Monday, November 18, 2019
What It Means to have Hope in Times of Climate Crisis
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"One thing that repeatedly gets misrepresented in the media is ..." Correction to previous blog post
A representative of "The Friendship Bench" has mailed me this very relevant correction to the description in the blog post:
"One thing that repeatedly gets misrepresented in the media is that this is of course not Dixon Chibanda’s work alone.
As much as we tell journalists the real story, they still choose to write whatever they want (and what they think their readers want to read).
We are a team and without the team, the Bench would not be anywhere near where it is now. Some of us have been working with Friendship Bench since its beginning.
And what is really important too is that there is a peer led group support that follows the problem solving therapy on the bench.
That is where Zeebags are being made as an income generation component which is really important in this very difficult economic situation.
If you want, you could just send us any question that you might have and we can answer them and then you would be one of the people whose website actually reflects what is really happening on the ground!
Thanks,
Ruth
Dr. Ruth Verhey PhD
Consultant Clinical Psychologist
Friendship Bench
This text is now included in the blog post in English as well as Danish:
”Everyone, everywhere should have someone to turn to in support of their mental health”
The Zimbabwean organization, Friendship Bench, now trains hundreds of grandmothers in problem-solving therapy, role-playing and behaviour activation. Their therapy sessions take place outside, on wooden seats known as Friendship Benches.
Friendship Bench are now expanding to other countries.
“My dream is to take this to scale” the founder Dr. Chibanda says, “With something simple, we make a difference in the world”
See the English version of the full article at
https://teachglobalcitizenship2.blogspot.com/2019/02/everyone-everywhere-should-have-someone.html
Se den danske version af artiklen "Bedstemødre i Zimbabwe bekæmper depression gennem samtaler på ”venskabsbænke” på bloggen "Der er brug for medborgerskabsengagement i FN´s bæredygtighedsmål" på https://sdg-medborgerskab.blogspot.com/2019/03/bedstemdre-i-zimbabwe-bekmper.html
Wednesday, May 8, 2019
”Everyone, everywhere should have someone to turn to in support of their mental health”
The Zimbabwean organization, Friendship Bench, now trains hundreds of grandmothers in problem-solving therapy, role-playing and behaviour activation. Their therapy sessions take place outside, on wooden seats known as Friendship Benches.
Friendship Bench are now expanding to other countries.
“My dream is to take this to scale” the founder Dr. Chibanda says, “With something simple, we make a difference in the world”
See the English version of the full article at
https://teachglobalcitizenship2.blogspot.com/2019/02/everyone-everywhere-should-have-someone.html
Se den danske version af artiklen "Bedstemødre i Zimbabwe bekæmper depression gennem samtaler på ”venskabsbænke” på bloggen "Der er brug for medborgerskabsengagement i FN´s bæredygtighedsmål" på https://sdg-medborgerskab.blogspot.com/2019/03/bedstemdre-i-zimbabwe-bekmper.html
Wednesday, April 24, 2019
Is the answer a doughnut model when the issue is... What does it take to create a sustainable future?
Global warming, environmental problems and poverty issues must be solved.
Se the English version of the article, the model in a readable format, and links at
https://teachglobalcitizenship2.blogspot.com
Se den danske version af artiklen på https://sdg-medborgerskab.blogspot.com/2018/12/er-svaret-en-doughnutmodel-nar-emnet-er.html
This newsletter "Teach GLOBAL CITIZENSHIP Newsletter no. 31" is placed at a new blog https://teachglobalcitizenship2.blogspot.com/
(and so will all newsletters from now on)
Everyone, who is engaged in developing global citizenship, is welcome to receive these thematic introductions & curated learning possibilities.
December 2018, Copenhagen, Denmark
Egon Hedegaard
Blog In English:
Teach GLOBAL CITIZENSHIP
Blogs på dansk:
Uddannelsesreformer verden rundt
Der er brug for medborgerskabs-engagement i FN´s verdensmål
Se the English version of the article, the model in a readable format, and links at
https://teachglobalcitizenship2.blogspot.com
Se den danske version af artiklen på https://sdg-medborgerskab.blogspot.com/2018/12/er-svaret-en-doughnutmodel-nar-emnet-er.html
This newsletter "Teach GLOBAL CITIZENSHIP Newsletter no. 31" is placed at a new blog https://teachglobalcitizenship2.blogspot.com/
(and so will all newsletters from now on)
Everyone, who is engaged in developing global citizenship, is welcome to receive these thematic introductions & curated learning possibilities.
December 2018, Copenhagen, Denmark
Egon Hedegaard
Blog In English:
Teach GLOBAL CITIZENSHIP
Blogs på dansk:
Uddannelsesreformer verden rundt
Der er brug for medborgerskabs-engagement i FN´s verdensmål
Sunday, July 1, 2018
Why is Kenya's school reform important to know about?
New school reform in Kenya
In Kenya, a large-scale schoolreform program is currently under way. The reform will mean that rote learning and grades will beless favored than before, whilethe focus will be more on life skills and development subject relevant skills and competencies in all subjects. (Abuya, 2017)
The reform will likely prove interesting far beyond Kenya's borders. It could provide an exampleof how to move the focus from quantity to quality in developing countries. It is also an example of how the major temporary challenge in developing countries can be attacked, namely, moving from focus on quantity to focus on quality.
For too many years, the Kenyan education system has been aimed at educating and selecting students for university entrance while it has been neglected to focus on the majority who need vocational education. From now on, the focus will be on competence and talent, and the strategy will move from formulated Learning Objectives to Learning Outcomes, which represents what the students shall be able to do.
"Life Skills" and Competence Rather than Rote Learning
Since the government of Kenya proclaimed AIDS and HIV to be a national disaster in 1999, teaching of life skills havebeen important initiatives. Life skills became a one hour per week subject for all levels in primary and secondary schools, with focus on knowledge about AIDS, HIV, and health.
In a curriculum description of the subject of Life Skills Education (LSE), the purpose is "To develop, nurture and promote 13 'Core Living Values' (i.e. cooperation, simplicity, tolerance, respect, peace, freedom, unity, love, honesty, responsibility, humility, happiness and integrity). Sexuality education is (also) covered in LSE lessons " (source, p. 37 in UNICEF (2012): UNICEF; 2012
Many of these values are Human Rights based, and accordingly, they must also address efforts to prevent hostilities between Kenya's 42 ethnic groups from occurring again.
The teaching of "life skills" is inspired from practicesin other countries, and from knowledge and inspiration channeled through the UN organization UNICEF. According to UNICEF, Life Skills are “psycho-social and interpersonal skills that can help people to make informed decisions, communicate effectively and develop coping and self-management skills that would help lead to a healthy and productive life". UNICEF; 2012
While Life Skills remain a major focus in the new reform, developing skills and competencies extendst hroughout the reform. One of the consequences is that all subjects have a new curriculum description. As a start of the implementation of the reform, first grade pupils from all over the country in Secondary got new textbooks in Mathematics, English, Kiswahili, Chemistry, Physics and Biology on the first school day in January 2017. The Primary students have already received new schoolbooks (kicd.ac.ke)
So far, the strong focus on rotelearning has been maintained by a very rigid test after the first part of elementary school, and similar tests after Secondary and High School.
The requirements of these tests have meant that teachers have had to focus on what was required to get a good grade, and many children and young people have experienced getting labeled as "school failures", an old British tradition, and then they have given up getting an education.
The old school system has also caused negative consequences even for those who perform well through Secondary and High School, and are admitted to one of the many universities that spread across the countryduringthese years.
These students bring along the understanding that the purpose of participation in education is predominantly to get the best possible grades, and this happens mainly by reproducing what the teacher has said.
Since 2014, as a teacher of in-service education for university teachers,I have observed that university students do not have their own copies of the textbooks in most subjects (there are only a few copies in each university's library room). Students write notes in class (at least for the first hour), copy the most diligent student's notes and put pressure on the teacher to get a copy of the teacher's own notes on which the lectures are based.
Many Kenyan university students have described to me how difficult it has been to go from reproducing knowledge through written assignments to become producers of knowledge. It is also surprisingthat university students are expected to investigate, discuss and take a justified position on ideas and theories that often contradict each other.
Education in the universities of East Africa have for a long time been criticized publicly for not training graduates who are qualified professionals. For example, a newspaper in 2016 described the university graduates as "half-baked".
The new reform of "Primary" and "Secondary" should result in students already beginning to study and take a reasoned position on the knowledge, they receive through education, even before the start of higher education.
Huge challenges for primary school teachers, but also for university teachers
Based on my workwith in-service education for university teachers focusing on the students 'active learning processes, it is my opinion that the teachers realize, that their students learning istoo superficial and grading-oriented.
In addition, it is the teachers' responsibility to create learning processes through which all students aim for a deeper understanding. But since university teachers do not receive general training in teaching, they are not well prepared for a change in program.
Accordingly, the terms "surface learners" vs. "deep learners", which have been in use in universities around the world since the late 1960s, are perceived also to be relevant by university teachers in Kenya today.
Source to know more about how to teach so “surface learners “ behave as “deep learners”, see: "Teaching Teaching & Understanding Understanding" [English subtitles]
(1/3) “Learning” (5 min.) & Teaching” (3.14 min.) https://youtu.be/6Ngc9ihb35g
(2/3) “Understanding” (6.18 min.) https://www.youtube.com/watch?v=SfloUd3eO_M&t=31s
(3/3) “The Solution” https://www.youtube.com/watch?v=w6rx-GBBwVg&t=0s&list=PLUvh8nBV_eO9ma_DggZiSGLnKb9hBZ5yO&index=4
Rote learning before and now
Rote learning has traditionally had a special status in Africa. In the original cultures, knowledge contained in myths, traditions, and family history were transmitted through verbal narratives. It was important to learn these by heart so they could be passed on. This understanding was completely in line with the rote learning introduced in the schools during colonial times. Rote learning has been taken for granted in African contexts for a long time.
In the university world, rote learning is often regarded as superficial learning. But my African colleagues (and African research, such as Phasokun quoted in Seed, p. 17, 2015) have often pointed out that their students’ need as a start to get the concepts and details in a new area presented clearly and memorized by repetition. And it is a good basis for developing deeper understanding and commitment in a field of study. The crucial thing is that neither students nor teachers are satisfied with memorization as the end result.
University teachers have a decisive role in this. Traditionally, both students and the outside world in the African context regard the teacher as an authority - and often almost an oracle - who teach by lecturing. If a teacher of today perceives herself/himself in this way, then the teacher has made himself a hindrance for students who try to develop the skills, understanding and commitment needed to take an education and become proficient regardless of which profession it is.
Use of technology
The Kenyan students of today are, however, much more competent than described above. They are both knowledge-seekers and problem solvers and they have action competence. But this description covers mostly the behavior outside of classrooms where they use their smartphones, tablets and PCs!
This phenomenon is also a global trend. There is often a culture of learning in teaching time, and a whole other in free time. (Zhao, 2016)
Zhao's conclusion is that ...”Technology is underused (in education) because technology use in school celebrates teachers teaching rather than students interest … Technology is used more extensively after school than in school because students find real audience in afterschool technology environments, because they find a real outlet for their creativity, and because they find some kind of freedom – freedom to follow their interests, freedom to pursue niche knowledge that is dismissed by schools, freedom to learn from failures, and freedom to find their own voices.”(p. 106 in Zhao et.al. (2016))
It is a great challenge for educators at all levels to change this situation. Even in Kenya where the use of smartphones and tablets is in rapid development everywhere despite the fact that Internet connections are not yet very reliable.
Kenyan and international sources of inspiration
Committed Kenyan project leaders' and staff´s experiences in experimental projects have shaped the content of the reform.
A good example is a major project with international support with Kenyan leadership in Nairobi's largest slums area, Kibera. Here, girl dropout rates after primary school have been sharply reduced through parenting, support for girls both during and after school hours, and active involvement of local communities.
The danger of being raped or exposed to other kinds of sexual violence is one of the conditions that keep girls away from continuing school. This is also about being able to walk safely to and from the school in Kenya as well as in other African countries. (Coetzee, 2018). One of the results of the project mentioned above is that teenage pregnancies have also been reduced.
Read more:
Abuya (2015)44 pages, pdf: Why the new education curriculum is a triumph for Kenya's children
Okigbo et Eel. (2015): Influence of parenting factors on adolescents' transition to first sexual intercourse in Nairobi, Kenya: a longitudinal study
Another example of spreading ways of teaching and learning, based on good examples from elsewhere, is the introduction of what is called "Community Service Learning" (CSL), which we call volunteer work. CSL is now widespread through pilot projects in all the Kenyan counties as part of the reform in Secondary Schools. Oduor (2018a)
At present, when it appears that national governments either choose to be inspired by the OECD education policies or UN organizations, it is quite clear that Kenya has chosen to be inspired by the UN organizations UNICEF and UNESCO. This applies especially to the strong focus on Life Skills and the emphasis that tests shall help teachers to improve the teaching of each and every child, and should not result in teaching for the sake of the test.
The psycho-social goals of Life Skills Education require that the curriculum is understood not only as knowledge and skills but also as behaviors, attitudes and values, and fulfillment of these goals requires participatory and interactive teaching and learning methods.
Read more:
UNESCO (2017): Accountability in education: Meeting our commitments.
Will the reform succeed?
As you can see at the Kenya Institute of Curriculum Development's webpage, all sails are set to demonstrate, that this reform is supported by all political and administrative levels:
The celebration of the implementation of the reform has involved the participation of the president and many other senior politicians and senior officials. But it is also documented that it is not all "pomp & circumstances" as the practical implementation is supported by the development of a new curriculum and new textbooks in all subjects, e.g. "The New Progressive Curriculum in English". (KICD's webpage: Kenya Institute of Development´s Webpage). A graduate program is well underway with Global Partnership for Education (GPE) support and with the supervision of the World Bank. There are major plans for reforms in teacher education, and focus is being placed on investigating what the problems are at the schools and why many students have poor results. (Odor (2018b)
Challenges and unresolved issues
One of the biggest challenges is that improved education and training of teachers has to be implemented throughout the country, so teachers will be qualified to teach in such a way that the new reform's intentions are realized. All teachers and current student teachers have all been students in the old form of school, and need retraining and new role models.
Another challenge is not just to change the attitude to the importance of girls’ education, but also to spread respect for women's right to not be exposed to sexual violence either from their teachers or others.
A third challenge is the big difference in living conditions around the country. There are areas where economic progress is taking place while others are being held in poverty. There are also large areas along the border with Somali, where the Somali terrorist movement Al-Shabaab has terrorized especially the teachers sent out of central Kenya, with the result that many teachers have left and children do not receive education. In the refugee camps near the borders with Somalia and South Sudan, there are thousands of children whose opportunities for education are completely uncertain.
There could be many more challenges. Kenya is plagued by corruption scandals (Kodongo 2018). Others are indirectly mentioned in the argumentation of the need for Community Service Learning (CSL) in an article entitled "Tame burning of schools, riots and drug abuse among learners"! And the aspirations are so big that it will be impossible to live up to these in every school, but hopefully in some: "Students also learn to be responsible citizens who are aware of the protection of the environment, human life and property". (Oduor, 2018a)
Last words
In spite of the many challenges, this reform is a step forward for children and young people in Kenya, and can be an inspiration for efforts worldwide to realize UN's Global Sustainable Goals, especially Objective 4 with focus on quality education: “Ensure inclusive and equitable education and promote lifelong learning opportunities for all”
Read more:
Sifuna, D. (2016): Explainer: why Kenya wants to overhaul its entire education system Klik
Complete list of references:
Abuya, B., Ngware, M., Hungi, N., Mutisya, M., Mahuro, G., Nyariro, M., Gichuhi, N., Mambe, S. (2015). Community participation and after-school support to improve learning outcomes and transition to secondary school among disadvantaged girls: A case of informal urban settlements in Nairobi, Kenya(44 pages, pdf)
Abuya (2017): Why the new education curriculum is a triumph for Kenya’s children
Coetzee, Azille (2018): Why tackling sexual violence is key to South Africa’s decolonisation project
Kenya Institute of Curriculum Development: Curriculum Reform Policy (webpage)
Kenya Institute of Curriculum Development: Curriculum Support Materials - January 7th 2018
Kodongo, Odongo (2018): Understanding the economic costs of corruption in Kenya. https://theconversation.com/understanding-the-economic-cost-of-corruption-in-kenya-98255?utm_medium=email&utm_campaign=Latest%20from%20The%20Conversation%20for%20June%2019%202018%20-%20104499224&utm_content=Latest%20from%20The%20Conversation%20for%20June%2019%202018%20-%20104499224+CID_474ed00373672595353b05df3456bbbb&utm_source=campaign_monitor_africa&utm_term=Understanding%20the%20economic%20cost%20of%20corruption%20in%20Kenya
Oduor, Augustine (2018a):Proposal to introduce mandatory community service, other measures to instill discipline among students
Read more at: https://www.standardmedia.co.ke/article/2001271791/new-proposal-to-instill-discipline-among-students
Oduor, Augustine (2018b): Inspectors visit schools for inquest into poor KCPE results, article https://www.standardmedia.co.ke/article/2001272952/inspectors-visit-schools-for-inquest-into-poor-kcpe-results
Okigbo et. Al. (2015) :Influence of parental factors on adolescents’ transition to first sexual intercourse in Nairobi, Kenya: a longitudinal study
Proposal to introduce mandatory community service, other measures to instill discipline among students
Sifuna, Daniel (2016): Explainer: why Kenya wants to overhaul its entire education system
Seed, Richard (2015): Dynamics of Learning and Teaching in Higher Education: How lecturers teach and students learn. Handbook 1
"Teaching Teaching & Understanding Understanding" [English subtitles]
(3/3) https://www.youtube.com/watch?v=w6rx-GBBwVg&t=0s&list=PLUvh8nBV_eO9ma_DggZiSGLnKb9hBZ5yO&index=4
UNESCO (2017): Accountability in education: Meeting our commitments. http://en.unesco.org/gem-report/
UNICEF (2012): Global Evaluation of Life Skills Education Programmes
Zhao et. al. (2016). Never Send a Man to Do a Machine´s job. Correcting the Top 5 EdTech Mistakes)
Tuesday, June 12, 2018
Basics of Planning for Teaching: Six important steps in any teaching process
I have been urged to share my introduction to basic steps of planning teaching sessions and courses in which students become active participants.
I use this introduction in one-day courses as well as in semester-long learning cycles for college and university teachers.
Every step is elaborated in theory as well as in small experiments in teaching in the long courses. These courses have an introduction week-course, a semester long experimentation period while the participants teach their own courses, and a follow-up week-course.
”Solutions to the teaching problems you encounter in your classroom will not be found in learning a whole bag of teaching tricks, but they are likely to be found in reflecting on your teaching problems, and deriving your own ways of handling them”. Biggs and Tang: Teaching for Quality Learning at University: What the student does.
The most common comments from teachers, who participate in these courses, are that they already emphasize these points to some degree, but they are acutely aware that they need to develop their ways of planning and teaching in order to reach all students and make them active learners.
All teachers use questions when they teach, but we tend to get a habit of using just a few of many kinds, which are possible and relevant:
English version: Basics of planning & teaching
Danish version: Seks vigtige led i ethvert undervisningsforløb
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Teach GLOBAL CITIZENSHIP Network Newsletter no. 29
To read any of the previous 28 newsletters/ simply visit the blog (link). The content are thematic introductions & curated learning possibilities.
June 2018, Copenhagen, Denmark
Egon Hedegaard
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Everyone, who is engaged in developing global citizenship, is welcome to receive these newsletters/ teaching resources. Please request via email, and network by forwarding me questions, inspiring links, and texts to use in future newsletters.
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