Posts tagged teachers

Teaching can get you killed at schools on the front lines.

[…] in war zones around the world, students, teachers, and schools are regularly targeted for attack. Last year alone, armed forces and groups attacked students, teachers, or schools in at least 21 other countries in the midst of armed conflict, endangering children’s lives, educations, and futures.

Such attacks are not a matter of collateral damage; they are part of deliberate, despicable strategies.

(via Teaching can get you killed at schools on the front lines | Human Rights Watch)

Courage and Hope gives voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar) and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has affected them in their families, their communities, and their professional lives.
Their stories are documented by journalists, emphasizing the human dimension. The voices of these teachers suggest that a number of obstacles are commonly faced by teachers living with HIV. Paramount among them are stigma and discrimination, both within their families and communities as well as their workplaces and in society more generally. The difficulties of overcoming stigma and discrimination are further exacerbated by a failure to ensure confidentiality in the workplace.
(via Courage and Hope: Stories from Teachers Living with HIV in Sub-Saharan Africa)

Courage and Hope gives voice to the real life experiences of 12 HIV-positive teachers, five of whom are women, from Burkina Faso, Cameroon, Ghana, Kenya, Mozambique, Rwanda, Senegal, Tanzania (both Mainland and Zanzibar) and Zambia. The teachers recount their experiences of discovering their HIV-positive status and how this has affected them in their families, their communities, and their professional lives.

Their stories are documented by journalists, emphasizing the human dimension. The voices of these teachers suggest that a number of obstacles are commonly faced by teachers living with HIV. Paramount among them are stigma and discrimination, both within their families and communities as well as their workplaces and in society more generally. The difficulties of overcoming stigma and discrimination are further exacerbated by a failure to ensure confidentiality in the workplace.

(via Courage and Hope: Stories from Teachers Living with HIV in Sub-Saharan Africa)

The Greek secondary teachers union OLME is on strike again today against cuts, which have seen 2500 teachers suspended from their jobs. Some have been reassigned to new duties, often inappropriate for their training and experience, many will lose their jobs altogether. (via Greek Teachers strike Today | Teacher Solidarity)

A church school in India for young ethnic Chin migrants from northwestern Myanmar is training a new generation of missionaries, who will return to their mountainous homeland across the border to make education more accessible, especially in remote rural areas.
The Chins are Myanmar’s poorest population: the United Nations says at least 73 percent of the estimated 500,000 largely Christian group live below the poverty line. Like other minorities, the Chin fled years of poverty and military rule to Mizoram, where approximately 100,000 now live.
(via IRIN Asia | Teacher training offers hope for Myanmar’s rural education | Myanmar | Education | Migration | Refugees/IDPs)

A church school in India for young ethnic Chin migrants from northwestern Myanmar is training a new generation of missionaries, who will return to their mountainous homeland across the border to make education more accessible, especially in remote rural areas.

The Chins are Myanmar’s poorest population: the United Nations says at least 73 percent of the estimated 500,000 largely Christian group live below the poverty line. Like other minorities, the Chin fled years of poverty and military rule to Mizoram, where approximately 100,000 now live.

(via IRIN Asia | Teacher training offers hope for Myanmar’s rural education | Myanmar | Education | Migration | Refugees/IDPs)

Russia’s escalating campaign against homosexuals has reached high schools, with at least four teachers harassed this year over their ties to the gay community.
Two of them have already been fired, a trend activists blame on the introduction of a controversial law banning the “propaganda of nontraditional sexual relations” among minors.
Yekaterina Bogach, an award-winning Spanish-language instructor in St. Petersburg, is the latest to be caught in the crosshairs of antigay vigilantes. This week, the city’s education department placed her under investigation after a group of local residents filed a complaint claiming that her participation in gay-rights rallies made her unfit to teach children. (via Russia’s Gay-Friendly Schoolteachers In The Crosshairs)

Russia’s escalating campaign against homosexuals has reached high schools, with at least four teachers harassed this year over their ties to the gay community.

Two of them have already been fired, a trend activists blame on the introduction of a controversial law banning the “propaganda of nontraditional sexual relations” among minors.

Yekaterina Bogach, an award-winning Spanish-language instructor in St. Petersburg, is the latest to be caught in the crosshairs of antigay vigilantes. This week, the city’s education department placed her under investigation after a group of local residents filed a complaint claiming that her participation in gay-rights rallies made her unfit to teach children. (via Russia’s Gay-Friendly Schoolteachers In The Crosshairs)

Dear Teachers: Stand tall – not for ourselves, but for others

[Cebu, Philippines] Excerpts from Education Secretary Armin Luistro’s message to teachers in the Philippines:

image[Image credit: UNICEF]

This is a crucial time for us. It is during times like this when you are most needed. It is important that you recognize your leadership role. The leader has to stand strong. Without a leader, chaos just spontaneously erupts.

[…]

Let’s look for people first. Don’t worry about damages to property – we will deal with that later. The worst thing is to count buildings and fallen trees and not account for our people.

Second, let’s bring our children back to school. The best way for kids to recover is to bring them back to their routine as soon as possible – and that is to bring them to school. There is no need to conduct classes right away. Let them play. Do activities.

The Department of Education must be the spokesperson for children. Bring them back to school; then we will start accounting for them. Let’s see who are not present and who cannot be contacted: sick, missing.

In times of crisis, we account for the lost sheep. This is what the leader should do: to leave the 99 and look for the lost sheep.

Read the original here.

More info on the impact of Typhoon Haiyan on children and education:

An estimated 2.8 million preschool and school aged children may have been driven from their homes. In the hardest hit area of Region 8: Eastern Visayas, more than 3,000 schools and 2,400 day care centres appear to be affected (via UNICEF)

Also see here.

Learning in Rural China: The Challenges for Teachers
Mr. Huang became principal of Qiao Tou Lian He school at the age of 25, not because he was specifically trained for the post, but because he had been the only educated person in his village. He’s a dynamic leader who is squarely focused on supporting, developing and evaluating his teachers, of whom only a handful have a high school degree and more than basic teacher training.
The teaching conditions in the rural Qiao Tou Lian He school, 3,000 kilometres southwest of Shanghai, are tough and teachers are struggling […] The Qiao Tou Lian He school is mainly on its own; but the teachers I met there showed an amazing commitment, and I was struck by the positive learning atmosphere – rigorous, highly disciplined, yet joyful – in every classroom I visited.
(via OECD educationtoday: Learning in rural China: The challenges for teachers)

Learning in Rural China: The Challenges for Teachers

Mr. Huang became principal of Qiao Tou Lian He school at the age of 25, not because he was specifically trained for the post, but because he had been the only educated person in his village. He’s a dynamic leader who is squarely focused on supporting, developing and evaluating his teachers, of whom only a handful have a high school degree and more than basic teacher training.

The teaching conditions in the rural Qiao Tou Lian He school, 3,000 kilometres southwest of Shanghai, are tough and teachers are struggling […] The Qiao Tou Lian He school is mainly on its own; but the teachers I met there showed an amazing commitment, and I was struck by the positive learning atmosphere – rigorous, highly disciplined, yet joyful – in every classroom I visited.

(via OECD educationtoday: Learning in rural China: The challenges for teachers)

Namibia: Many Teachers Still Unqualified

The Education Management Information System (EMIS) statistics for 2012 indicate that Namibia has about 24 660 teachers of whom 1 208 are without teacher training and about 3 000 are underqualified.

[…]

"This is a concern to all. Namibia needs more teachers. Namibia needs better teachers. And Namibia needs teachers who optimally deliver at all times. The quality of an education system cannot exceed the quality of its teachers," Namwandi stressed.

[…]

In an attempt to rectify the dire situation, UNESCO developed a Teachers Strategy 2012-2015’ that focuses on developing capacity for training and building a high-quality teaching force in those countries most hampered by the lack of teachers, particularly in Sub-Saharan Africa.

South Africa: Teaching the Teachers

The establishment of more specialist universities and education campuses for teacher training could see South Africa substantially increasing the quality and quantity of new teachers entering the profession.

[…]

A recent report from the National Education Evaluation and Development Unit (NEEDU, which forms part of the Department of Basic Education), was previously presented to the Committee, stating that there were substantial challenges with the quality of teachers and that for this reason it was desirable to develop a new qualification policy for teacher education.

Seven out of 10 primary school students in the Central African Republic (CAR) have not returned to school since the conflict started in December 2012, according to a recent survey by the United Nations Children’s Fund (UNICEF) and partners.
About 65 per cent of schools surveyed were looted, occupied or damaged by bullets or shells, the agency said in a news release about the survey, which was carried out in August in 11 of the country’s 17 prefectures.
“A school is meant to be a safe space for teaching and learning, but in some areas there is nothing left,” said UNICEF Representative in CAR Souleymane Diabaté. “Without teachers, desks, textbooks – how can a child learn?” (via United Nations News Centre - UNICEF: 70 per cent of children in Central African Republic still not in school)

Seven out of 10 primary school students in the Central African Republic (CAR) have not returned to school since the conflict started in December 2012, according to a recent survey by the United Nations Children’s Fund (UNICEF) and partners.

About 65 per cent of schools surveyed were looted, occupied or damaged by bullets or shells, the agency said in a news release about the survey, which was carried out in August in 11 of the country’s 17 prefectures.

“A school is meant to be a safe space for teaching and learning, but in some areas there is nothing left,” said UNICEF Representative in CAR Souleymane Diabaté. “Without teachers, desks, textbooks – how can a child learn?” (via United Nations News Centre - UNICEF: 70 per cent of children in Central African Republic still not in school)