture between the Human and the Technological”**

#PeerReviewed

“The strategic role of #Education”

“The evolutionary process of the social ecosystems is advancing towards a redefinition of the relationships and asymmetries, bringing forth the need for a “new social contract”#quote

👉 https://link.springer.com/article/10.1007/s40309-017-0126-4 in EJFR,

💥🌎 And I share also…

🌎 “Education is a #HumanRight not a privilege!

“Education is not a privilege but - I would add - until now it has been. (Always taking care not to confuse 'education' and 'indoctrination') (quote)

💥”our educational systems have internalized a pseudo-scientific, zero-sum dogma that everything we learn, do, or learn to do must be useful in some way; must be measured, evaluated, & certified as something that will produce concrete results or provide economic returns”(quote)

💥I sincerely hope it will be of interest to you: this article takes up hypotheses and theses of work and research developed over the years, subjecting the educational models and paradigms that have become hegemonic in recent decades to a critique that is not simple and articulate.

💥 Paradigms that risk condemning us to inadequacy and cultural backwardness, also with reference to the so-called digital revolution. I have been and am among the very few scholars and researchers to support this - I still do - even at an international level. Happy reading and good research, with the wish for new scientific collaborations.

💥 Starting with my definition 'Democracy is complexity' (quote) which I proposed back in the mid-1990s.

🌎 “The weak link of democracy and the challenges of educating toward global citizenship. Prospects (2022). UNESCO

Here’s the link: https://link.springer.com/article/10.1007/s11125-022-09607-8#citeas

Education is a #HumanRight, not a privilege!

Springer Nature Group Education2030UN ➡️ Transforming Education
#SDG4 #TransformingEducation #TransformingEducationSummit #SkillsForLife #LifelongLearning #LetMeLearn #ParadigmShift #NewSocialContract #SDGs #EducatingForTheFuture #CriticalThinking #Complexity #SystemicVision #Transdisciplinarity #international #cooperation #networking

#PeerReviewed

An approach and research since 1995

🌎📬 [email protected]
[email protected]

CHAOS, International Research and Education Programme
🌎🤝🌎 http://www.chaoshumanresearch.com/index.php

Abdennasser Naji
Abdennasser Naji

The construction of strong societies is dependent on the construction of the strong human, and the construction of strong States is dependent on the construction of the foundations of social justice and sustainable synergy between the state and society. The result is a set of strategic orientations organized according to a pentagonal development model :
• It is based on a solid basis founded on the human who masters the skills of economic development, who satisfies the needs of technological empowerment and who is imbued with the values of civilizational transcendence;
• It is based on three fundamental pillars: (1) a participative democracy based on the rule of law and justice, strong parties and an independent civil society; ( 2 ) an effective education which enables the citizen to achieve the outcomes of the development model in all efficiency, (3) and an inclusive economy which ensures the well being required for all members of society without striking social or spatial differences;
• It aims to achieve the objectives of a solidary society, a strong economy and a fair state.

Piero Dominici
Piero Dominici

”From Below: Roots and Grassroots of Societal Transformation, The Social Construction of Change”, in CADMUS, 2021 #PeerReviewed
 
“That systemic change must begin from grassroots communities and single individuals and groups, and by definition can never be a top-down imposition, implicates a necessary rethinking of our educational institutions, which are still based on logics of separation and on “false dichotomies" (quote)
 
💥🌎http://cadmusjournal.org/article/volume-4/issue-5/essay5-social-constru…

#TransformingEducation #TransformingEducationSummit #LetMeLearn #RightToEducation #QualityEducation #SkillsForLife #GlobalCitizenship #SystemicChange #ComplexSystems #InclusiveInnovation

Thank you all for the interesting contents and comments! I hope we can keep in touch for this and other important projects and actions with a global perspective.

🌎📬👉 My email: [email protected]
[email protected]

Piero Dominici
Piero Dominici

.”From Below: Roots and Grassroots of Societal Transformation, The Social Construction of Change”, in CADMUS, 2021 #PeerReviewed
 
“That systemic change must begin from grassroots communities and single individuals and groups, and by definition can never be a top-down imposition, implicates a necessary rethinking of our educational institutions, which are still based on logics of separation and on “false dichotomies" (quote)
 
http://cadmusjournal.org/article/volume-4/issue-5/essay5-social-constru…
 

Piero Dominici
Piero Dominici

I would add: we need not to confuse education with indoctrination or the transmission of notions - as is unfortunately often the case.

👉 I have taken the same critical stance with regard to so-called 'digital education' and the whole issue that, for this hyper-technological civilisation, only 'digital skills' are needed: they are important, fundamental, but by pursuing only these goals we are off track as the recent pandemic has also shown us”

🌎👉We need a systemic vision and a renewed dialogue and contamination between knowledge and skills.

🌎 👉We do not need, indeed we must get rid of them as soon as possible, “old and new logics of separation and confinement of knowledge and skills”(quote).

“Educating for the Future in the Age of Obsolescence”

This article, was peer-reviewed and selected as one of the outstanding papers presented at the 2019 IEEE 18th International Conference ICCI*CC

👉 Link to Pdf: http://www.cadmusjournal.org/files/pdfreprints/vol4issue3/Educating-for…

👇👇👇

You can see also:

🍀”The Digital Mockingbird: Anthropological Transformation and the “New Nature”, in World Futures.The Journal of New Paradigm, Routhledge, Taylor & Francis, Feb. 2022.
 
#PeerReviewed Routhledge #research #transdisciplinarity #education #AI #FutureofEducation #ComplexSystems #EducationForAll #PeerReviewed
 
https://doi.org/10.1080/02604027.2022.2028539  

🌎 Pdf https://www.academia.edu/71030619/Research_Article_The_Digital_Mockingb…

🍀 ”La Gran Equivocación: Replantear la educación y la formación virtual para la “sociedad hipercompleja”, in “Comunicación y Hombre”.Número 18. Año 2022
👉
https://doi.org/10.32466/eufv-cyh.2022.18.701.23-38

👉 https://academia.edu/resource/work/71194859

#PeerReviewed

An approach and research since 1995

Piero Dominici
Piero Dominici

Thank you all for the interesting content and comments! I hope we can keep in touch for this and other important projects and actions with a global perspective. [🌎 👉 My institutional email: [email protected] and [email protected]]

I take this opportunity to share…

It is always a good feeling when one of your original papers, the result of much study and research activity, as well as continuous attendance at working groups and international conferences, is published. After a long processing time and an equally long time for referencing and formatting, this (umpteenth) scientific article has finally been published in the prestigious Springer Nature scientific journal Prospects - UNESCO

I sincerely hope it will be of interest to you: this article takes up hypotheses and theses of work and research developed over the years, subjecting the educational models and paradigms that have become hegemonic in recent decades to a critique that is not simple and articulate.

Paradigms that risk condemning us to inadequacy and cultural backwardness, also with reference to the so-called digital revolution. I have been and am among the very few scholars and researchers to support this - I still do - even at an international level. Happy reading and good research, with the wish for new scientific collaborations.

Starting with my definition 'Democracy is complexity' (quote) which I proposed back in the mid-1990s.

🌎 Dominici, P. The weak link of democracy and the challenges of educating toward global citizenship. Prospects (2022). UNESCO

Here’s the link: 💥👉

https://link.springer.com/article/10.1007/s11125-022-09607-8#citeas

Springer Nature - #PeerReviewed

👉 https://doi.org/10.1007/s11125-022-09607-8

Abstract
Before discussing the prospects for educating young people toward becoming global citizens, we must ask ourselves: is global citizenship reality or illusion? What can be stated is that plain citizenship itself can no longer be considered merely a legal or judicial question.

Today, citizenship is only partially linked to rights and duties deriving from the recognition of an individual as belonging to a community (local, national or international).

Future citizens of the digitally hyper-connected global village face two dangers: simulation of participation and the illusion of having a less asymmetrical relationship to power.

The rules of engagement are not being written by legislators but by agencies producing and sharing knowledge; citizenship (global or otherwise) is intimately correlated with access to quality education.

🌎 Three concepts form the basis for educating toward global citizenship:

- awareness that citizenship and education are inseparable
- awareness that democracy and education are inseparable, and
- awareness that democracy is complexity**

Global citizenship: Reality or illusion?
(To be continued)

DOI: 10.1007/s11125-022-09607-8

An approach and research since 1995

#TransformingEducation #SystemicChange #GlobalCitizenship #WeakLinkOfDemocracy #SimulationOfParticipation #QualityEducation #inclusion #FutureOfEducation #Schools #LifelongLearning #University #ParadigmShift #ComplexSystems #NewSocialContract #SDGs #SDG4 #TES2022 #WAAS #WCSA #UNESCO #CHAOS_International_Project #TransformingEducationSummit #LetMeLearn #RightToEducation

Abdennasser Naji
Abdennasser Naji

The principle of progressiveness in the holistic treatment of the dysfunctions observed in current development initiatives can be respected by adopting ten year strategies covering the period between us and 2050. This approach allows, on the one hand, long term strategic planning with more concentration on the medium term, and on the other hand, to have the possibility of correcting the dysfunctions which can occur at the level of the planning of the actions, the implementation, even the inclusion of new factors. Thus, we propose three cumulative stages in order to fully establish the desired development model, which result in (1) the stage of remediation and ground preparation, (2) the stage of establishing the dynamics of change, and (3) the stage of establishing the education based development model.

Abdennasser Naji
Abdennasser Naji

Priorities for education reform, from our point of view, should include in particular the following aspects:
• Establishing schools that break the mould of the classroom and the mould of traditional pedagogical methods, by diversifying learning spaces, and enabling the learner to acquire knowledge and competencies in various ways and in all places;
• Investing in the great potential offered by digital technology in order to bring about a qualitative leap in learning, shortening distances, shortening times and penetrating geographical borders;
• Innovating new pedagogical methods that take into account the specificities of individuals and the differences between them in learning strategies;
• Establishing a system for research and innovation in education that will be a basic source for the development of all components of educational systems, especially the pedagogical relationship between the teacher and the learner.

Nikos Tsoulias
Nikos Tsoulias

Our Policy Directions and Great Challenges

By Tsoulias Nikolaos,
Secretary of Education Department of PA.SO.K.
(Panhellenic Socialistic Movement)
Greece
(General Educational Policy)
Ladies and gentlemen,

We consider this Conference to be particularly significant and of historical importance. It demonstrates the common anxiety of peoples and people for a peaceful and creative future. It highlights Education as a key field for the development of nation - states, for coexistence, international understanding, the constant exchange of political views and proposals for a common course of the educational systems of all the countries in the World.
Today, when knowledge is changing its status and learning societies are becoming a political need and priority, this initiative of the United Nations and UNESCO for cooperation in education policies between governments is of particular importance and multiple symbolism.
Climate change and the multiple forms of the global crisis (energy, food, etc.) as well as the increasingly new challenges of our times require continuous cooperation.
We wish a successful and fruitful Conference. We are determined to contribute creatively to the global, progressive work for a humanistic education, which will constantly respond to the challenges of the times and lay the foundations for a common path of peoples.

PA.SO.K. – Movement for Change (Panhellenic Socialist Change Movement) is the Democratic Socialist party of Greece. As the ruling party in its long tenure in governing the country, it shaped the modern welfare state of our country.
As it had been in power for almost 20 years – from 1981 to 2004 - it shaped the modern welfare state in Greece.
It decisively strengthened Public and Free Education – creating unprecedented social mobility and advancement for young people and a wider educational dynamic. It significantly increased financial resources for public education. It conducted relevant research on the effects of the covid 19 pandemic and on the necessary solutions.
PA.SO.K proceeded to democratize and modernize the institutional education of Greece with continuous progressive reforms while also developing the European dimension. It reduced inequalities in education. It constantly promoted the quality of education and paved the way for the digital transformation of education. It strengthened the manifold role of the teacher and the university professor.

A. Policy Directions
Our main political priorities to build the education of the future are:
• The two-sided, equal and balanced connection of education with humanitarian education, critical thinking and active citizenship skills on the one hand, and professional skills and the labor market on the other.
• Ensuring access to information and knowledge to all residents of Greece, and especially to those who need it most and are excluded for social and economic reasons.
• The principle that the obligation of the State is the planning and control of the educational policy within which all educational units of every level will be able to operate with substantial autonomy and efficiency.

B. The Grand Challenges
• To maintain the basic acquis of an inclusive education, for all citizens.
• To consolidate that the vanguard in knowledge, meritocracy in education, self-awareness of future citizens, and noble competition are valuable tools to bring economic development and also to improve the quality of our democracy.
• To seek the creation of thinking citizens with broad education, who will be able to evaluate the quality of the information they are inundated with, in politics, health, technology, and utilize it creatively.
• To focus the educational system on the development of the critical spirit of young people, freeing them from the leveling and humiliating process of "parroting".
• To regain society's trust in Teachers, Professors and Scientists, and to strengthen their pivotal social role.
• To prioritize public investment in education, training and research, and find more effective ways of mobilizing available fiscal resources by making structural changes.
• To build an education that cultivates equality and respect for individuality, against discrimination of any kind.
• To provide an independent and friendly learning environment at all levels of education.
• To introduce IT, technology and new learning practices (eg massive free online courses, MOOCS) that combine access to knowledge through texts with innovative audio-visual methods at all levels of education.
• To create the conditions for lifelong learning and Education.

Pruszm10
Pruszm10

To transform education systems, learning methods must transform outcomes for all. That means they must be truly equitable, inclusive and gender transformative. A new independent academic study of the methods developed by NewGlobe, has confirmed it delivers exactly such outcomes. This contrasts with the recent World Bank, UNESCO, UNICEF, FCDO, USAID, and the Bill & Melinda Gates Foundation Report showing that 90% of children in Sub Saharan Africa can not read a single sentence by the age of 10.

NewGlobe operates as the technical delivery partner to governments in the Global South; supporting public education system transformation. For decades, education orthodoxy focussed on inputs, access to school rather than outcomes, learning gains. Great gains have been made in terms of access and inclusion but data and programming has been clear that this has born no correlation to learning

The groundbreaking education study conducted by the Chicago’s - formerly Harvard - Professor Michael Kremer, Nobel Prize winner for Economics 2019, found that the programming supported by NewGlobe delivered significant improvements in equity; gender transformative education and inclusion.

NewGlobe methods increased student learning by 1.35 standard deviations for early childhood students and 0.81 standard deviations for primary students.
According to Kremer and his co-authors “The test score effects in this study are among the largest in the international education literature.” Both effect sizes far outpace the 99th percentile of learning gains ever rigorously studied at scale in low and middle income countries. If replicated at scale across public systems, this integrated methodology could put Kenyan students - and those like them - on track to match academic performance levels achieved by peers from middle and upper-middle income countries.
From an equity perspective: Kremer and his co-authors show that students in schools implementing NewGlobe’s integrated methodology benefited its most struggling students most.
NewGlobe’s students at all points in the performance distribution outperformed their peers. The study showed, perhaps unexpectedly, students predicted to have the lowest performance outperformed similar students attending other schools by a larger margin than their more advantaged peers. This finding of equity contradicts decades of educational research, from Coleman’s landmark study of academic outcomes to OECD’s global study of excellence and equity in education, which both assert that family background matters much more than the differences between the schools students attend.
Alongside equity, the study looked at the impact of outcomes in relation to gender. It found that the learning gains were equally large for girls and boys in NewGlobe supported schools. The findings contrast with established research which shows girls in Sub-Saharan Africa are consistently disadvantaged in learning, with lower literacy rates than boys even when both have the same education attainment.
The methods studied by Kremer are being used to support Government-led transformation and education improvement programs of public schools in Nigeria, Rwanda, India and Liberia.
A million students are currently learning through these methods. We believe that the use of rigorously tested methods proven to drive learning gains at scale for all students is fundamental to delivering inclusive, equitable, safe and healthy schools and to transforming education.

Adv. Jean-Philippe Rubin
Adv. Jean-Philippe Rubin

In the framework of the Transforming Education Summit 2022 convened by the United Nations Secretary-General, we propose a Universal Statement of Commitment that outlines a bold vision and concrete actions for the transformation of education to drive progress towards the SDGs and better prepare learners for the future.
We seek to reflect a whole-of society vision of the transformation of education systems and key levers of change that can bring about this vision.
1. GIVING OUR BEST
2. PERSONAL EXAMPLE
3. MARITAL HARMONY
4. GRATITUDE AND JOY
5. FOCUS ON THE GOOD
6. FIRST PRIORITY
7. THE POWER OF LOVE
8. NO PRESSURE
9. THE WAY TO THE HEART
10. TO LIVE AND GIVE LIFE
11. TASK OF THE TEACHER
12. CLIMBING THE FENCES
Enclosed is the full version.
Your comments would be highly appreciated.
Best regards.
Adv. Jean-Philippe Rubin, international lawyer and journalist

Brooke Blanchard
Brooke Blanchard

IF YOU STRUGGLE TO SEE, YOU STRUGGLE TO LEARN

450 million children around the world have a vision impairment that requires treatment. 80% of what young children learn is processed through their sight. Therefore, if a child struggles to see, they will struggle to learn. Children with unaddressed vision impairments are up to five times less likely to be in formal education, have poorer educational outcomes, and risk future earning potential and well-being. Studies now show that children are experiencing worsening vision at a faster-than-expected rate, with 50% of the world’s population expected to be myopic by 2050.

While there are many barriers to education, vision loss should not be one. Unlike some protracted public health challenges, avoidable sight loss is a global issue that is realistically within our grasp to solve by 2030. Uncorrected refractive error (including myopia) is the leading cause of vision impairment in children, but it is 100% correctable with glasses – a 700-year-old invention. Unless action is taken now, future need will exceed our capacity and children and nations will be left behind.

The WHO and the World Bank recommend prioritizing the implementation of school eye health programs, including screenings for eye and vision problems to ensure critical early diagnosis, treatment and prevention, to ensure inclusive education systems and improve education outcomes. School eye health programmes are highly cost-effective to administer, and their benefits can be large – with potentially more than 700 million children throughout the world gaining access to crucial services. Providing eyeglasses to those who need them can reduce the odds of failing a class by 44%.

In support of national efforts to implement the UN resolution on vision and in order to reimagine education systems for the world of today and tomorrow, revitalize national and global efforts to achieve SDG-4, and acknowledge the impact and rapid growth of vision impairment amongst children, we are calling on member states to urge the Secretary-General to:

1. Acknowledge the critical role vision plays in our education systems to deliver the knowledge, skills and outlooks needed for children, young people and adults to excel in today’s world and contribute to sustainable, healthy and peaceful futures.
2. Commit to addressing the inequity around access to education and health services by providing sight tests, affordable glasses, and other treatments for all children by 2030, guaranteeing increased school attendance, educational attainment and enabling long term social and economic opportunity by delivering clear vision.

We encourage everyone to learn more about this critical global health and development issue: https://www.iapb.org/learn/knowledge-hub/elevate/child-eye-health/

Frances Gentle
Frances Gentle

Thank you Brooke Blanchard for drawing our attention to the UN Resolution on Vision. Eye health professionals play a critical role in identifying avoidable blindness and low vision and referring children and young people to education and rehabilitation services, including provision of spectacles and low vision aids. In addition to your call on member states, I wish to add a call to promote the right to education for children and young people with deafblindness and multiple disability. A twin-track approach is needed to ensure these children have access to quality inclusive education in their local communities. A twin-track approach refers to enrolment in the local school with provision of specialist supports and resources that are based on each child's assessed strengths and requirements.

Elaine Green
Elaine Green

Noting that while children with disabilities and the importance of inclusive education to really transform education have been included in the AT1 discussion paper, there is still more that can be done to make sure the rights of children with disabilities are fully included in the outcomes of TES.

Sharing here then this call to action from the International Disability and Development Consortium, the International Disability Alliance, Global Action on Disability Network, Global Campaign for Education - US, and a range of other NGOs, which outlines 7 areas for action:
1) Adopt a twin-track approach to disability inclusion.
2) Remove institutional and interlinking barriers by applying an intersectional lens across all 5 Action Tracks.
3) Improve evidence and data so learners with disabilities are no longer invisible to decision-makers.
4) Invest in inclusive teacher training to equip staff with skills to meet diverse learning needs
5) Tackle the digital divide and ensure technology is accessible for all.
6) Ensure adequate, sustainable and equitable financing, that accounts for the additional cost of inclusive education.
7) Engage persons with disabilities in developing and implementing sustainable solutions to fully inclusive education.

Frances Gentle
Frances Gentle

Thank you Elaine for sharing your succinct list of seven action points which could be taken forward by the TES Secretariat and Member States.

Sasa Madacki
Sasa Madacki

Call for ending apartheid in education: Statement of Schüler Helfen Leben Foundation

Education in Bosnia and Herzegovina has been at a crossroads for a long time, and we, as Schüler Helfen Leben, an NGO advocating for youth education, have been monitoring the development of the educational system in BiH since 1994.
With this letter, we express the need for an education system free of segregation and to appeal to end educational apartheid in Bosnia and Herzegovina.

Right now, more than 50 schools in the Federation of Bosnia and Herzegovina are still operating by the principle commonly known as „two schools under one roof“, dividing pupils based on their religious and/or ethnic background. The school buildings are usually split into two parts without any connection, or students of different backgrounds attend school at different times, so they have no opportunity to interact with each other, even though they come from the same town or community. Students who do not identify as a part of any dominant ethnic or religious group or belong to a minority have to choose one of the dominant groups to attend with, forcing them to learn an “ethnically dominant curriculum”.

Even though the principle has been ruled as discriminatory towards the pupils attending these schools on the 16th of July 2021 by the Constitutional Court of Bosnia and Herzegovina, students are still being divided into schools by their ethnic background. This decision of the Constitutional Court (which is the highest court in the country) is not being enacted. Croatian and Bosniak pupils in three cantons continue to attend school in a segregated environment of systemic apartheid more than 27 years after the war.

According to Sustainable Development Goal 4, which states that inclusive and equitable quality education and lifelong learning opportunities for all have to be ensured, we call for an apartheid-free educational system in Bosnia and Herzegovina, where all students regardless of their ethnic or religious background have access to equitable education and that their right to learn in an environment free of discrimination.

Most importantly, we want to highlight and empower the voice of young people in Bosnia and Herzegovina who are actively fighting against being segregated. In 2017, the Government of Central Bosnia Canton decided to build a new school which would have been intended just for one ethnic group. High school students from the town of Jajce successfully fought against being segregated by ethnic background by protesting and were joined by their peers from all over the country, resulting in the decision being taken back by the government of the Central Bosnia Canton. Their inspiring solidarity and unwillingness to be segregated should be supported and pave the way for a new vision of education without apartheid in Bosnia and Herzegovina. With this example, we kindly remind the importance of Hofstede’s model of culture, which indicates the importance that schools should promote multidimensionality that includes critical analysis of teaching content, reconstruction of school relationships with an emphasis on detecting discriminatory practices, developing culturally responsive and inclusive teaching methods and reflecting on the role of the school in the changed and/or existing social state.

We believe that a critical aspect of transforming education to ensure inclusive schools where children are safe, healthy and equal, including in emergencies and protracted crises, is that schools must be free of any segregation and discrimination and are open to all youth.

Therefore, we urge Summit to take a stand against apartheid in education.

Justice for All
Justice for All

In theory, of course one supports your position. But the recent attempt of the Bosnian government to compel standard license plates resulted in an outcry from Serbia and the threat of conflict. There are many forces and interests that agitate against coexistence. Apartheid education is never advisable but will inclusion be accepted? Trust building in necessary but difficult. As someone who has been working on the issue of restrictions on Rohingya education, I know about apartheid in Myanmar too. I would appreciate any thoughts about how to implement such programs without upsetting the political balance.

Frances Gentle
Frances Gentle

Some interesting points have been raised in this discussion forum. I am hopeful that this thematic action track includes inclusive, equitable quality Early Childhood Education and Care (ECEC), including inclusive preschool education for young children with disability. The final report of UNESCO's World Education Forum in 2015 identified early childhood as the first and most critical stage of lifelong learning and development. Furthermore, the WHO Global Action Report on Preterm Births (2012) highlighted that half of babies born at or below 32 weeks die due to a lack of feasible, cost-effective care; and many survivors of preterm birth globally face a lifetime of disability.
It is essential that inclusive, equitable quality early childhood education and care is included in the TES outcomes.
Frances Gentle, President, ICEVI

Thabiso  Monageng
Thabiso Monageng

Botswana-
Our latest discussions with children during a consultation spotted a challenge of STUDENTS not being taken equally based on their classroom grade performances, students with high grades given priority and special treatment than those struggling and in most cases teachers abandoning those who does not seem to catch up.

Scenario; A teacher giving only the passing students textbooks leaving behind those not doing well because there is no use as they are still not going to pass, or making them share while the good grades students does not. Educators need to spearhead equality and include every learner in sharing resources.

Students raised the issue of leaving behind those good mostly on practical than theory examinations which leads to the society stereotyping vocational learning as a second option to a failed educational journey. Mostly when students do not make it through Junior schools they are made to think their only choice is brigades and mostly they do not follow their paths or best talents.
Governments shall see to it that education systems allow students to specialize and focus on what they know and have passion for while still blending into the school environment.
School managements shall also make sure that special diet students are well catered for to avoid a situation where during meals students get to eat incomplete unbalanced food due to unavailability of their type of required meals.

Career guidance programs needs to be part of the education curriculum to include even the marginalized communities, it is a realization that career fairs takes place mostly in cities and towns leaving behind those who are far and out of range.

More to be shared. Merci

Faatiha Aayat
Faatiha Aayat

It is the high time for today's youth to raise their voice for Education Equality and Learning Justice. Otherwise none but them should swallow the bitter pill.

Marie
Marie

Children are often targets of violence, discrimination and exclusion based on their socioeconomic, disability or migrant status or for being or perceived to be lesbian, gay, bisexual, transgender, intersex or queer. Are our education agencies and policies doing enough to correct this?

Paul HERVE
Paul HERVE

Le secteur de l'éducation en Afrique est le plus touché par les conflits, crise économique et sécuritaire, changement climatique et d'autres crises interdépendantes, quoi qu'il en soit, l'éducation est un outil essentiel et incontournable. Parce que c'est le principal outil qui nous permet de sauvegarder notre histoire, nos cultures, notre devoir de bons citoyens et notre avenir etc. Les conditions applicables à notre éducation en considération sont les plus terrifiantes qui soient au XXIe Siècle. Promouvoir une bonne gouvernance et une tarification efficace dans l'éducation peut nous aider à éviter les conséquences durables causées par les conflits et les crises. En mettant l'accent sur la reprise immédiate des résolutions et de législation.

Selon l'organisme spécialisés de PACO d'EDUCAF PACO, l'absence de réponse des pouvoirs publics en particulier les gouvernements africains et des institutions intergouvernementales africaine est un défi pour atteindre l'immunité collective d'ici 2030 ou d'ici 2063.

Thématique 1 Forum de discussion sur les écoles inclusives, équitables, sûres et saines
L'équipe TES
L'équipe TES
• 11 mai 2022

l'initiative de créer une assurance éducation jusqu'à l'âge de 18 ans cadre avec le principe directeur de la Thématique 1. Le projet de création d'une assurance éducation s'aligne avec l'ODD 4 et l'AGENDA 2063 et promet un impact positif sur le plan international de base sur les écoles inclusives, équitables, sûres et saines d'ici 2030, 2050 et 2063.

Conformément à ce qui précède nous recommandons de mettre l'accent sur l'innovation d'une assurance éducation comme outil de garantir de l'éducation de qualité.

https://www.linkedin.com/posts/pan-africain-consortium_urgent-le-secteu…

Elaine Green
Elaine Green

Just had a read through of this paper and it's a great summary of actions that needed to be taken for equitable and inclusive education. I particularly like the inclusion of the points on access to quality and adapted learning for children with developmental delays and disabilities as this is often an overlooked but critical element of ensuring all children can gain a quality education.

Richard CHARRON
Richard CHARRON

Will the Education Transformation Summit take into account the management of education systems, which is recognised as one of the main drivers of school effectiveness?
All international organizations involved in the implementation of the Summit on the Transformation of Education are unanimous: management is one of the main factors in the effectiveness of education systems
However, we note that the Summit in question
• does not identify educational management as one of the five courses of action to be explored; however, managers are strongly committed to each of the proposed avenues: in the organization of inclusive, equitable, safe and healthy schools, in pedagogical leadership with teachers, in the implementation of ICTs, in the control of the financial activities of regional and national institutions and services;
• does not organize a focus group on the essential contribution of management to the transformation of education;
• does not include, in its stakeholders, representatives of managers or their associations.
We are aware that the majority of the education systems in which we operate do not offer managers a distinct identity, sufficient initial or continuing professional training, a transparent and effective process for appointment and retention (Research on the management of education systems in Francophone Africa). , Éditions EduGestion, 2022, forthcoming). This is despite the adoption by the Conference of Ministers of Education of the States and Governments of La Francophonie (CONFEMEN) in 2006, in follow-up to the Assises francophones de la gestion scolaire, of a Memorandum and Framework for Action on School Management, which proposed specific strategies aimed at these same conditions of practice of the profession.
We know that managers themselves are struggling to come together to become efficient actors in the proposed changes. So that, at the national and international level, these managers are ignored by ministries and international organizations in their plans to improve education, to the great detriment of the desired improvements.
It seems impossible to transform education without transforming its management.
We hope that increasing attention will be paid to this inescapable reality.
In a spirit of collaboration
Richard Charron
Associate Professor
Université Senghor d’Alexandrie
Webmaster EduGestion
https://edugestion.usenghor-francophonie.org

Sushanta  De
Sushanta De

A thought for adult education, in the mother tongue of the prospective learners. The popularity of smart phone may be useful for digital way of learning following the syllabus and reading materials ( eDiksha) all are available online.

Kathleen Rogers
Kathleen Rogers

We have attracted over four hundred million signatures to a petition calling for mandatory, fully integrated climate literacy education, civic skill building, and jobs training so that everyone can participate in the creation of an equitable green economy. Our supporters include organizations, including teachers' union, labor unions, faith groups, mayors, corporations, including Microsoft, and NGOs along with individuals across the planet. A final document that does not explicitly include these issues will not prepare our students for the impacts and opportunities presented by the climate crisis.

Matthew Aruch
Matthew Aruch

Thematic Action Track 1: Inclusive, equitable, safe, and healthy schools
The action track 1 discussion paper notes climate 15 times, mostly in the context of access to schooling in a future of climate driven disruption. The discussion paper notes the need for inclusive, equitable, and gender-transformative education, acknowledging the role of human-driven climate change. The action track would be strengthened by describing how governments should strengthen education systems’ resilience to changing climates, including how to fund these measures.

Similarly, the paper calls for learning environments that “are physically, mentally, and socially safe and conducive for learning” (p. 3). Similarly, the paper calls for learning environments that “are physically, mentally, and socially safe and conducive for learning” (p. 3). Financing should be put in place to support green school facilities, upgrade water, sanitation, and hygiene infrastructure, and remove environmental harms from learning spaces and “put in place education environments that protect and promote learners’ health and wellbeing, promote equity, and enable learning” (p.36). In addition, in the context of a changing local and global climate, schools should be a socio-emotional safe space to learn about and unpack these anxieties. Students and youth are demanding change and education institutions increasingly must account for the spectrum of the student experience from eco-anxiety to activism.

Climate change presents major risks and opportunities for school health and nutrition programs. Climate change will have direct impacts on agricultural production and food availability, but also presents opportunities for locally grown and regionally appropriate cuisines to reduce fossil fuel consumption and provide intergenerational teaching and learning opportunities.

The summit should call for climate resilience, adaptation and mitigation action plans across schools and learning environments to account for infrastructure, emergencies, nutrition, health, and so forth.

Leslye Alvarez
Leslye Alvarez

La formación inicial y continua de los educadores para darle una atención educativa de calidad a todos los educandos que estén en salones y aulas

Moderator Thematic Action Track 1
Moderator Thematic Action Track 1

Excellent point, Joanna. What kind of obstacles have you and others observed in efforts to support teachers to transform their classrooms? Can you share any examples of success in overcoming these obstacles?

JoannaHerat
JoannaHerat

Teachers' values, and the values of the school community, are at the heart of making learning safe, equitable etc. It may be difficult to transform the whole system if teachers are not ready, competent and confident to make those same changes in their own classrooms and with their learners.

Tadashi Nagai
Tadashi Nagai

I totally agree with Joanna. Teachers are the biggest environment of education. So they are required to raise students with competency and confidence to eventually surpass them.

Moderator Thematic Action Track 1
Moderator Thematic Action Track 1

Hi everyone, welcome to the discussion forum for Action Track 1! I'm looking forward to a vibrant exchange and to hearing your thoughts, ideas and stories to transform education. To kickstart the discussion, can you tell us what you think are key aspects of transforming education to ensure inclusive schools where children are safe, healthy and equal, including in settings of emergencies and protracted crises?

Jacqueline Léa Biloa AHANDA
Jacqueline Léa Biloa AHANDA

Merci de nous donner l'opportunité de partager ensemble nos idées pour la transformation de l'éducation.
Pour répondre à cette question, j'aimerai qu'on se projette: Qui sont les acteurs qui interviennent afin de garantir les écoles inclusives où les enfants sont en sécurité m, en bonne santé et égaux, même en situation d'urgence et de crises prolongées ?
Il faut déjà que chacun connaisse et maîtrise son rôle, l'assume et l'assure malgré les difficultés rencontrées. Acteurs gouvernementaux, les enseignants, les parents, la société civile, les PTF (et même les enfants eux-mêmes) ont un rôle à jouer afin de garantir cette transformation. Si un maillon devient faible ça perturbe la chaîne. Les enseignants sont le maillon fort de cette chaîne. Alors ils doivent être avant tout des personnes de bonne moralité, avoir une bonne formation adaptée à chaque catégorie d'enfants et surtout et surtout percevoir leur salaire régulièrement. Le gouvernement doit construire des écoles garantissant la sécurité et la santé des enfants (En mettant des comités de veille et vigilance, des infirmeries etc.), les parents doivent sensibiliser et éduquer leurs enfants sur l'égalité de chance et le respect du prochain, les OSC et les PTF doivent accompagner les différents acteurs techniquement et financièrement. Cette transformation demandent aussi beaucoup de ressources. Pour les cas d'urgence et les crises, il faut anticiper, prévenir ces situations.

Voilà quelques lignes ma contribution, merci!

Mary  Nassr
Mary Nassr

Challenges of education during and after the war.
One of the biggest challenges I am facing during my career is child labor. Poverty and the missing of parents or one of them make children forced to leave schools for providing something to eat. It's too hard to convince children or their parents who are suffering from poverty to get their children back to school instead of studying.
Zero hunger vs education
In which case could child labor be acceptable?
Second point is that many of the IDPs lost their official documents or they couldn't register their children who was born during the war. Then we have a problem with how can these undocumented children to get back to school and what is the role of the NGOs in this case.
Third point, the lack of teachers and the destroyed schools.
Forth point, how could education help with the rehabilitation of the children of war?

Justice for All
Justice for All

Mary Nassr Please say which nation you are working in? Much sympathy to you for the challenges you face, but at least you will face them together...


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