EDC in collaboration with partners in education, youth media and business, is creating a youth-produced, Web-based media series and companion educator materials on science and engineering careers, targeting girls from underserved groups (minority populations, youth of low socioeconomic status and those with disabilities). The Girls Communicating Career Connections (GC3) project’s media series—short video segments produced by middle school aged girls—will capture the inquiry-based learning experiences of girls, as they investigate what it means to be a scientist or engineer.
In communities around the world, school fees can be so prohibitive for families that many students enroll late, drop out, or fail to attend at all. And when, as in the war-torn Democratic Republic of Congo (DRC),
the government is not able to support the schools, communities and families must resort to creative ways of generating income so that children can
Changes in a student’s routine, such as the journey from primary to secondary school, can be rocky. For students with disabilities and for English language learners, these transitions can mean the difference between success and failure. This was just one topic discussed during a recent study tour at EDC involving education policymakers and practitioners from both the Republic of Ireland and Northern Ireland.
Cooperative learning is a key element of student-centered learning. The
teacher facilitates group work and work in pairs as a means for
students to both learn from one another and spark their abilities to
problem-solve. This video clip demonstrates how teachers and students
from Egypt use cooperative learning in the classroom. Through the New
Schools Program (NSP) and Education Reform Programs (ERP) EDC provided
face-to-face training to teachers in the principles of cooperative
learning, and how to apply it to their daily lessons.
This project is developing two products for the National Institute for Literacy. The products will be used by schools and other organizations and groups to engage parents with low literacy skills in supporting their children’s (kindergarten through third grade) literacy development through fun, at-home activities. The products include a facilitators manual and parent activity guide. EDC project stasff are working with national literacy experts on the development of the products.
EDC is making history with an elementary girls school in Pakistan. The country’s first-ever solar-powered resource center, located within the school, is powered only by 28 panels bolted on the roof producing an average of 1,800 watts of energy at any moment during daylight hours.
Business and education leaders from the United States
and the United Kingdom have teamed up to draw on each other’s strengths and to share ideas for improving engineering instruction. The result: Partnerships for Tomorrow, a collaboration to explore approaches to science, technology, engineering, and math—commonly referred to as “STEM.”
Over the past 25 years, the number of school-age children in the U.S. who speak a language other than English at home has increased from 3.8 to 9.9 million. These students often lag behind their peers academically and schools are struggling to find ways to increase their level of achievement. The challenges in mathematics class are especially difficult.
Even when students can read, do they always understand? That is the concern of EDC’s literacy experts, who are exploring the use of technology in boosting three key aspects of reading comprehension: identifying themes, sorting information, and connecting ideas.
In Uganda, where interruptions to the power supply are frequent, Internet
access is spotty. But a low-cost, low-energy computer lab set up for training rural teachers averts these problems, which tend to damage computer equipment and make it hard to reliably access the Web.
“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 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.
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.
Like many states across the nation, Mississippi faces a shortage of classroom teachers, with many unable to enter the classroom because they lack the proper credentials to receive teaching certificates.
The U.S. Department of Education has announced that Education Development Center, Inc. (EDC), in partnership with WestEd and American Institutes for Research (AIR), has been awarded a five-year $38 million contract to lead the Northeast and Islands Regional Education Laboratory (NEIREL).
In many communities across Ghana, local leaders, parents, and other citizens are coming together to recreate their own schools. Working from the ground up, community groups participate in every aspect of school decision-making, from identifying the learning needs of their children, to constructing a space to hold classes, to recruiting, training, and compensating teachers.
Nearly half the U.S. Latino population ages
18–25 have not completed high school, and
only 15 percent earn a postsecondary
degree, according to a recent report by the
Education Commission of the States. To
improve students’ opportunities for higher
education, EDC developed the project
known as PALMS (Postsecondary Access for Latino Middle-
A shortage of “college knowledge” may hinder Latino families from realizing their dreams of a college education for their children, according to a recent study by the Tomas Rivera Policy Institute (TRPI).
Peru’s Ministry of Education and EDC are working together to improve education quality and promote digital literacy in the Junin, Pasco, and Ucayali regions. Photojournalist Karl Grobl recently traveled to the Pasco region in Peru to document the work we’re doing with teachers to develop project-based learning through the use of technology to engage and enliven the classroom. By project-based learning, we mean the use of strategies that encourage active, student-centered learning and provide opportunities for students and teachers to work and learn together.
By 2015 and in accordance with Education for All (EFA), the Government of Honduras seeks to have 50 percent of its pre-school age population in school. Currently, less than a third of preschool age children are able to attend pre-primary institutions, most of which were private.
Since 1997, EDC has been working to improve elementary education for nearly every child in the West African nation of Guinea. The program, funded by the US Agency for International Development (USAID), is reaching more than 6,000 schools and nearly one million children through teacher training, radio based instruction, and other educational materials.
For many students, the prospect of writing a report can be overwhelming: collecting information, extracting relevant facts, analyzing them, and organizing the material into original nonfiction. For teachers as well, the process may be fraught with frustration. How can they help students manage the research and writing process? And especially, how can they help their students with learning disabilities, for whom the writing process is even more intimidating?
Teachers from across the Everett, Washington pathway meet weekly in faculty study groups to tackle a variety of topics in teaching and learning. The study groups have taken different forms as they’ve evolved over five years, but they are all driven by student and teacher needs and interests.
Eugene Collins, Director of Natural Sciences and Math at Fisk University, credits a high school teacher with encouraging him to study science. So does Arthur Washington, who today serves as Dean of Arts and Sciences at Florida A&M University. Both share a concern, however, about where the high school science teachers for the next generation of African American students will come from.
This past summer, a group of science teachers from northern Illinois
spent six weeks poring over student work from Japan, Germany, the
Czech Republic, and six other countries. As part of an EDC online
workshop, the Illinois teachers logged on to a website to review
student work and accompanying commentary from teachers.
Carlo, a New York seventh-grader, had composed several questions for an interview his class would conduct with a local cardiologist. He and his classmates were preparing the interview for their social studies class, but they had composed the questions in science class and role-played the interview in language arts.