Twenty-four educators from across Pakistan, including college and university faculty, are visiting the United States this month to learn about curriculum development and teacher preparation, with a focus on U.S. student teaching programs.
The Young Entrepreneurs Program (YEP) aims to better prepare Kosovo youth for work in a growing market economy and for engaged citizenship in a developing democracy. To meet this goal, the YEP team will work together with selected market areas, engaging employers and other local, regional, and national leaders to blend together resources, skills, and policies for a sustainable system of opportunities and supports for out of school and out of work young people.
The HP LIFE e-Learning program, developed by EDC and HP together with a team of partners, includes free, interactive online courses to help budding entrepreneurs create, establish, and grow successful businesses. The program is being widely disseminated in time for Global Entrepreneurship Week, November 12–16.
EDC’s Akazi Kanoze youth livelihood program in Rwanda graduated its latest class of 3,037 trainees in a ceremony featuring the country’s first lady and minister of education. The four year project is targeting 15,000 youth by January 2014.
EDC was awarded a literacy innovation grant from the U.S. Agency for International Development. EDC’s innovation will be piloted in the Philippine and centers on developing low-cost mobile phone technology to improve the collection and use of student reading performance data.
EDC is helping implement D-RASATI (“my studies” in Arabic), a comprehensive school improvement program in Lebanon, that impacts every public school, 276,000 students, and hundreds of teachers in the country.
The U.S. Agency for International Development (USAID) today awarded EDC a literacy innovation grant as part of the international education competition All Children Reading: A Grand Challenge for Development.
EDC has partnered with the Philippines Department of Education, Petron Corp., and the United States Agency for International Development to promote reading and professional development for teachers in the conflicted regions in Mindanao.
Drawing on their expertise in mobile learning (m-learning), EDC staff members will present several innovative ideas at the second annual mEducation Alliance International Symposium. The conference, which will focus on using mobile technologies to improve literacy and job skills and create partnerships, will be held September 5–7 in Washington, D.C.
The Somali Interactive Radio Instruction Program (SIRIP) provides high-quality interactive audio programs to Somali children attending formal, non-governmental, Quranic and community schools. With the assistance of the audio programs, teachers lead the classes and are thus trained in interactive teaching methods which include stories, activities, educational songs and other forms of active learning pedagogy. Supplemental materials accompany the programs, providing schools with the resources to support sound, primary-level instruction.
The Shaqodoon program was created to provide Somali youth with greater access to training, internships, work and self-employment opportunities in order to productively engage youth and add to the stability and development of the region. Shaqodoon is Somali for “jobseekers”.
What does it take to help youth be the best they can be? The Garissa Youth (G-Youth) Project in Kenya is helping one community answer that question by providing opportunities for education, skills building, and entrepreneurship. Listen as program participants and EDC staff discuss the ways in which G-Youth is opening doors to the future for the young people of Garissa.
Why he’s leaving: Mike Laflin, 65, has retired as senior vice president at Education Development Center, where he oversaw international-development programs. He had worked for the Waltham, Mass., charity for nearly 20 years. His successor is Larry Lai.
Background: After three years as an English teacher in his native Britain, Mr. Laflin taught in Kenya under a British aid program in 1972. The Kenyan Ministry of Education later transferred him to the school’s broadcasting service to write and direct educational radio programs.
Proudest accomplishment: Building a nationwide program that provided educational instruction over the radio to students in Zambia, which has lost many teachers to HIV/AIDS and where schools are scarce in rural areas. Communities organize sites where children meet for half-hour daily broadcasts for each grade, overseen by a local volunteer. Students who receive the radio instruction perform at the same level as their peers in conventional schools on tests for fourth graders. “It showed that there were other ways to meet the demand for education than just saying schools are the answer or we need to train more teachers,” says Mr. Laflin.
Challenges for international development: Mr. Laflin worries that the trend toward data-driven grant making, while understandable, is curtailing experimentation and research. “If you are looking for evidence, you’re by definition looking to the past or the present, but not to the future.”
What’s next: Mr. Laflin plans to return to writing and theater, interests he had to put aside because of the frequent travel his job required. In the early 1980s, Mr. Laflin co-wrote two musical comedies that were staged at Washington’s Folger Theatre. One of the plays was a huge success while the other was a flop, says Mr. Laflin. “That sort of told me, ‘Well, you can’t really do this and be going to Liberia every few months,’ ” he says. “They’re just not compatible.”
Since 1991, EDC staff have served as consultants and advisors to the World Health Organization (WHO) and have authored numerous publications for WHO on global school health issues. Additionally, EDC maintains the WHO Collaborating Center to Promote Health Through Schools and Communities.
The Center’s goal is to deliver services that strengthen the capacities of schools and communities worldwide to promote the healthy development of students, school personnel, families, and surrounding communities.
IDEJEN is an EQUIP3 Associate Award which was launched in 2003 to provide education and job training for youth ages 15–24 with little to no formal education. IDEJEN provides program participants support in the areas of employability and skills training, basic and vocational education, job placement and small business development. In addition to working directly with youth, IDEJEN provides technical support to different government ministries and is assisting in the development of the National Youth Policy and the Policy on Nonformal Basic Education.
In the 1990s, HHD, together with World Health Organization (WHO), developed the Rapid Assessment and Action Planning Process (RAAPP) for School Health, an approach and package of tools—research instruments, training strategies, data analysis, and action planning techniques—to assess and strengthen a country’s capacity to deliver school health programs. Since 1999, RAAPP has been used in Indonesia, Nigeria, and, most recently, in India.
USAID, an independent agency that directs the U.S. federal government’s humanitarian assistance program in many sectors, extends aid to countries that are recovering from disaster, works to reduce poverty, and engages in democratic reforms. The Assistance to Basic Education (ABE/BE) initiative is an IQC (Indefinite Quantity Contract) designed to support USAID country offices worldwide by offering them the means to rapidly access high-quality and cost-effective technical expertise and implementation support for their basic education interventions.
CAE edited and managed this international peer-reviewed journal, which was an initiative of the Robert Wood Johnson Foundation’s Last Acts Task Force on Institutional Innovation. The journal reached more than 8,000 health care providers each month and featured thematic issues that highlighted promising practices and expert commentary.
EDC leads an international team of researchers to learn from and with children who are intensive, long-term users of information and communication technology (ICT). Increasingly recognized as an emerging global phenomenon, “power users of ICT” are challenging us find new ways to nurture their interests and talents in schools and informal learning settings. To that end, EDC gathers baseline data on power users of ICT around the world and creates opportunities to engage them in relevant activities (i.e., First International Symposium on Power Users of ICT, Costa Rica, 2005).
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
EDC’s Gender, Diversities, and Technology Institute works at the intersection of gender, race, ethnicity, socioeconomic status, disability, culture, and sexual orientation seeking to understand how technology can support the development of democracy and human rights. Projects focus on increasing participation in and distributing ownership of the “new knowledge society” brought about by emerging technologies.