Yvette Uy Tan returned to her native Philippines to work on the Education Quality and Access for Learning and Livelihood Skills Project (EQuALLS2), a USAID-funded initiative in the southern island of Mindanao, home to a large Muslim population.
With the goal of strengthening the preparation that new K-12 principals receive in schools of education around the country, EDC will host a forum to share strategies to improve these programs nationwide.
Rachel Christina is senior project director for the Egypt Education Reform Program. EDC’s role in the project focuses on the quality of teaching and learning within schools in seven Egyptian governorates.
Corrupt educational practices can harm the quality of students’ education, the reputation of a country’s institutions of higher learning, and the preparedness of a nation’s workforce. EDC is addressing the issue in Eastern Europe and Eurasia.
The Lorain City Schools teamed up with EDC to establish six magnet school programs that integrated arts into seven of the city’s middle and elementary school classrooms and new labs.
In 2001, federal regulations called on school districts
to meet the new demands of standardized testing. As a result, arts
program after arts program was cut until there were hardly any left.
And so it went for hundreds of schools across the nation.
Then, one year ago, one Ohio school district changed its tune.
As technology businesses are booming in Jordan, educators are striving to prepare schools and students to keep pace. In 2003, an education initiative was launched to upgrade technology skills and knowledge. EDC’s Daniel Light spent time in these classrooms evaluating the program.
The Inclusive Schools Network has announced that the 8th Annual Inclusive Schools Week will be held December 1-5, 2008. Inclusive Schools Week highlights the accomplishments of families, schools, and communities that have dedicated time, labor, and resources to promoting inclusive education.
An EDC study found that classroom teaching experience is a stronger indicator of first-rate science instruction than other qualifications, in particular the “highly qualified teacher” status as determined by the No Child Left Behind Act.
EDC program staff will develop systems for teacher management and professional development as well as create a rich variety of classroom resources, including Interactive Radio Instruction (IRI) programs for Malian children in all grades.
EDC has been awarded a $30 million contract by the U.S. Agency for International Development to direct a broad education reform effort in Mali, reaching 80 percent of primary schools and over 1.5 million children over the next five years.
As schools in the Gulf Coast struggle to rebuild now more than two years after Hurricane Katrina devastated the region, a new initiative is infusing technology into seven districts in Mississippi and in New Orleans’ Jefferson Parish. EDC is a key research partner in this three-year, $41 million initiative by Cisco.
Chicago Public Schools—the third largest school district in the United States—is embarking on a comprehensive high school reform effort and has turned to EDC. A mathematics program developed by EDC will be a central part of the 100-high-school reform effort.
What does it take to turnaround an “underperforming” district? This question becomes more urgent every day as the number of districts earning this designation grows—and the consequences get tougher.
For EDC’s Barbara Miller, “turnaround partner” for the Winchendon (Massachusetts) Public Schools, the answer begins with some hard thinking about where an outside advisor like herself can have the biggest impact quickly.
The island region of Mindanao in the Philippines has been home to a minority Muslim population for more than five centuries. Much of Mindanao’s history has been marked by war, poverty, inter-clan fighting, and ethnic marginalization. Armed conflict has pulled boys out of school and disrupted the local economy. Today, about half the children in the region do not attend school, and only one in six teens enrolled in high school will graduate.
“Creative and joyful” were the adjectives President Bush used to describe classroom lessons
he observed in Indonesia while visiting with students and teachers taking part in EDC’s national education program there.
EDC’s initiative to decentralize and revitalize Indonesia’s schools by improving the quality of teaching has taken root in 535 schools and will ultimately include more than 2,000 schools in the world’s fourth most populous country. The USAID-funded project, Decentralized Basic Education 2 (DBE2), is moving schools away from a rote-memorization tradition to a more “interactive approach with students working together on projects,” says EDC’s seven provinces.”
EDC’s work with eight Rhode Island middle and high schools to improve student performance on state standardized tests has produced initial successes, according to Leslie Hergert of EDC’s Center for Family, School, and Community.