NPR's Steve Inskeep asks the Brookings Institution's Jon Valant about President-elect Trump's campaign promise to close the Department of Education.

Google is piloting "Learn About," an innovative AI learning tool using the LearnLM AI model. Unlike standard chatbots, "Learn About" offers an interactive approach, incorporating quizzes, lists, and contextual information for a deeper understanding. Currently in limited release, the platform emphasizes reliable educational sources, setting it apart from general AI tools.

Times change and so do the codes.

Professionalism is key to the future success of hydronics and radiant.

RPA-sponsored programs at AHR focused on radiant technology.

Almost every training vendor at the Safety 2016 expo in Atlanta is promoting some form of online training and education. "eLearning" signs and banners are ubiquitous, as though online is the only way to train employees.

Michael D. McCann, MD, MBA, is an Assistant Professor of Clinical Medicine at Vanderbilt University Medical Center

Event Begins: Thursday, November 14, 2024 7:00pm
Location: Museum of Art
Organized By: School of Education

Please join us in person to learn more about how Marsal Education can help you reach your education goals through our teacher certification program!

Event Begins: Thursday, November 14, 2024 5:30pm
Location: Off Campus Location
Organized By: Turn Up Turnout

Note: this is a virtual event open to students on all three University of Michigan campuses.

Public schools are run and funded by the government. The federal, state, and local governments all play a role in shaping education policy, but which areas of government influence different areas of policy in our schools?

Join Turn Up Turnout for a nonpartisan, educational presentation on Education Policy to find out. GIFT CARD for participants. *Please note that gift cards will not be sent immediately and will take a few weeks to process.*

Register here: https://sessions.studentlife.umich.edu/track/event/session/81566

Event Begins: Thursday, November 14, 2024 2:00pm
Location: Duderstadt Center
Organized By: Engineering Education Research

Abstract: Engineering textbooks have problems, and those problems have problems. While they may be complex and time-consuming, textbook problems are “tidy” in that they are well-defined, closed-ended, and decontextualized. In contrast, the practice of engineering is “messy.” The design process is ill-defined, modeling and analysis are open-ended, and the engineered systems affect and are affected by society in positive and negative ways. In this talk I frame the messiness of engineering as an important part of the conversation about DEI in engineering. By exposing students to the messiness of engineering throughout their undergraduate education, instructors can better prepare students for their careers; help students to reflect upon their views and biases; and present engineering as socially constructed, instead of inherently upholding a white supremacist culture. I will then present the SHUTTLE Lab’s design-based research approach to putting some of this messiness back into engineering science courses. Specifically, I will describe our work addressing the messiness of mathematical modeling. We are focused on the professional skill of engineering judgment, and are simultaneously creating open-ended modeling problems, studying emerging engineering modeling judgment, and training faculty to notice and respond to their students’ displays of engineering judgment.

Bio: Aaron W. Johnson is an Assistant Professor of Aerospace Engineering and a Core Faculty member in Engineering Education Research at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Aaron holds a B.S. in Aerospace Engineering from Michigan and a Ph.D. in Aeronautics and Astronautics from the Massachusetts Institute of Technology, and was an instructor in Aerospace Engineering Sciences at the University of Colorado Boulder. Outside of work, Aaron enjoys collecting LEGO NASA sets, camping, and playing disc golf.

Twenty-five lecturers from law faculties at fifteen universities from around Ukraine, during a roundtable discussion supported by the OSCE Project Co-ordinator on 13 July 2016 in Kyiv, developed recommendations on teaching human rights within Master of Law university programmes.

The discussions focused on teaching the European Convention on Human Rights and the case-law of the European Court of Human Rights (ECtHR), with international experts from the Max Planck Institute Luxembourg for International, European and Regulatory Procedural Law, the Union University and the ECtHR highlighting ways of ensuring a human rights-based approach to legal education.

Participants exchanged syllabi, research materials and teaching methodologies and agreed to set up a platform to further develop the human rights law curricula. This community of practice will function on a permanent basis with further support from the OSCE Project Co-ordinator and with the participation of leading Ukrainian law schools.

The roundtable discussion was held as part of the Second Annual Inter-University Human Rights School on 11-15 July 2016, which was organized by the OSCE Project Co-ordinator in Ukraine in co-operation with the Lviv and Kyiv Universities.

The School was held as part of the OSCE Project Co-ordinator’s project on safeguarding Human Rights through the courts. The project is being implemented with the financial support of the Government of Canada, and follows on from the First Annual Inter-University School dedicated to the Right to Life held in 2015.

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Holocaust education and remembrance are the main topics of a five-day study visit of Azerbaijani officials to the Netherlands, organized by OSCE Project Co-ordinator in Baku, in co-operation with the Anne Frank House in Amsterdam, which will take place from 15 to 20 December 2014.

The Azerbaijani delegation consists of eight representatives from the Ministry of Education, the Ministry of Foreign Affairs and the Baku International Multiculturalism Centre.

Thedelegation will meet representatives of the Anne Frank House in Amsterdam, the Ministry of Education, Culture and Science of the Netherlands, the Institute for Curriculum Development and HAN University of Applied Science - College of Education for Secondary School Teachers. They will also visit the Institute for War, Holocaust and Genocide Studies and the Dutch Holocaust Memorial.

The main topics of discussions will include a review of the Dutch government policy regarding primary and secondary education and Holocaust education, as well as experience on improving skills of secondary school teachers in this field. Azerbaijani and Dutch experts will also exchange views on current practices regarding Holocaust remembrance activities.

This visit is part of a wider project agreed between the OSCE Project Co-ordinator in Baku and the Azerbaijani government aimed at strengthening tolerance and non-discrimination in Azerbaijan. As a first component of this project, an international conference on “Strengthening religious tolerance -Azerbaijan’s model, challenges in the OSCE area and beyond” took place in Baku on 17-18 November 2014. The PCiB will organize other events under this project during 2015. 

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• OSCE and Press Council announce contest for reporting on domestic violence

THE HAGUE, 20 April 2016 - Education is in many ways the space where issues of equality, national identity and the concept of nationhood are being negotiated, said OSCE High Commissioner on National Minorities Astrid Thors today as she opened a high-level conference to mark 20 years of The Hague Recommendations Regarding the Education Rights of National Minorities.

Underlining how education can contribute to preventing conflicts and to peace-building efforts, Thors said it is crucial that governments and education ministries analyse and anticipate tensions that may arise from competing demands placed on the education system such as questions on the language of instruction. These tensions often reflect the widespread societal debates about the place of national minorities as a whole, she added.   

Thors was addressing the start of a two-day conference, which brings together 180 government representatives, experts, teachers, education professionals, non-governmental actors and other local and international stakeholders active in the field of education, conflict prevention and peace-making to discuss the challenges in adapting education systems to ethnically diverse societies.

Gernot Erler, Special Representative of the Federal Government of Germany for the 2016 OSCE Chairmanship, highlighted how challenges in this area have evolved in the two decades since The Hague Recommendations were launched.

“Today, we should realize more and more how crucial the right treatment of minorities by ensuring equal rights, tolerance and cross-border dialogue, is for preventing conflicts,” he said.

In his keynote speech, Fernand de Varennes, Dean of the Law Faculty of the University of Moncton in Canada underlined that the first HCNM recommendations - The Hague Recommendations - are the building block, the foundation upon which latest, The Ljubljana Guidelines on integration, must be understood. When it comes to education in minority language, he pointed out that to an increasing degree it is already perceived as an internationally recognised human right.

During a panel discussion, Srđan Verbić, Minister of Education, of Serbia, Ketevan Tsikhelashvili, First Deputy State Minister for Reconciliation and Civic Equality of Georgia as well as leading human rights academics, Sia Spiliopoulou Åkermark and Jan de Groof discussed what role education should have when building stable multi-ethnic societies. .    

At the margins of the conference, HCNM premiered its film charting the story of the founding of the Bujanovac Department of Economics as the first multilingual and multi-ethnic higher education institution in southern Serbia. The Department has been supported by the HCNM since its inception. To learn more about the project, watch the film here: www.youtube.com/watch?v=RsiKoZKtZhU

HCNM also screened the winning entries from its first-ever video contest, “Our school, our diversity” during the conference. School pupils across the OSCE region were invited to shoot and script a video of no longer than 60 seconds illustrating why diversity matters in the classroom. Having received 101 submissions from 15 OSCE participating States, HCNM carefully reviewed each entry to select the winning films. Watch the movies at: www.osce.org/hcnm/234801

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

In promoting education as a tool for conflict prevention, The Hague Recommendations Regarding the Education Rights of National Minorities have offered a toolkit for preservation, inspiration and dialogue, said OSCE High Commissioner on National Minorities (HCNM) Astrid Thors as she opened an expert meeting on 21 April 2016 at The Hague to mark two decades of these ground-breaking Recommendations.

Thors said that the Recommendations had been instrumental in preserving minority education during times of transition and education reforms, and an inspiration in calling for a proactive approach by OSCE participating States towards a progressive yet realistic realization of minority rights in education. She said the Recommendations have also encouraged the involvement of parents and minorities in formulating policies as well as providing a framework for dialogue that is useful for both the participating States and national minorities.

Discussions during the meeting focused on reforms to the education sector and accommodating diversity, language in multilingual educational contexts, and respect for diversity and pluralism in education content.

Participants agreed on the need to further share best practices, promote broader engagement and to adapt to changing environments.

Particularly emphasized was the need for teachers to receive adequate training to be equipped to manage multilingual and multicultural classrooms and for the foundations of education systems to be solid enough to handle adversity, such as budget cuts and extensive reforms.

Acknowledging the role of education in fostering a sense of opportunity and belonging, experts said that the politicization of history is not conducive to conflict prevention. Instead, different views should be allowed as an increased level of historical knowledge and understanding will lead to historical empathy, which can in turn lead to a unifying feeling when the pain of the past is shared.

The experts agreed a set of recommendations for future work in the field of minority education rights, which will be published as follow up to this event.

The expert meeting was held a day after a HCNM-organized conference gathered 180 participants from 32 participating States to assess two decades of The Hague Recommendations. Among the participants of the conference were government officials, experts, teachers, education professionals, non-governmental actors and other local and international stakeholders active in the field of education, conflict prevention and peace-making.

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

OSCE High Commissioner on National Minorities (HCNM) Astrid Thors visited Moldova from 23 to 25 May 2016 to discuss issues including the draft integration strategy developed with HCNM’s assistance to the Bureau for Interethnic Relations, relations between Chisinau and the autonomous territorial unit of Gagauzia, and the education of national minorities. The High Commissioner also visited Tiraspol.

In Chisinau, the High Commissioner discussed the draft integration strategy with Prime Minister Pavel Filip and other interlocutors and encouraged the Government to fulfil without delay its commitment to adopt the strategy. “Adoption of the integration strategy will underscore the Government’s commitment to promoting an inclusive, diverse society,” said Thors. “Even more important will be the strategy’s implementation. I am ready to assist the Bureau for Interethnic Relations in this process.”

The High Commissioner praised the parliamentary decision in November 2015 to establish a permanent joint working group between the Moldovan Parliament and the People’s Assembly of Gagauzia. She discussed the functioning of the working group with its co-chairs, Member of Parliament Elena Bacalu and People’s Assembly Member Gheorghii Leichu, Speaker of Parliament Adrian Candu, and the Bashkan of Gagauzia Irina Vlah. Thors encouraged the working group to be fully utilized as the primary platform for discussing issues related to the functioning of the autonomy so that questions that may contribute to tensions can be successfully addressed.

With Minister of Education Corina Fusu, the High Commissioner discussed implementation of the Education Code and the effect of education reforms on schools teaching in minority languages, including optimization of the school network and new procedures for the selection of school directors. “Having heard from national minority representatives that education is a primary concern, I encouraged the Minister to ensure that national minorities are consulted when implementing reforms,” she said. The High Commissioner noted with interest the adoption of a new programme to improve teaching of the State language in minority-language schools, remarking that it provides an opportunity to expand multilingual education as a tool for integration.

The High Commissioner met members of the Council of Ethno-Cultural Organizations in Chisinau and with the Transdniestrian de-facto authorities and civil society representatives in Tiraspol. She visited the Theoretical Lyceum Alexandru cel Bun in Bender and learned about the practical difficulties the school faces in maintaining its operations as a Moldovan-administered school teaching in the Latin script. Thors welcomed the active efforts of the OSCE Mission to Moldova and the German Chairmanship of the OSCE to find sustainable solutions for the Latin-script schools among other issues as part of the Transdniestrian Settlement Process, and noted the anticipated resumption of talks in the 5+2 format, which she discussed with Deputy Prime Minister on Reintegration Gheorghe Balan and Transdniestrian Chief Negotiator Vitaly Ignatiev.

The High Commissioner also met with Deputy Prime Minister on Social Issues Gheorghe Brega, Director General of the Bureau for Interethnic Relations Oleg Babenco, Deputy Minister of Foreign Affairs Lilian Darii, and representatives of civil society and the international community.

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

A week-long regional summer school on multilingual and multicultural education was held from 10 July to 16 July 2016 in Cholponata in Kyrgyzstan - the fifth regional summer school organized as part of the OSCE High Commissioner on National Minorities’ (HCNM) Central Asia Education Programme.

Organized by the HCNM in co-operation with Kyrgyzstan’s Ministry of Education and Science, UNICEF and the Office of the UN High Commissioner on Human Rights in Kyrgyzstan, the summer school brought together 86 participants representing education institutions of the Central Asian States and of the wider region, including teacher trainers, methodological experts, university and pilot school managers and teachers, as well as international experts.

The summer school was aimed at providing practical expert support to further develop the capacity of education authorities and practitioners within multilingual and multicultural education.

Opening the summer school, Deputy Minister of Education of Kyrgyzstan Toktobubu Ashymbaeva highlighted the important role of the teacher in multilingual education programmes.

During the week, participants discussed pre-service and in-service teacher training, as well as facilitating the implementation of multilingual education programmes. Participants also developed training materials aimed at monitoring and evaluating multilingual and multicultural education programmes. As a result, eleven thematic materials were developed with the aim to further adapt them for practical use within the education institutions of the region.

Flera Saifulina, Head of the National Education Department of the Ministry of Education and Science of the Republic of Tatarstan in the Russian Federation, found that the diverse forms of activities enabled participants to express their opinions, raise concerns and receive comprehensive answers from fellow experts. She also expressed satisfaction to see how education is used for the integration of societies in the Central Asian countries.

Tatiana Aderikhina, Co-ordinator of Education and Child Protection Issues at UNICEF Kazakhstan, said: “I am glad that the cooperation between HCNM and UNICEF Kyrgyzstan continues as it brings synergies and benefits the target country.”

Zaiyrbek Ergeshev, representative of the Department of the Ethnic and Religious Issues of the Presidential Administration of Kyrgyzstan, concluded that multilingual and multicultural education is an important factor for forming a civic identity.

Since 2012, the High Commissioner has been implementing the Central Asia Education Programme, aimed at promoting multilingual and multicultural education and developing bilateral and multilateral co‑operation in the region to improve the education of national minorities and promote the integration of society.

Related Stories

• OSCE High Commissioner on National Minorities supports conference on education in multilingual and multicultural contexts in Central Asia
• High Commissioner on National Minorities visits Bosnia and Herzegovina and calls for quality inclusive education for all
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors

ASHGABAT, 21 April 2016 – A commentary prepared by the OSCE Centre in Ashgabat covering Turkmenistan’s Education Law of 2013 as well as regulations on state educational institutions, state pre-school institutions and on state specialized educational institutions, was presented at a roundtable meeting in Ashgabat today.

During the discussion, an international expert who was engaged in drafting the commentary highlighted the main provisions of the relevant legislative acts and reflected on their compliance with international human rights standards.

“Education is playing a significant role in ensuring sustainable security and it is the responsibility of governments to guarantee equal access to education for their citizens,” said Ivo Petrov, Head of the OSCE Centre in Ashgabat.

“The analysis of the national legislation on education demonstrated that the Government of Turkmenistan has been undertaking a significant and systematic attempt to legislate the right to high quality and relevant education for all their citizens across the lifespan. We firmly believe that this analysis will provide an efficient input in the efforts of the country’s authorities to further strengthen the educational system.”

The roundtable discussion brought together members of the Mejlis (parliament), officials from the Ministry of Education, the Supreme Court and the National Institute for Democracy and Human Rights under the President of Turkmenistan, as well as instructors from the Institute of International Relations under the Ministry of Foreign Affairs, the International University of Humanities and Development and the Magtymguly Turkmen State University.

The commentary and the event were organized as part of the Centre’s extra-budgetary project to facilitate the exchange of legal expertise in strengthening national legislation on education in compliance with international standards. The project is funded by the British Embassy in Turkmenistan.

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THE HAGUE, 20 April 2016 - Education is in many ways the space where issues of equality, national identity and the concept of nationhood are being negotiated, said OSCE High Commissioner on National Minorities Astrid Thors today as she opened a high-level conference to mark 20 years of The Hague Recommendations Regarding the Education Rights of National Minorities.

Underlining how education can contribute to preventing conflicts and to peace-building efforts, Thors said it is crucial that governments and education ministries analyse and anticipate tensions that may arise from competing demands placed on the education system such as questions on the language of instruction. These tensions often reflect the widespread societal debates about the place of national minorities as a whole, she added.   

Thors was addressing the start of a two-day conference, which brings together 180 government representatives, experts, teachers, education professionals, non-governmental actors and other local and international stakeholders active in the field of education, conflict prevention and peace-making to discuss the challenges in adapting education systems to ethnically diverse societies.

Gernot Erler, Special Representative of the Federal Government of Germany for the 2016 OSCE Chairmanship, highlighted how challenges in this area have evolved in the two decades since The Hague Recommendations were launched.

“Today, we should realize more and more how crucial the right treatment of minorities by ensuring equal rights, tolerance and cross-border dialogue, is for preventing conflicts,” he said.

In his keynote speech, Fernand de Varennes, Dean of the Law Faculty of the University of Moncton in Canada underlined that the first HCNM recommendations - The Hague Recommendations - are the building block, the foundation upon which latest, The Ljubljana Guidelines on integration, must be understood. When it comes to education in minority language, he pointed out that to an increasing degree it is already perceived as an internationally recognised human right.

During a panel discussion, Srđan Verbić, Minister of Education, of Serbia, Ketevan Tsikhelashvili, First Deputy State Minister for Reconciliation and Civic Equality of Georgia as well as leading human rights academics, Sia Spiliopoulou Åkermark and Jan de Groof discussed what role education should have when building stable multi-ethnic societies. .    

At the margins of the conference, HCNM premiered its film charting the story of the founding of the Bujanovac Department of Economics as the first multilingual and multi-ethnic higher education institution in southern Serbia. The Department has been supported by the HCNM since its inception. To learn more about the project, watch the film here: www.youtube.com/watch?v=RsiKoZKtZhU

HCNM also screened the winning entries from its first-ever video contest, “Our school, our diversity” during the conference. School pupils across the OSCE region were invited to shoot and script a video of no longer than 60 seconds illustrating why diversity matters in the classroom. Having received 101 submissions from 15 OSCE participating States, HCNM carefully reviewed each entry to select the winning films. Watch the movies at: www.osce.org/hcnm/234801

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Preservation, inspiration and dialogue: Twenty years of The Hague Recommendations Regarding the Education Rights of National Minorities
• Our school, our diversity

In promoting education as a tool for conflict prevention, The Hague Recommendations Regarding the Education Rights of National Minorities have offered a toolkit for preservation, inspiration and dialogue, said OSCE High Commissioner on National Minorities (HCNM) Astrid Thors as she opened an expert meeting on 21 April 2016 at The Hague to mark two decades of these ground-breaking Recommendations.

Thors said that the Recommendations had been instrumental in preserving minority education during times of transition and education reforms, and an inspiration in calling for a proactive approach by OSCE participating States towards a progressive yet realistic realization of minority rights in education. She said the Recommendations have also encouraged the involvement of parents and minorities in formulating policies as well as providing a framework for dialogue that is useful for both the participating States and national minorities.

Discussions during the meeting focused on reforms to the education sector and accommodating diversity, language in multilingual educational contexts, and respect for diversity and pluralism in education content.

Participants agreed on the need to further share best practices, promote broader engagement and to adapt to changing environments.

Particularly emphasized was the need for teachers to receive adequate training to be equipped to manage multilingual and multicultural classrooms and for the foundations of education systems to be solid enough to handle adversity, such as budget cuts and extensive reforms.

Acknowledging the role of education in fostering a sense of opportunity and belonging, experts said that the politicization of history is not conducive to conflict prevention. Instead, different views should be allowed as an increased level of historical knowledge and understanding will lead to historical empathy, which can in turn lead to a unifying feeling when the pain of the past is shared.

The experts agreed a set of recommendations for future work in the field of minority education rights, which will be published as follow up to this event.

The expert meeting was held a day after a HCNM-organized conference gathered 180 participants from 32 participating States to assess two decades of The Hague Recommendations. Among the participants of the conference were government officials, experts, teachers, education professionals, non-governmental actors and other local and international stakeholders active in the field of education, conflict prevention and peace-making.

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

OSCE High Commissioner on National Minorities (HCNM) Astrid Thors visited Moldova from 23 to 25 May 2016 to discuss issues including the draft integration strategy developed with HCNM’s assistance to the Bureau for Interethnic Relations, relations between Chisinau and the autonomous territorial unit of Gagauzia, and the education of national minorities. The High Commissioner also visited Tiraspol.

In Chisinau, the High Commissioner discussed the draft integration strategy with Prime Minister Pavel Filip and other interlocutors and encouraged the Government to fulfil without delay its commitment to adopt the strategy. “Adoption of the integration strategy will underscore the Government’s commitment to promoting an inclusive, diverse society,” said Thors. “Even more important will be the strategy’s implementation. I am ready to assist the Bureau for Interethnic Relations in this process.”

The High Commissioner praised the parliamentary decision in November 2015 to establish a permanent joint working group between the Moldovan Parliament and the People’s Assembly of Gagauzia. She discussed the functioning of the working group with its co-chairs, Member of Parliament Elena Bacalu and People’s Assembly Member Gheorghii Leichu, Speaker of Parliament Adrian Candu, and the Bashkan of Gagauzia Irina Vlah. Thors encouraged the working group to be fully utilized as the primary platform for discussing issues related to the functioning of the autonomy so that questions that may contribute to tensions can be successfully addressed.

With Minister of Education Corina Fusu, the High Commissioner discussed implementation of the Education Code and the effect of education reforms on schools teaching in minority languages, including optimization of the school network and new procedures for the selection of school directors. “Having heard from national minority representatives that education is a primary concern, I encouraged the Minister to ensure that national minorities are consulted when implementing reforms,” she said. The High Commissioner noted with interest the adoption of a new programme to improve teaching of the State language in minority-language schools, remarking that it provides an opportunity to expand multilingual education as a tool for integration.

The High Commissioner met members of the Council of Ethno-Cultural Organizations in Chisinau and with the Transdniestrian de-facto authorities and civil society representatives in Tiraspol. She visited the Theoretical Lyceum Alexandru cel Bun in Bender and learned about the practical difficulties the school faces in maintaining its operations as a Moldovan-administered school teaching in the Latin script. Thors welcomed the active efforts of the OSCE Mission to Moldova and the German Chairmanship of the OSCE to find sustainable solutions for the Latin-script schools among other issues as part of the Transdniestrian Settlement Process, and noted the anticipated resumption of talks in the 5+2 format, which she discussed with Deputy Prime Minister on Reintegration Gheorghe Balan and Transdniestrian Chief Negotiator Vitaly Ignatiev.

The High Commissioner also met with Deputy Prime Minister on Social Issues Gheorghe Brega, Director General of the Bureau for Interethnic Relations Oleg Babenco, Deputy Minister of Foreign Affairs Lilian Darii, and representatives of civil society and the international community.

Related Stories

• OSCE High Commissioner on National Minorities holds fifth regional summer school on multilingual and multicultural education in Central Asia
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

A week-long regional summer school on multilingual and multicultural education was held from 10 July to 16 July 2016 in Cholponata in Kyrgyzstan - the fifth regional summer school organized as part of the OSCE High Commissioner on National Minorities’ (HCNM) Central Asia Education Programme.

Organized by the HCNM in co-operation with Kyrgyzstan’s Ministry of Education and Science, UNICEF and the Office of the UN High Commissioner on Human Rights in Kyrgyzstan, the summer school brought together 86 participants representing education institutions of the Central Asian States and of the wider region, including teacher trainers, methodological experts, university and pilot school managers and teachers, as well as international experts.

The summer school was aimed at providing practical expert support to further develop the capacity of education authorities and practitioners within multilingual and multicultural education.

Opening the summer school, Deputy Minister of Education of Kyrgyzstan Toktobubu Ashymbaeva highlighted the important role of the teacher in multilingual education programmes.

During the week, participants discussed pre-service and in-service teacher training, as well as facilitating the implementation of multilingual education programmes. Participants also developed training materials aimed at monitoring and evaluating multilingual and multicultural education programmes. As a result, eleven thematic materials were developed with the aim to further adapt them for practical use within the education institutions of the region.

Flera Saifulina, Head of the National Education Department of the Ministry of Education and Science of the Republic of Tatarstan in the Russian Federation, found that the diverse forms of activities enabled participants to express their opinions, raise concerns and receive comprehensive answers from fellow experts. She also expressed satisfaction to see how education is used for the integration of societies in the Central Asian countries.

Tatiana Aderikhina, Co-ordinator of Education and Child Protection Issues at UNICEF Kazakhstan, said: “I am glad that the cooperation between HCNM and UNICEF Kyrgyzstan continues as it brings synergies and benefits the target country.”

Zaiyrbek Ergeshev, representative of the Department of the Ethnic and Religious Issues of the Presidential Administration of Kyrgyzstan, concluded that multilingual and multicultural education is an important factor for forming a civic identity.

Since 2012, the High Commissioner has been implementing the Central Asia Education Programme, aimed at promoting multilingual and multicultural education and developing bilateral and multilateral co‑operation in the region to improve the education of national minorities and promote the integration of society.

Related Stories

• Preservation, inspiration and dialogue: Twenty years of The Hague Recommendations Regarding the Education Rights of National Minorities
• Language rights, participation, security and access to justice fundamental to welfare of communities in Kosovo, says High Commissioner Thors
• High Commissioner Thors, in her OSCE Permanent Council address, discusses country engagement and highlights the increase in hate speech targeting national minorities

Muuvment, a social impact platform based in Bermuda, in partnership with the Ministry of Home Affairs, the Department of Education and the Ministry of Education, is announced the educational launch of the Bermuda Environmental Action [BEA] programme. A spokesperson said, “The BEA programme is designed to increase understanding of environmental issues and inspire the community […]

The video had Nanhe munne bachche teri mutthi mein sung by Asha Bhosle and Mohammed Rafi from 1954 film Boot Polish playing in the background

[GroundUp] The department confirmed there is a grant backlog but declined to give details

Oyo State Governor, Seyi Makinde, on Wednesday, presented a proposed budget estimate of N678,086,767,322.18 to the state House of Assembly for legislative consideration and approval. Makinde, while presenting the budget, tagged, “Budget of Economic Stabilisation,” said it was 35 per cent higher compared to the 2024 budget. He said, “Out of the budget, capital expenditure

-Orders rescue of collapsing Osisioma flyover Pursuant to its declaration of state of  emergency on education and other critical sectors of the state economy, the Governor Alex Otti administration of Abia State has has declared that from 1st January, 2025,  it would be an offence for any parent  in the state  to fail to send […]

The post Gov Otti makes primary, secondary school education free, compulsory  first appeared on Business Hallmark.

PESHAWAR: Khyber Pakhtunkhwa Chief Minister Ali Amin Khan Gandapur on Wednesday said his government is committed to providing maximum opportunities to girls to excel in education and sports.

He said that perseverance was key to success in life and that striving forward with determination and high spirits ultimately led to success.

He was speaking at the concluding ceremony of All Pakistan Inter-Boards Girls Cricket and Tennis Championship held at the Board of Intermediate and Secondary Education, Peshawar, according to a statement issued from the chief minister’s secretariat on Wednesday.

The competitions commenced on Nov 9, featuring teams from KP and various other educational boards from across the country.

Mr Gandapur welcomed the participants from other provinces and emphasised the importance of organising sports alongside academic activities.

“The purpose of holding such events is to polish the skills of our youth, and get them prepared for practical life ahead,” the statement quoted Mr Gandapur as saying. “Challenges are part of the journey to success and should be faced head-on,” he added.

“A person becomes great when he dreams big,” he said while quoting PTI founder Imran Khan, adding that one must set ambitious goals and move forward with courage.

The chief minister congratulated the Lahore Board’s cricket team on its victory, and affirmed the importance of investing in youth.

Mr Gandapur also announced cash prizes of Rs50,000 for each participating team.

He also distributed trophies and shields among the players.

In tennis, the Lahore Board secured the first position followed by Mardan, while Peshawar Board and Punjab Board of Technical Education, Lahore, shared the third position.

Similarly, the Lahore Board clinched the first position in the cricket tournament, while Peshawar remained the runner-up.

The chief minister also inaugurated a newly-constructed gymnasium at the Peshawar BISE, which has been established at a cost of Rs160 million. The facility includes boxing, karate, taekwondo, wrestling rings, a table tennis court and a fitness gym.

Published in Dawn, November 14th, 2024

UNITED NATIONS — An entire generation of Palestinians in the Gaza Strip would "be denied the right to education" if the United Nations Palestinian relief agency UNRWA collapses in the enclave under new Israeli legislation, the head of UNRWA warned on Wednesday (Nov 13). Israel's parliament passed a law last month that will ban UNRWA from operating in the country when it takes effect in late January. UNRWA Commissioner-General Philippe Lazzarini said its implementation "will have catastrophic consequences." "In Gaza, dismantling UNRWA will collapse the United Nations humanitarian response, which relies heavily on the agency's infrastructure," he told a UN General Assembly committee. "Glaringly absent from discussions about Gaza without UNRWA, is education." "In the absence of a capable public administration or state, only UNRWA can deliver education to more than 660,000 girls and boys across Gaza. In the absence of UNRWA, an entire generation will be denied the right to education," he said, warning that this would sow "the seeds for marginalisation and extremism."

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OM Philippines’ Alternative Learning System teachers visit the homes of students in an effort to connect with their parents and encourage further education.

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Youth: Müller was born in Kroppenstaedt (now Kroppenstedt), a village near Halberstadt in the Kingdom of Prussia. In 1810, the Müller family moved to nearby Heimersleben, where Müller's father was appointed a collector of taxes. He had an older brother, Friedrich Johann Wilhelm (1803 - 7 Oct 1838) and, after his widowed father remarried, a half-brother, Franz (b 1822). His early life was not marked by righteousness - on the contrary, he was a thief, a liar and a gambler. By the age of 10, Müller was stealing government money from his father. While his mother was dying, he, at 14 years of age, was playing cards with friends and drinking. Müller's father hoped to provide him with a religious education that would allow him to take a lucrative position as a clergyman in the state church. He studied divinity in the University of Halle, and there met a fellow student (Beta) who invited him to a Christian prayer meeting. There he was welcomed, and he began regularly reading the Bible and discussing Christianity with the others who attended the meetings. After seeing a man praying to God on his knees, he was convinced of his need for salvation. As soon as he got home he went to his bed where he knelt and prayed. He asked God to help him in his life and to bless him wherever he went and to forgive him of his sins. He immediately stopped drinking, stealing and lying, and began hoping to become a missionary. He began preaching regularly in nearby churches and continued meeting with the other churches. -- Early work: In 1828, Müller offered to work with Jews in England through the London Society for Promoting Christianity Amongst the Jews, but upon arriving in 1829, he fell ill, and did not think that he would survive. He was sent to Teignmouth to recuperate and, whilst there, met Henry Craik, who became his life-long friend. When he recovered, however, he dedicated himself to doing the will of God. He soon left the London Society, convinced that God would provide for his needs as he did Christian work. Craik invited him to become a minister with him in Teignmouth and he became the pastor of Ebenezer Chapel in Devon and soon after, married Mary Groves, the sister of Anthony Norris Groves. During his time as the pastor of the church, he refused a regular salary, believing that the practice could lead to church members giving out of duty, not desire. He also eliminated the renting of church pews, arguing that it gave unfair prestige to the rich (based primarily on James 2:1-9). -- Theology: The theology that guided George Müller's work is not widely known, but was shaped by an experience in his mid twenties when he "came to prize the Bible alone as [his] standard of judgement". He records in his Narratives that "That the word of God alone is our standard of judgment in spiritual things; that it can be explained only by the Holy Spirit; and that in our day, as well as in former times, he is the teacher of his people. The office of the Holy Spirit I had not experimentally understood before that time. Indeed, of the office of each of the blessed persons, in what is commonly called the Trinity, I had no experimental apprehension. I had not before seen from the Scriptures that the Father chose us before the foundation of the world; that in him that wonderful plan of our redemption originated, and that he also appointed all the means by which it was to be brought about. Further, that the Son, to save us, had fulfilled the law, to satisfy its demands, and with it also the holiness of God; that he had borne the punishment due to our sins, and had thus satisfied the justice of God. And, further, that the Holy Spirit alone can teach us about our state by nature, show us the need of a Saviour, enable us to believe in Christ, explain to us the Scriptures, help us in preaching, etc. It was my beginning to understand this latter point in particular which had a great effect on me; for the Lord enabled me to put it to the test of experience, by laying aside commentaries, and almost every other book, and simply reading the word of God and studying it. The result of this was, that the first evening that I shut myself into my room, to give myself to prayer and meditation over the Scriptures, I learned more in a few hours than I had done during a period of several months previously. But the particular difference was, that I received real strength for my soul in doing so. I now began to try by the test of the Scriptures the things which I had learned and seen, and found that only those principles which stood the test were really of value."

The Apostle Paul - The apostle Paul was one of the most famous citizens of the Roman Empire and without question one of the most influential individuals in history. He was used by the Lord in his missionary and evangelistic activities to set in motion a great deal of the organization known as the Christian Church, the Body of Christ on earth, to the extent that billions of human beings have been directly or indirectly affected by his ministry. Under the inspiration of the Holy Spirit, he wrote the foundation documents for the Christian way of life, the Word of God which has changed the lives of millions. -- Paul's Education: Paul was educated by his mother until the age of five. From age five to ten he studied with his father in the Hebrew scriptures and traditional writings. At the same time, being a Roman citizen and living in a Greek and Roman environment, he received a thorough education in the Greek language, history, and culture. He was sent to Jerusalem at about the age of ten to attend the rabbinical school of Gamaliel, who was the son of Simeon the son of Hillel. Gamaliel was a most eminent rabbi who was mentioned both in the Talmud and in the New Testament (Acts 5:24-40; 22:3). Gamaliel was called Rabban - one of only seven teachers so called. He was a Pharisee, but he rose above party prejudice. He composed a prayer against the Christian "heretics". He lived and died a Jew. At this time, Herod was dead, and the Romans had complete control of Judea, hence, there was Roman money, language, and culture. The Jews, therefore, were inclined to cling more closely to their religion as the center of unity. [Refer to the topic: Judean History] There were two great rabbinical schools, those of Hillel and Schammai. Hillel, the grandfather of Gamaliel, held that tradition was superior to the Law. The school of Schammai despised traditionalists, especially when there teachings clashed with the writings of Moses. The religious school of Gamaliel (Hillel) was chiefly oral and usually had a prejudice against any book but Scripture. They used a system of Scriptural exegesis, and Josephus in his writings expressed the wish to have such a power of exegesis. When school was in session, learned men met and discussed scriptures, gave various interpretations, suggested illustrations, and quoted precedents. The students were encouraged to question, doubt, even contradict. -- When Paul became a Christian, his very thorough education was enormously helpful. He was able to assimilate Christian doctrines rapidly and relate them accurately to the Scripture teaching he had received. From his education, both from Gamaliel and in the desert from the Lord Jesus Christ, Paul developed a divine viewpoint attitude toward human history. Paul knew that the existence of God can easily be perceived by anyone, that man can become aware of God, but that many men's deliberate sin halted this good beginning by immoral activities which accompanied their idolatry. Therefore, Paul had an intense hatred of idolatry of any kind. Paul's teaching shows that the only reality is God. Idolatry distorts man's conception of the world and external nature. Idolatry is the enemy of mankind. Paul knew the law of growth of human nature. As a Roman, Tarsian, Hebrew, and culturally Greek, he knew of the many distortions of the life of his society. As a nation becomes unhealthy, development is halted. Societies errors as to the nature of God and the true relation of God to man prevented nations from getting rid of their besetting evil. The books of Acts is the chief authoritative record for the ministries of Paul and the other apostles. For a brief outline of Paul's ministry, see the Chronological Table of Paul's Ministry. The most thorough, accurate, and interesting secular work on Paul is The Life and Epistles of St. Paul, by Conybeare and Howson.

We are thrilled to be a valued HESS / Coalition Contract Business Partner and to participate in their quarterly webinars. Bryan Leber and Chuck Donnelly are eager to provide The Higher Education Systems & Services Consortium (HESS) members with insights into Fischer Identity's unique Identity and Access Management (IAM) strategy in the upcoming week. We eagerly anticipate connecting with the HESS Consortium community and sharing our expertise.

tonestro, the global leading publisher of music learning apps for Brass, Woodwind & String instruments, and Thomann, Europe's leading musical instruments retailer, have partnered to offer a comprehensive learning experience for beginner violin and saxophone players.

Inventionland® Education has introduced Bright Ideaz™ light panels to enhance classroom environments quickly, affordably, and creatively. These LED dry-erase panels, often integrated into Inventionland's Innovation Labs®, are designed to make classrooms visually stimulating and foster an inspiring atmosphere for students and teachers.

The Minister of Truth and Other Information (MOTOI), Alan Bladder, has announced the Department of Social Scrutiny's new 5 year plan for education, following the acquisition of the Ministry for Indoctrination (mFi) in a back street knife fight in Peckham last week.

MOTOI will now...

Self-identified liberals outnumber conservatives among Harvard faculty by 82-1.

More than 80 percent of Harvard faculty respondents characterized their political leanings as "liberal" or "very liberal," according to The Crimson's annual survey of the Faculty of Arts and Sciences in April.

A little over 37 percent of faculty respondents identified as "very liberal"-- a nearly 8 percent jump from last year. Only 1 percent of respondents stated they are "conservative," and no respondents identified as "very conservative."

Academics usually explain this uniformity by asserting that liberals are smarter than conservatives and thus better suited for faculty positions in higher education -- particularly in self-identified elite universities. This explanation is relatively simple to assess by considering whether or not these same academics would entertain a similar explanation for a lack of sex or racial diversity in other institutions, such as corporate leadership or government. If one were to claim that "there are more male CEOs because men are smarter than women" that claim would be rightly dismissed.

(HT: Campus Reform and Instapundit.)