KBS뉴스 파노라마 유네스코 한국 위원회 60주년 특별기획 다리를 놓다
7월 11일 금요일 밤 10시 KBS1TV 방송
이 프로그램은 유네스코한국위원회 창립 60주년을 맞아 한국위원회가 역점 사업으로 시행하고 있는 브릿지 아프리카 프로젝트 활동 현장을 담고 있습니다.
Thursday, August 7, 2014
Friday, June 27, 2014
The first Lady, Michelle Obama, honors youth arts programs
First lady honors youth arts programs
Gallery
The first lady is No. 1 on Forbes Magazine's list of the most powerful women.
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By Robin Givhan
Washington Post Staff Writer
Thursday, October 21, 2010
On Wednesday, first lady Michelle Obama presented 15 community groups with the newly named National Arts and Humanities Youth Program Award for their work in helping young people tap into their creativity through music, writing and the visual arts. In an East Room ceremony, in front of an audience of students, arts supporters and educators -- as well as members of the President's Committee on the Arts and the Humanities -- Obama congratulated the groups for their arts advocacy but also for the impact they've had in improving students' reading skills, college matriculation rates and self-confidence.
"You're doing more than teaching them to be better artists," said Obama, who was wearing a raspberry-colored jersey dress. "You're helping them become better people."
She added that this White House would do everything it could to sustain the kinds of programs like the ones being honored and to encourage young people to explore the arts and humanities.
The students themselves offered proof of the impact the organizations have had in their lives. Mariana Pavon Sanchez, 19, read an excerpt from her play, "Mariana's Wish," which she wrote through the District's Youth Playwrights' Theater. The play was based on Sanchez's longing to see her mother, who lives in Nicaragua. The story had a happy ending; Sanchez saw her mother in December 2009.
"I was a very shy student, afraid to speak out," the petite 11th-grader in a sparkly black dress said as she introduced herself to the audience. "Now here I am addressing the first lady of the United States."
This year's winners of the National Arts and Humanities Youth Program Awards will each receive $10,000. The recipients include:
After-School Playwriting Program, Youth Playwrights' Theater Inc., Washington; Brooklyn Cultural Adventures Program, Brooklyn, N.Y.; Center for Community Arts Partnerships, Chicago; Community MusicWorks, Providence, R.I.; FACT After-School Programs, Santa Fe, N.M.; Girlstories Theatre Project and Workshops, Tampa; New Directions YouthArts, Las Vegas; Project ALERTA, Boston; RiverzEdge Arts Project, Woonsocket, R.I.; San Francisco WritersCorps, San Francisco; Scripps College Academy, Claremont, Calif.; Mentors of Minorities in Education Inc., Washington; Artists Collective's Transforming the Lives of High Risk Youth: Training in the Arts & Culture of the African Diaspora, Hartford, Conn.; Urban Voices, New York; and YouthCAN, Seattle.
The Jean Baptiste Dessaix Music School in Jacmel, Haiti, received the International Spotlight Award.
washingtonpost
Tuesday, June 24, 2014
teach for qatar
sheikha-hind-launches-teach-for-qatar
teachforqatar
Sheikha Hind launches ‘Teach For Qatar’
March 05, 2014 - 4:37:34 am
H H Sheikha Moza bint Nasser, H E Sheikha
Hind bint Hamad Al Thani and H E Dr Mohammed bin Saleh Al Sada,
Minister of Energy and Industry, at the launch of Teach For Qatar, a
non-governmental organisation that seeks to attract Qatari graduates to
the public education system, yesterday.
By Fazeena Saleem
DOHA: Qatar’s first non-governmental organisation for education ‘Teach For Qatar’ (TFQ) was launched yesterday by H E Sheikha Hind bint Hamad bin Khalifa Al Thani at Katara Hall in the presence of H H Sheikha Moza bint Nasser, Chairperson of Qatar Foundation.
TFQ seeks to bring Qatar’s young graduates into the public education system and make changes in the classroom and society.
It will recruit 30 talented university graduates and young professionals from various backgrounds and specialisations, provide teacher training and place them as teachers in 10 Independent schools across Qatar for a two year ‘fellowship.’
They will continue to receive additional training, mentorship, and regular reviews throughout the fellowship. Around 2,000 students are likely to benefit in the first year.
Upon completion of the two-year teaching placement, fellows can continue to contribute to the development of Qatar’s education system through career pathways developed by TFQ alongside Qatari institutions across various sectors.
“I call upon our youth who have benefited from the flourishing of higher education in Qatar to take advantage of this opportunity to give back to their community and be part of a process of change that perhaps they once dreamed of effecting when they were young students,” said Sheikha Hind, Chairman of TFQ.
“I’m fully confident that the young team and the Independent schools partnering with them will make a difference in Qatar’s education,” she added.
TFQ is the 32nd member of the Teach For All — The Global Network for Expanding Educational Opportunity with a mission that one day all children will have the opportunity to attain an excellent education.
It’s a global network established in countries around the world, including Lebanon, the UK, Malaysia and Japan.
TFQ will begin its recruitment drive this week to attract young talents around Doha.
Interested university students and young professionals can test their knowledge of core subjects, sample teaching experience and interact with TFQ members and apply for the fellowship at informational booths to be set up at Hamad bin Khalifa University Student Centre in the Education City and Qatar University.
“We are proud of the growing collaboration between us and the Independent schools that will be taking TFQ fellows on board,” said Mohammed Fakhroo, Managing Director, TFQ.
“I thank them for their trust in the initiative, and look forward to welcoming more partner schools.”
The initiative has been welcomed by Independent schools, 10 of which have signed agreements with TFQ to hire teachers recruited and trained by the organisation.
“I also call upon other schools to join the programme to develop the education system in Qatar,” said Fakhroo.
The Peninsula
DOHA: Qatar’s first non-governmental organisation for education ‘Teach For Qatar’ (TFQ) was launched yesterday by H E Sheikha Hind bint Hamad bin Khalifa Al Thani at Katara Hall in the presence of H H Sheikha Moza bint Nasser, Chairperson of Qatar Foundation.
TFQ seeks to bring Qatar’s young graduates into the public education system and make changes in the classroom and society.
It will recruit 30 talented university graduates and young professionals from various backgrounds and specialisations, provide teacher training and place them as teachers in 10 Independent schools across Qatar for a two year ‘fellowship.’
They will continue to receive additional training, mentorship, and regular reviews throughout the fellowship. Around 2,000 students are likely to benefit in the first year.
Upon completion of the two-year teaching placement, fellows can continue to contribute to the development of Qatar’s education system through career pathways developed by TFQ alongside Qatari institutions across various sectors.
“I call upon our youth who have benefited from the flourishing of higher education in Qatar to take advantage of this opportunity to give back to their community and be part of a process of change that perhaps they once dreamed of effecting when they were young students,” said Sheikha Hind, Chairman of TFQ.
“I’m fully confident that the young team and the Independent schools partnering with them will make a difference in Qatar’s education,” she added.
TFQ is the 32nd member of the Teach For All — The Global Network for Expanding Educational Opportunity with a mission that one day all children will have the opportunity to attain an excellent education.
It’s a global network established in countries around the world, including Lebanon, the UK, Malaysia and Japan.
TFQ will begin its recruitment drive this week to attract young talents around Doha.
Interested university students and young professionals can test their knowledge of core subjects, sample teaching experience and interact with TFQ members and apply for the fellowship at informational booths to be set up at Hamad bin Khalifa University Student Centre in the Education City and Qatar University.
“We are proud of the growing collaboration between us and the Independent schools that will be taking TFQ fellows on board,” said Mohammed Fakhroo, Managing Director, TFQ.
“I thank them for their trust in the initiative, and look forward to welcoming more partner schools.”
The initiative has been welcomed by Independent schools, 10 of which have signed agreements with TFQ to hire teachers recruited and trained by the organisation.
“I also call upon other schools to join the programme to develop the education system in Qatar,” said Fakhroo.
The Peninsula
teachforqatar
Monday, June 23, 2014
Aid to education down by 10% since 2010
unesco-view/news/aid_to_education
Aid to education is seriously declining: it fell by just over 6% between 2010 and 2011, and a further 3% in 2012. Basic education – which enables children to acquire foundational skills and core knowledge – is now receiving the same amount of aid as it was in 2008. As funds diminish, and just one year before the deadline for achieving the global Education for All goals, 57 million children and 69 million adolescents are still out of school
These new figures are released by UNESCO’s EFA
Global Monitoring Report ahead of the Global Partnership for Education’s
Replenishment Pledging Conference in Brussels (25-26 June), at which
donors are being asked to help raise a much-needed US$3.5 billion for
education in the poorest countries.
“When so many girls and boys are still out of school
and not learning, the continuing drop in funds for education is cause
for serious concern,” said Irina Bokova, Director-General of UNESCO.
“Increasing external support for education is an ethical and development
imperative. We know the difference that well-targeted aid can make in
helping countries to put quality education first.”
Julia Gillard, Board Chair of the Global Partnership
for Education, affirmed that “Education is a long-term investment – not
an expense. We owe it to the children of the world – particularly the
poorest and most marginalized – that both international donors and
developing country governments step up and commit more funding to
education.”
The paper
shows that aid is still vital for many countries, making up over a
quarter of public education spending in 12 countries. Yet with aid flows
to the sector falling by 10% – far more than the 1% decrease in overall
aid levels – donors are clearly backing away from education as a
development priority.
“This worrying fall in aid is in the context of a
US$26 billion annual finance gap for education. Unless this negative
trend is reversed, the likelihood of reaching the global education goals
is put at great risk - all the more so if new education targets are set
for 2030,” said Aaron Benavot, director of the EFA Global Monitoring
Report. “With aid proving so volatile, governments must urgently improve
their domestic financing, including better management of their tax
systems, so as not to put their country’s development in jeopardy.”
The cuts are biting hardest in those countries
furthest from reaching the education goals. In sub-Saharan Africa, which
is home to over half the world’s out-of-school children, aid to basic
education fell between 2010 and 2011, and stagnated between 2011 and
2012. Since 2010, 12 African countries have seen cuts in their aid to
basic education of US$10 million or more.
The two countries with the largest cuts in aid to
basic education from 2010 to 2012 were India and Pakistan, even though
both sit among the top five countries in the world with the most
children out of school.
Aid to basic education for low-income countries
recovered slightly in 2012 compared to the decreases felt in 2011, but
levels are still lower than they were in 2010. Twenty-two low-income
countries received less aid for basic education than two years before.
The EFA Global Monitoring Report continues to show
that despite half of the world’s out-of-school children living in
conflict-affected countries, humanitarian aid appeals neglect education
needs: education only received 2% of humanitarian appeals in 2013 – only
half way to the modest 4% target set by the United Nations last year.
As a sector, education is suffering a double disadvantage: not only is
it receiving the smallest proportion of humanitarian appeals, but it is
also receiving one of the smallest proportion of requests that it makes
for funding: in 2013 education received 40% of the funds it called for
from humanitarian aid.
Saturday, June 14, 2014
UNESCO trains teachers on climate change
13.06.2014 - Education Sector
UNESCO trains teachers on climate change
UNESCO/Julia Heiss
Discussing climate change can be a challenge for some teachers. As a response, UNESCO is delivering a series of four-day training courses to help teachers discuss climate change in and outside the classroom. The most recent training session, held in the Dominican Republic, brought together 35 educators from 13 Central American and Caribbean countries.
“The course comes at a perfect time for us,”
said Petal Jeeto, science education coordinator for the Ministry of
Education in Guyana. “We are about to introduce climate change and
education for sustainable development broadly into our country’s
curricula and policies. The course showed us how to bridge schools and
communities”
The course aims to help educators discuss the global
as well as the local impacts of climate change, while introducing the
participants to climate change education for sustainable development
(ESD).
“An ESD approach is not a quick fix solution. Only
if we introduce it as lifelong learning can we achieve changes towards
more sustainable lifestyles and practices”, remarked course facilitator,
Lausanne Olvitt.
Each course also includes many practical exercises. For example, educators are taken out to the beach to introduce them to the Sandwatch MAST-approach:
measure, analyses, share and take action. One group undertook Sandwatch
activities on the beach of Boca Chica which included measuring the size
of the beach and interviewing a variety of locals, including fishermen
and restaurant and hotel owners, to determine the quality of the water,
the future impact of climate change as well as environmental changes
that have already occurred over time.
“These activities opened my mind on the
vulnerability of coastal areas and infrastructure“, remarked Nora
Pieter, Infrastructure and DRR specialist for the Ministry of Education
of the Dominican Republic.
Andy Paul, a primary school head teacher from
Trinidad and Tobago, also commented that the ESD approaches used in the
course helped make the subject relevant by linking it to real life
situations.
The training session, held in the Dominican Republic
in May, was the third in a new series of courses being held in
different regions. The first two of the new training sessions were held
last year in South Africa for educators from Southern and Eastern Africa
and in Cap Verde for the Western and Central African region. The next
training for educators from the Pacific region will take place in
September 2014.
news/unesco_trains_teachers_on_climate_change
news/unesco_trains_teachers_on_climate_change
Tuesday, June 10, 2014
영어를 비롯한 언어 교육 제대로 즐겁게 할 수 있어야 하죠!
I agree that enhancing language ability has become more important to live in such a globalized and culturally diverse world for now as well as for the future.
unesco-view/news/enhancing_language_ability
unesco-view/news/enhancing_language_ability
In a globalized and culturally diverse world, language ability has become increasingly important. It cements human societies, supports cultural vitality and makes socio-economic development possible. Language ability is also essential for cognitive development and as such allows the fulfilment of individual potential and broader learning.
Participants attending the International
Conference on Language held in Suzhou, China, from 5 to 6 June agreed
that good quality language education is the most effective means for
enhancing language abilities.
After a day and a half of deliberations, the over
400 education officials, academics and educators from 90 countries
attending the Conference further determined that quality language
education needs well trained teachers, innovation and continued
research, especially on the use of ICT for language teaching.
Furthermore, as instruction in the learner’s mother
tongue is fundamental to improving educational outcomes, participants
agreed that mother tongue-based education needs to continue at least
through primary education. The participants also considered that
promoting exchange and learning among peoples, institutions and nations
is another important means of enhancing language abilities. Through
language immersion programmes and other similar international exchange
programmes, the development of language abilities in a variety of
languages can also foster mutual understanding and peaceful co-existence
among peoples.
Finally, quality language education implies paying
greater attention to the needs of all learners and in particular those
who are visually and hearing impaired.
For more information on the final Conclusions of the International Conference on Language (pdf), organized by the People’s Republic of China in partnership with UNESCO, please go to the conference website http://icl.jsjyt.gov.cn/index_en.php
Wednesday, June 4, 2014
Tuesday, June 3, 2014
Tuesday, April 22, 2014
맹모 삼천 지교
맹모삼천지교
어원 한자 孟母三遷之敎.
줄여서 '맹모삼천'(孟母三遷)이라 이른다.
IPA [mɛːŋ.mo.sam.cʰən.ɟi.gjo]
개정 로마자 표기
Revised Romanization maeng.mo.sam.cheon.ji.gyo
예일 표기
Yale Romanization mayng.mo.sam.chen.ci.kyo
매큔-라이샤워 표기
McCune-Reischauer maeng.mo.sam.ch’ŏn.ji.gyo
1. (고사성어) 맹자의 어머니가 어린 아들 맹자를 바르게 키우기 위하여 세 번 이사를 하였다는 일에서 비롯된 말.
맹자의 어머니는 맹자를 데리고 처음 묘지 가까이 살았는데, 거기서 어린 맹자가 장사 지내는 것을 자주 보고 그 흉내를 내자 맹자 어머니는 집을 시장 근처로 옮겼는데, 이번에는 어린 맹자는 거리에서 물건 파는 것을 보고는 그 흉내를 내자 맹자 어머니는 서당이 있는 곳으로 집을 옮기고서야 여기서 맹자를 공부시킬 수 있었다고 한다. 부모는 자식의 교육을 위해서 온갖 힘을 써야 한다는 속뜻.
맹모삼천지교
어원 한자 孟母三遷之敎.
줄여서 '맹모삼천'(孟母三遷)이라 이른다.
IPA [mɛːŋ.mo.sam.cʰən.ɟi.gjo]
개정 로마자 표기
Revised Romanization maeng.mo.sam.cheon.ji.gyo
예일 표기
Yale Romanization mayng.mo.sam.chen.ci.kyo
매큔-라이샤워 표기
McCune-Reischauer maeng.mo.sam.ch’ŏn.ji.gyo
1. (고사성어) 맹자의 어머니가 어린 아들 맹자를 바르게 키우기 위하여 세 번 이사를 하였다는 일에서 비롯된 말.
맹자의 어머니는 맹자를 데리고 처음 묘지 가까이 살았는데, 거기서 어린 맹자가 장사 지내는 것을 자주 보고 그 흉내를 내자 맹자 어머니는 집을 시장 근처로 옮겼는데, 이번에는 어린 맹자는 거리에서 물건 파는 것을 보고는 그 흉내를 내자 맹자 어머니는 서당이 있는 곳으로 집을 옮기고서야 여기서 맹자를 공부시킬 수 있었다고 한다. 부모는 자식의 교육을 위해서 온갖 힘을 써야 한다는 속뜻.
맹모삼천지교
모두에게 행복한 교육
이 블로그가 행복한 교육을 희망하는 아이들과 이상적인 교육을 꿈꾸는 부모들에게 도움이 됬으면 하는 마음에서 만들어 보았습니다.
아이들이 잘하는 것과 좋아하는 것이 같으면 금상첨화겠지만
모든 아이들에게 지금 잘하는 것보다는 좋아하는 것을 찾게 해주는 교육이 됬으면 하는 바램과 함께 이 블로그를 만들어 갈까 합니다.
아이들이 잘하는 것과 좋아하는 것이 같으면 금상첨화겠지만
모든 아이들에게 지금 잘하는 것보다는 좋아하는 것을 찾게 해주는 교육이 됬으면 하는 바램과 함께 이 블로그를 만들어 갈까 합니다.
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