Friskolekoncernen Thorengruppen får avslag på alla sina ansökningar om att utöka och öppna nya skolor. Skolinspektionen misstänker att företaget lämnat in falska uppgifter. Bland annat hävdar...
Sweden's Department of Education put an effective stop to 28 Charter schools applications because they believed that the company, The Thoren Group, fiddled with the numbers in order to comply with state regulations.
Sweden decentralized public education many years ago and it opened the door for private concerns to step in and help meet the needs for quality education. Subject to meeting certain conditions, individuals and/or companies can apply for start funding to start a school. In fact, the Swedish government has, since 1992, allocated the same amount of money, per student, to private concerns to start and manage schools in the country.
It is not an entirely problem-free solution, but it is certain that the country would have been in big dilemma if it did not fund entrepreneurial initiatives to meet the demands in education in Sweden.
What is powerfully meaningful in this particular case, is that the state's quality control measures trumped the notions that government would rubber stamp applications that "look" good. In fact, evidence abounds that the Swedish Department of Education does remain committed to a series of sound checks and balances - all, thankfully aimed at protecting quality education.
This is the first of four co-authored blog posts (written by Beck Pitt and Megan Beckett) examining the preliminary Siyavula educator survey results. If you attended the open textbook webinar on 28...
Siyavula is doing an incredible job in South Africa. I particularly appreciate their commitment to DO something and they do it well. The research endeavor and consequent results in this article provide important data. What is striking is that the costs for delivery of learning materials are still high, directly connected to "the lack of internet connectivity and high data charges…" as the background in this report so clearly suggests.
Additionally, mobile devices are the tools of preference when accessing curriculum related content.
In the first years of life neurons in our brains form new connections at the astounding rate of 700-1000 per second - a pace that is not repeated again. We have one chance to get it right. Yet ther...
It is very clear that a child's traumatic experiences in relation to brain development brings a complexity in learning that many of our teachers are not equipped to deal with and many of us outside of the classroom jut do not understand.
I am particularly impressed by the work of Eric Jensen, who writes for teachers, where he provides meaningful clues on "How to Teach with the Brain in Mind". Even his other work, "How to Teach with Poverty in Mind" brings valuable insights if we are to make a difference.
"China’s case study on MDG4 and 5a will join nine other country case studies to be highlighted this June at the PMNCH Partners’ Forum in South Africa . The Success Factors project seeks to contribute to the MDG review process and the current discussion on the post-2015 development goals by highlighting how and why countries are “on track” to meeting their MDG goals."
A student team working with Google has come up with an ingenious way to translate signing into spoken word: electronic wristbands that measure the wearer's muscle activity, recognizing sign language symbols and speaking them through an Android device. It could quite literally give signers a voice.
Spotted by my great buddy, Paolo Russo, this could make a huge difference in creating opportunities for learning - for all. The Swedes, as always, have their innovative hands and minds in this groundbreaking progress in technology.
This workflow chart, so creatively crafted, once again affirms that the information on the internet must not only be read, but filtered through a process that hopefully leads to wise choices. As teachers, we should do what it takes to sharpen the skills that will enable such filtering.
Time may seem universal, but different cultures interpret it very differently.
I have over the last 12 months spent time in various educational and business settings from Italy, to South Africa to Beijing and have seen a great deal of the tensions and cautions in this article in action - a good read for anyone who is serious about making an impact across cultures.
Somali children living in the world's largest refugee camp in Kenya have sent letters of encouragement to Syrian refugee children who have also had to flee their homeland.
Everyone needs to be inspired and encouraged. Everyone can inspire and encourage. This initiative proves both. Not only that, but it also demonstrates that a handwritten letter is still a very powerful tool in this world. In this regards, our children are leading the way.
User experience collecting made simple. See the screen, face, voice and touches of your users. Record remotely and without equipment.
Seth Godin once suggested that, "While the world seems to want you to go ever faster…it actually rewards you for being insightful and for doing work with meaning,"
The insights in this blog is therefore a goldmine for those who is intent on a startup, in the middle of a startup or even at the end of your startup. Trying to make sense of it all could be greatly enhanced by these reflections from Jonatan Littke and the likes.
In a way, they are helping us to learn from them by avoiding the mistakes they've made - that's always helpful.
This is the second of a four-part series of blog posts co-authored by Beck Pitt (OER Research Hub researcher) and Megan Beckett (Siyavula). You can read our posts on the Siyavula educator sample an...
This second part of the research conducted by Siyavula gives an additional nuance to their attempt to understand the use of their curriculum-related content and probably determine a strategy on how to "address the issue of the lack of resources that most learners face in the country (South Africa)
The sample is small, but it does tell a story and that story, as the research team so prudently concedes, is filled with a complexity brought by the "huge diversity in school contexts in South Africa"
My sense is that although this reality adds to the complexity of the research model, it is nevertheless an indicator that there is no single solution for the educational dilemma in South Africa, and in the world, for that matter.
The South African context, therefore, holds a powerful set of possibilities for innovative solutions that could be replicable and scalable outside of its own borders.
“Nobody expects new surgeons to be any good. It wasn’t until my fortieth or fiftieth bypass surgery that I started feel like I knew what I was doing.” “I wish I could go back and retry those cases from my first year. If I knew then what I know now, they’d never have been convicted.”
A very tough, but necessary read, these thoughts should help us reflect seriously about what each one of us can do to make a difference. Part of our problem, and only part, rests on the decisions we made in response to the crises in education - sometimes impulsive, often political and worryingly, too many times without a valid basis in substantiated facts.
On Monday this week, a consortium of academic publishers was launched at the Commission for Science and Technology (COSTECH) in Dar es Salaam. The consortium will among other things, strengthen indigenous academic and digital publishing in Tanzania. Our Correspondent sheds more light on the matter. Read on….
Via Abraham Tumuti
The answer may not immediately put bread on the table, but will certainly initiate the pursuit of answers to a different and more important probe.
"Technology integration in instruction is a process that starts with setting out clearly defined objectives and ends with assessing learning outcomes against these objectives, and all along the way several tools and strategies are employed to attend to the overall performance of this process. Hence, the first question teachers need to ponder when thinking about using technology in class is not what kind of technology to use but what do they want to achieve behind using this technology? On a deeper level, they need to find answers to questions such as: Does this technology constitute a a good addition to the learning task ? Can the same learning task be performed without using technology? These and several other questions should come to the forefront when you start planning a technology-based learning activity.
Clearly, if there was still any doubt, technology-assisted learning expects a great deal more from the teacher. It does NOT make your life easier. The processes advocated in this article demands a teachers who is unafraid and willing to engage in hard mental spadework.
The video link to this very insightful overview of what is needed for South Africa to truly impact learning is: http://bcove.me/bc6l275n
Johannes Cronje's focus on teachers as key to transformation demonstrates a sound approach to true change. Echoed in a conversation to CNBC Africa just over a year ago, his insights are transcendent and relevant today.
He has said that he doesn't know any wise people who do not read all the time.
It is, after all, still about reading. In a way Charlie's syntopican oozes of the same ideas that Mortimer Jerome Adler promoted in his amazing work way back then with his insightful GREAT BOOKS program. Reality and the demands of reality will not exempt us from reading - no matter how much the short-sighted prophets of our time preaches their how to get successful quickly, gospel.