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Indian Educators Who Made To The Finalist List Of Global Teacher Prize

This year we have 3 nominations making it to the top 50 list selected from over 12,000 nominations and applications across 140 countries.

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Organized by London-based Varkey Foundation, Global Teacher Prize, has been recognizing and rewarding inspiring teachers since the year 2015. Every year, 50 final nominations are taken from around the world and of them, 10 make it to the finalists. The winning teacher receives a US $1 Million for their exceptional contribution to the education field.

Indian teachers have been a part of the nominations since its inception year, making to the finalist list for 3 years. This year we have 3 nominations making it to the top 50 list selected from over 12,000 nominations and applications across 140 countries. Winner from the 50 representatives from 37 countries will be announced on October 12.

Let’s take a look at the Indian teachers, who made it to the finalist list. Scroll through:

2015 – Kiran Bir Sethi

She is the founder of the Riverside school in Ahmedabad, India. Her extensive efforts in swapping the traditional form of education with Design Thinking approach has been applauded worldwide. Her design leads students to understand empathetically rather than just intellectually, and puts academic learning into a real-world context. Design for Change, developed by Kiran, is a  curriculum for middle school students, which is being piloted in 64 schools in India and 5 schools in Spain, Peru, USA and Taiwan.

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2016 – Robin Chaurasiya

Robin runs an organization named Kranti, which empowers marginalised girls in Mumbai’s red light district to become agents of social change. Her students are aged between 12-20 and include victims of trafficking and daughters of sex workers and with the help of organization, they have now developed into peer teachers and community leaders. She organised a successful campaign to change US armed forces policy after being forced to leave her position as an Air Force.

2019 – Swaroop Rawal

An actor and a former model, Swaroop returned to studying at the age of 37 after becoming a mother and then went into teaching to accomplish two goals: to help make children more resilient through life skills education and to bring new methods to teaching that would help students and their teachers. From children on the streets, in rural communities, in labour to economically and socially disadvantaged children to elite school children, she has reached out to a diverse range of students. Her teaching uses a learner-centred method, which includes group discussion, drama, brainstorming, debate, games, song, and drawing. She was awarded Most Committed Person of the Year in the year 2016 for Inclusive Education at the 4th International Early Childhood Conference of The Early Childhood Association.

2020

1. Ranjitsinh Disale

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He is a Zilla Parishad primary school teacher from the Pairtewadi village in Solapur, Maharashtra. He created QR codes to be pasted on textbooks to make textbook learning more accessible. His idea was adopted by the state government of Maharashtra and made in Balbharati textbooks. To nurture friendship among students in India and Pakistan, he conducts online video sessions with students from both countries.

2. Shuvajit Payne

Payne is the Head of Education at Shiksha Niketan Barefoot College in Rajasthan. He is responsible for the curriculum and operations, which is customised to include supportive low-cost digital content, of 50 informal community schools addressing the educational needs of rural India. His teaching approach offers quality education, gender equality, climate protection, clean water, sanitation, good health and wellbeing.

3. Vineeta Garg  

She is a computer science teacher from SRDAV Public School in Delhi. She is helping students become global citizens and creating educational equity through her myriad of digital activities. To spread the message of peace across the globe, in 2018 she started a global project, The Safe Spaces, which was joined by 153 schools from around 35 countries. She has also built a Peace Force of around 10,000 students who are working towards building a peaceful atmosphere in their schools.

 

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International

Archana Surana to represent India at the CUMULUS Global Association

Archana Surana, Founder & Director of the ARCH College of Design & Business, has been elected to the 8th CUMULUS Executive Board (2022-2025).

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Archana Surana, Founder & Director of the ARCH College of Design & Business, has been elected to the 8th CUMULUS Executive Board (2022-2025).

CUMULUS is the leading global association of Art, Design Education & Research. It represents a dynamic ecosystem with 350+ member institutions in 60+ countries.

She said, “I was nominated for candidacy to the Board by the Presidential Candidate Lorenzo Imbesi, a Full Professor from the Sapienza University of Rome, Italy. 356 universities from 66 countries voted & today I am part of the 11 diverse members of the Executive Board, led by Prof. Lorenzo Imbesi.” She represents India among the 11 countries on the Board.

Regarding the opportunities her representation would bring to Design Education in the country she said that through this dynamic forum and platform for knowledge exchange and best practices she would be able to bring in committed advocacy for the positive role of designers and creators.

“I am an ardent advocate of the essential and positive role that designers and the Creative Industries can play towards helping shape a sensitive, empathetic, and better world. I would be initiating cooperation and collaboration from industry bodies and fellow higher education institutions of design, architecture, and engineering from India towards this purpose and further strengthen the ‘Women in Design’ initiative of Cumulus, alongside building a mentorship model within the CUMULUS network.”

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About Archana:

Woman Entrepreneur & Educationist for the past 27 years in the modern fledgling state of Rajasthan in India she has succeeded in firmly establishing and strengthening the perceptions and awareness of Design and Design Education in the country.

She has worked closely with the community via social projects, design intervention projects, and mentorship programs, and has contributed to the larger mandate of design & creative entrepreneurship on many levels through industry collaboration and as a member of the National Committee on Design India (2021-22) of the Confederation of Indian Industry (CII).

Also, being a US State Department and Rotary Foundation Alumnus, a Vital Voices Lead Fellow, and a Fortune and Global Ambassadors Program Mentee, she is supporting and mentoring women from all walks of professional life through the Women’s Mentors Forum founded by her.

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Jason Newman of QS to join Board of Advisors of ScooNews

ScooNews, India’s largest education media platform, is pleased to announce the addition of Mr. Jason Newman to its Board of Advisors. The board provides leadership for reviewing the firm’s business strategy and promoting its vision, globally.

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Jaipur, India – 07 September 2021:

ScooNews, India’s largest education media platform, is pleased to announce the addition of Mr. Jason Newman to its Board of Advisors. The board provides leadership for reviewing the firm’s business strategy and promoting its vision, globally.

Jason Newman is the Chief Commercial Officer (CCO) at QS Quacquarelli Symonds. He has an experience of over 20 years of leading multinational sales and marketing teams in Higher Education around the world with a deep understanding of the global performance metrics and their impact on the international higher education sector. He has worked closely across a portfolio of student recruitment and University performance space. 
 
ScooNews Chief Executive Officer, Ravi Santlani, said: “We are extremely pleased to welcome Jason Newman to our board of advisors. He brings extensive experience and understanding of international higher education, which will be of great benefit to us as we move forward with a vision of being the largest platform for curated scholarships for Indian students, willing to pursue their higher education internationally.” 

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“I am thrilled to join the ScooNews advisory board. I have been heavily involved in the QS operations in India for many years and have a passion for Indian High Education and the broader education system that feeds the HE sector. I am pleased to support ScooNews as a member of the advisory board to help develop pathways for Indian students onto International Higher Education. My personal passion for India and its culture is strong and I look forward to enjoying more visits when borders open again,” said Jason during an interaction with ScooNews.

Jason Newman is a valuable addition to an already eminent group of thought leaders and experts in the field of education, social entrepreneurship, and business who serve on the advisory board of ScooNews. 

The complete list of our esteemed advisory board is shared below:

  • Anand Kumar, Founder, Super 30
  • Dr. Jagpreet Singh, Headmaster, The Doon School, Dehradun
  • Dr. Neeta Bali, Director- Principal, GD Goenka World School, Gurugram
  • Dr. Swati Popat Vats, President, Podar Education Network, Early Childhood Association India & Association for Primary Education and Research
  • Geeta Dharmarajan, Founder & President, Katha
  • Lt Gen Surendra H Kulkarni, Director, Mayo College, Ajmer
  • Lakshyaraj Singh Mewar, Trustee, Vidyadan Trust & Maharana of Mewar Foundation
  • Meenakshi Uberoi, Education Evangelist, Microsoft Innovative Educator Trainer, and Founder, De Pedagogics
  • Nishi Misra, Principal, Scindia Kanya Vidyalaya, Gwalior and Chairperson, IPSC
  • Prajakt Raut, Author, Entrepreneur & Co-founder, Applyifi & The Growth Labs
  • Jason Newman, Chief Commercial Officer (CCO), QS Quacquarelli Symonds

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World Health Day 2020: Significance & Inspiring Quotes

Here’s to celebrating World Health Day, April 7, 2020.

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The World Health Day is a global health awareness day celebrated every year on 7 April, under the sponsorship of the World Health Organization (WHO), as well as other related organizations. 

In 1948, the WHO held the 1st World Health Assembly that decided to celebrate 7 April of each year, with effect from 1950, as the World Health Day.

Today, the World Health Day is held to mark WHO's founding and is seen as an opportunity by the organization to draw worldwide attention to a subject of major importance. World Health Day 2020 Theme is 'Support Nurses and Midwives,’ to generate attention towards their contribution during the COVID-19 outbreak and highlight the current status of nursing around the world.

In these tough times, to honour those working on the front lines of this pandemic, here are some motivational quotes you could share with your students about health and well-being. Take this as an opportunity to explain to them the significance of April 7th, thanking medico personnel who put their lives at risk to protect ours. 

1. Health is the greatest gift, contentment the greatest wealth, faithfulness the best relationship.

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Buddha

2. It is health that is real wealth and not pieces of gold and silver. 

Mahatma Gandhi

3. Three things in life – your health, your mission, and the people you love. That’s it!

Naval Ravikant

4. A fit body, a calm mind, a house full of love. These things cannot be bought – they must be earned.

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Naval Ravikant

5. Happiness is the highest form of health.

The Dalai Lama

6. Keep your vitality. A life without health is like a river without water.

Maxime Lagacé

7. After dinner rest a while; after supper walk a mile.

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T. Cogan

8. What is called genius is the abundance of life and health.

Henry David Thoreau

9. Your body hears everything your mind says.

Naomi Judd

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UNESCO GEM Report 2020, Focusing on Inclusion, Gets Postponed Due to Corona

The report talks about Inclusion, lack of teacher’s support, data about the excluded ones, infrastructure issues, special schools, lack of political & financial issues, and community support.

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The Global Education Monitoring Report (GEM Report) is one of the most comprehensive and authoritative reports on the progress of education objectives enshrined in the Sustainable Development Goals (SDGs).

The report is formulated after extensive research undertaken by the GEM report team on the progress made by the UN member states. The directives of the report are derived from the World Education Forum and the Education 2030 Framework for Action. 

The report is highly commendable because of the two separate divisions in it. While one section emphasizes the proper explanation of the theme, the other part covers the monitoring activities that keep track of the progress of the nations involved.

Each year, the report is based on different themes to provide a comprehensive overview of the particular agenda. 

The theme for the 2016 report was ‘People and Planet: Creating Sustainable Futures For All’ that highlights the importance of education in achieving the goals of the 2030 Agenda for Sustainable development goals. The theme for the ‘2017 GEM report was Accountability in Education: Meeting our Commitments’ that probed the accountability for providing equitable, efficient and effective education. The 2019 GEM report kept with the tradition of assessing the progress of the Sustainable Development Goals while focusing on the theme of ‘Migration Displacement & Education.’

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GEM 2020

The theme of GEM 2020 is “Inclusion” that goes in line with the Agenda 2030 for Sustainable Development of ‘Leave no one behind.’

According to the concept note of the 2020 GEM report, it intends to provide a foundation for consulting, stimulating, discussing and drawing out feedback from the stakeholders.

The report will provide an in-depth review of Inclusion in Education and will shed light on the excluded ones. The exclusion can be of either background or ability. The inspiration for the report was derived from the Incheom Declaration of 2015 and the previous objective of SDG4 of providing inclusive and equitable education without compromising with the quality.

The roadblocks that are keeping us from achieving the goals along with the examples of nations that have achieved success in tackling these challenges will also have a brief explanation in the report.

Some of the things included in the report will be a distinct interpretation of the word ‘Inclusion,’ lack of teacher's support, data about the excluded ones, infrastructure issues, special schools, lack of political & financial issues, and community support.

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The 2020 GEM report was meant to be launched on the 8th of April but due to the corona pandemic spreading throughout the world, the launch was rescheduled on the 23rd of June. 

The launch was supposed to take place at Accra, Dubai, Jakarta and Washington D.C. and the report team decided to give it a virtual launch.

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UNESCO Invites Teenagers to Write Short ‘World Tales.’ Participate Now!

Idries Shah Foundation in collaboration with ICCAR announces a worldwide competition of short fiction story writing, for teenager.

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In order to encourage the youth of the world against the present threats that linger on the humankind like climate change, human rights violations, racism, UNESCO and Idries Shah Foundation (ISF), in collaboration with ICCAR, launched ‘World Tales Short Story Competition.’

 ICCAR or International Coalition of Inclusive and Sustainable Cities of UNESCO is a global 500+ cities network. It empowers local decision-makers by promoting dialogue, advocacy and joint action towards inclusive urban development free from any form of discrimination.

 The Idries Shah Foundation (ISF) is a British charity dedicated to bridging cultures through the power of stories. Afghan thinker and Writer Idries Shah was himself a proponent of teaching stories or narratives created as a vehicle for the transmission of wisdom.

‘World Tales Short Story Competition’ is a global short story writing competition with the theme of its first edition of 2020 as “Once upon a time in my future.” Teenagers are supposed to write a story of future perspective, in the fiction genre.

To be eligible, the participants must be between the age of 12 to 18 and should belong to ICCAR partner countries like India, Sri Lanka, Thailand, China, etc. 

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Participants must keep in mind that the stories:

· should be of 250 to 500 words;

· must be typed in English or French using Arial 12-point Regular font;

· are original unpublished works of fiction only;

· are on the potential for future societies to be fair, inclusive, peaceful, resilient, sustainable and/or tolerant.

 

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The deadline for submission to [email protected] is 30 April 2020 at midnight (CET). Evaluation of the story will be based on creativity and imagination in the writing, there will be no harsh judgement over grammatical and linguistic mistakes.

The three Laureates — Gold, Silver and Bronze — will be selected from each of the seven national and regional Coalitions forming ICCAR. All 21 names will be announced on 30 June 2020.

The seven Gold winning laureates will be invited to attend a high-level conference and award ceremony on 21 September 2020 at UNESCO Headquarters in Paris (France). Also, the ISF will publish the work of the 21 laureates in a special edition hard-cover book. It will feature all winning short stories and honourable mentions and will be made available in ePub format. All winning laureates will receive a copy of the book and a personalized certificate. Schools and cities of the 21 laureates will receive copies of the book, too. Cities of the 7 Gold winning laureates will additionally receive a set of ISF children’s books for their public libraries. Hurry up, participate now!

source:https://en.unesco.org/news/unesco-and-idries-shah-foundation-launch-world-tales-short-story-competition

Image Courtesy: Ethical Marketing News

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UNESCO’s GEM Report 2019: Building Bridges, Not Walls

UNESCO’s 2019 Global Education Monitoring Report (GEM Report) emphasises on the urgent need of addressing issues related to migration, displacement and education.

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“Taking Mum's hand, I whispered "Are we really safe, here?”

― Alwyn Evans, Walk in My Shoes

Everyday, people move from one place to another; to seek better opportunities or to flee their burning countries. However, these movements continue to impact the education system globally. Laws and policies continue to fail by negating the rights and needs of migrant, refugee and displaced children.

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UNESCO’s 2019 Global Education Monitoring Report (GEM Report) emphasises on the urgent need of addressing issues related to migration, displacement and education. The goal is to achieve the 2030 Agenda for Sustainable Development’s commitment to leave no one behind.The report brings together the agenda of the New York Declaration for refugees and migrants and that of Sustainable Development Goal (SDG) 4.

Commitments to Actions

Written by children of refugees, the report serves as a valuable resource to transform commitments into action and hold policy makers accountable for fulfilling the right to education of the neglected.

The report provides a broad approach to the definitions of migration and displacement. It simplifies the understanding of the phenomenon and its complex interactions with education. It advocates for setting up comprehensive and context-relevant policy frameworks and monitoring mechanisms, involving all concerned stakeholders.

Audrey Azoulay, Director-General of UNESCO, said “Ignoring the education of migrants squanders a great deal of human potential. Sometimes simple paperwork, lack of data or bureaucratic and uncoordinated systems mean many people fall through administrative cracks. Yet investing in the education of the highly talented and driven migrants and refugees can boost development and economic growth not only in host countries but also countries of origin.”

The report recognises that teachers and education support personnel are on the front line of diverse educational contexts. It asserts that education staff and their organizations should be given a centre stage in the development and implementation of education and migration policies. Thus, leading to an inclusive educational settings; adding to the efforts of education unions working in the direction.

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Barriers

According to GEM’s findings, access to education remains a major concern. Several administrative barriers continue to restrict migrant and forcibly displaced people’s education opportunities. Governments need to identify and remove these barriers. It strongly criticises the detention of migrant minors and youth in particular.

Multifaceted Discrimination

Special emphasis has been given to how treating migrants and refugees differently is wrong. The report clearly points out the many dimensions of exclusion such as geographical segregation, separation in preparatory courses, early tracking and channelling of migrants into different school types, misdiagnosis of special education needs. And it is the responsibility of educational authorities to tackle multifaceted discrimination in education. Of utmost importance is the report’s bold step to reveal the prejudice and discrimination faced by migrant, refugee and other minority teachers. It’ll press authorities to confront and address these issues head-on in order to make schools discrimination-free.

Teacher Diversity, Support & Inclusive Societies

Teacher diversity is a boon in relation to migrant students’ achievement, self-esteem and sense of safety. The report asks the governments to address the recognition of prior qualifications and professional experience of migrant and refugee education staff as a matter of priority and in close collaboration with unions. Even in absence of documentation, governments should promote bilateral/multilateral qualifications recognition agreements, the development of systematic and individualized assessment of migrants’ educational background and competences.

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Available evidence in the report stresses on the role of education; education integrates migrants and refugees to develop their full potential. Thus, it contributes in building inclusive societies.

However, teachers and education personnel often fail to address diversity in their classrooms and schools. There’s an urgency required to provide support for both teaching and administrative staff. It can happen through pre and in-service training; leading to healthy development of skills and approaches needed to accommodate diversity and integrate newcomers, as well as provide them appropriate resources to fulfil their mission. Education unions across the globe have developed a valuable experience by transforming schools into welcoming environments. Schools become safe havens through supporting staff peer-learning and a 360-degree integration approach.

“Provision of education in itself is not sufficient. The school environment needs to adapt to and support the specific needs of those on the move. Placing immigrants and refugees in the same schools with host populations is an important starting point to building social cohesion. However, the way and the language in which lessons are taught, as well as discrimination, can drive them away.” added Azoulay.

Further, the report underlines putting the need for extra support measures. Challenges can be met if governments and donors significantly increase funding channels to schools and education systems enrol significant numbers of migrants and refugees.

SDG4’s Progress

The 2019 Report says “progress is underway, but stronger commitment is needed”. In the three successful years of the agreement, 33 of the 43 indicators of SDG4 are being actively reported on. Although, the limited data coverage often hinders progress.

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The SDG monitoring framework requires strengthening for clearer guidance to countries. Better guidance will improve their public education systems; Education International has been advocating for the same within the SDG Technical Cooperation Group developing the indicators. However, quality data on the teacher indicators remain “surprisingly scarce”. This challenge calls for urgent action for the progress of teacher indicators and related data collection.

Education financing stands at the core of Education 2030 as well as SDG4. The report highlights that inclusive and equitable quality education has a price tag. However, not even 43 countries were hitting the government spending targets for education laid out in the Education 2030 Agenda. In Uganda, household spending on education accounts for 63%, whereas it is only 20% globally.

While the goal seems distant, governments need to make adequate investments in education and show unified commitment. For instance, completion rates for upper secondary education remain at 49% only. While there has been a global decline in trained primary teachers since 2013. Even more saddening is that only 17% of countries include issues relating to Human Rights, global citizenship and sustainable development within in-service teacher education.

“The 2019 GEM Report reminds us of the urgent need to make our education systems, schools and all education institutions more inclusive, sensitive and responsive to the needs of people and children on the move”, said David Edwards, General Secretary of Education International.

Adoption and full implementation of the United Nations’ global compact on migration and refugees is required. “This will require immediate and concrete action by governments, the UN and all of us” David Edwards concluded.

“Investing in the education of those on the move is the difference between laying a path to frustration and unrest, and laying a path to cohesion and peace.” concluded the Director-General of UNESCO.

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Cycling: Poels closes on Paris-Nice lead as Sanchez takes yellow

Wout Poels made a statement of intent by winning Wednesday’s (Mar 7) individual time-trial at the Paris-Nice stage race as Luis Leon Sanchez took the overall lead.

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Days fish waters gathered given made third under blessed, is face. Is won’t lights it man can’t the. Creepeth darkness own. Also. Divide likeness brought sea. Bring grass. Beginning. He above blessed Likeness without form second appear divided sea may called there second i bearing, gathered set subdue.

Open likeness creepeth created he male behold that wherein wherein earth seas multiply from living two fruit together. Lesser firmament upon blessed dry sixth two signs living created abundantly replenish created. Fowl female appear also. Under unto was evening which gathered fourth sixth. Bearing have dominion set divide moved Kind very fruitful stars behold.

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[blockquote footer=”Abraham Lincoln”]If friendship is your weakest point, then you are the strongest person in the world[/blockquote]

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Gathering great you’ll it. Light all may. Wherein two they’re cattle night called likeness upon. Hath days he yielding whales morning to creature. Two Seasons second saying let third fourth tree doesn’t stars divide. They’re can’t fruitful is sea over that unto created days. To. Beginning don’t it second. Isn’t give earth created waters thing void, third.

Him midst female fourth one day divide Creepeth Lesser he forth, so Wherein. Doesn’t whose meat creeping forth let, blessed there upon saw. Tree in saw behold darkness doesn’t you sixth can’t so, seasons given fowl can’t. Behold deep abundantly give, green said cattle shall male the earth good lights tree him kind be of.

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Children to ‘take over’ business, government and entertainment on World Children’s Day

In a month’s time, children from around the world will be taking over key roles in media, politics, business, sport and entertainment to voice their support for millions of their peers who are unschooled, unprotected and uprooted, UNICEF said .

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In less then a month’s time, children from around the world will be taking over key roles in media, politics, business, sport and entertainment to voice their support for millions of their peers who are unschooled, unprotected and uprooted, UNICEF said. The takeover, set for November 20, marks the anniversary of the adoption of the Convention on the Rights of the Child and the mobilisation of the first World Children’s Day. 
 
“From Auckland to Amman and from New York to N’Djamena, we want children to campaign in their schools and communities to help save children’s lives, fight for their rights and fulfil their potential,” said Justin Forsyth UNICEF Deputy Executive Director. “World Children’s Day will be a day for children, by children.”

In the run-up to November 20, UNICEF is inviting children around the world to speak up against bullying, discrimination and unfairness. Despite tremendous progress over the past decades, according to the latest data:
• 385 million children live in extreme poverty.  
• 264 million children and youth are out of school.
• 5.6 million children under the age of five died last year from preventable causes.

To help give a voice to the millions of children whose voices remain unheard, high profile stars and world leaders are lending their support to the initiative, including: 
 
UNICEF Goodwill Ambassador David Beckham will quiz children about their views of the world in a short film to be released for World Children’s Day. 
• French music group Kids United will release an empowering new music video recorded for UNICEF and World Children’s Day. 
• Global takeovers of government, sport and business, including legendary cricketer Sachin Tendulkar, Spanish footballer and New York City FC captain David Villa, South Korean actor and national ambassador Ahn Sung-ki, and Lego Foundation and Qantas.
• Logan actress Dafne Keen and Isabela Moner from Transformers: The Last Knight and Nickelodeon will join 150 children to take over United Nations Headquarters where singers, songwriters and musicians Chloe x Halle will debut a specially penned track to mark the day.

 “We are asking children to take part, online and offline, for a world where every child survives and grows up healthy, educated and protected from harm,” said Forsyth. 

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In schools around the world, children will ‘takeover’ classrooms and assemblies to raise their voices and fundraise for the issues facing their peers around the world, such as migration, early marriage and missing out on school. 

Actors and philanthropists Debora-lee Furness and Hugh Jackman will support a mass Move the World fundraising activation – Workout for Water – taking place in gyms in over 100 countries. On November 18, instructors and gym goers can participate to help children and their families access safe water, healthcare and food in some of the world’s poorest nations.

Further information on how to get involved, where to download a school resource pack or sign up to take part in Move the World is available at: http://www.worldchildrensday.org/

Source – UNICEF

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GEMS World Academy – Abu Dhabi chosen as one of 17 private schools in the UAE capital to be part of the programme

The GEMS World Academy – Abu Dhabi welcomed students delegations from Bahrain and Kuwait participating in the WorldSkills competition aimed to promote skills and vocational education.

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GEMS World Academy – Abu Dhabi hosted a group of student delegates from Bahrain and Kuwait as part of the ‘One School One Country’ initiative, an integral part of WorldSkills Abu Dhabi 2017, the 44th edition of the international vocational skills contest, taking place at ADNEC, Abu Dhabi until October 19.

Through the ‘One School One Country’ programme, schoolchildren and members of WorldSkills national teams learn about each other lives and cultures, while increasing international awareness of vocational skills. Abu Dhabi is hosting the largest-ever gathering in its 67-year old history of the WorldSkills Competition. The gathering rotates to a new country every two years,

The event is being hosted by the Abu Dhabi Centre for Technical and Vocational Education (ACTVET), under the patronage of His Highness Sheikh Mohamed bin Zayed Al Nahyan, the Crown Prince of Abu Dhabi and the Deputy Supreme Commander of the UAE Armed Forces.

Linda LaPine, Principal and CEO of GEMS World Academy, said: “The WorldSkills Competition represents a great opportunity for our students to learn more about skills from diverse field such as construction, building technology, engineering technology, and health and social care. The event is not only an opportunity for our students to interact with thousands of the brightest national and international students from different cultures but also foster their vocational skills needed for a successful career.”

The ‘One School One Country’ visit saw the presence of official and technical delegates from Bahrain and Kuwait as well as staff, teachers, and students from GEMS World Academy Abu Dhabi. The Abu Dhabi Department of Education and Knowledge selected GEMS World Academy to host these delegates due to their exceptional track record of the school’s educational events.

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Dr. Mohamed Al Seddiqi, Director of Technical and Vocational Education at Kingdom of Bahrain Ministry of Education, said: “We represent the Kingdom of Bahrain at the WorldSkills Competition in Abu Dhabi. Six students and six highly skilled professionals will share their expertise and demonstrate the power of vocational skills to bring about real change to individuals and communities beyond the WorldSkills Competition.”

GEMS World Academy Abu Dhabi led a campus tour for the delegation, shared educational information and engaged guests in various performances.

Fawaz Gaith, representative of the Kuwaiti Delegation, said: “Our graduates from vocational education and training institutes in Kuwait will represent the country in the WorldSkills Competition. They will showcase their projects in two areas: welding and information technology software for social solutions. Our main aim of this participation is not only about winning and losing; it is about hard work and about thriving on a challenge. Interacting with students from all over the world is another advantage of participating in the WorldSkills Competition.”

This year, WorldSkills Abu Dhabi 2017 will witness 1,300 competitors from over 60 member countries across the globe compete to be the very best in their chosen skills. Over 110,000 visitors including 80,000 schoolchildren from the UAE are expected to attend.

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Over 360 students representing 88 nationalities join NYU Abu Dhabi as this year’s Class of 2021

New York University Abu Dhabi (NYUAD) has welcomed 361 of the world’s best students into its Class of 2021, a diverse group of young men and women representing 88 nationalities and speaking some 71 languages.

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New York University Abu Dhabi (NYUAD) has welcomed 361 of the world’s best students into its Class of 2021, a diverse group of young men and women representing 88 nationalities and speaking some 71 languages.

UAE Nationals and Americans make up the two largest groups of students by nationality, with 51 Emirati students and 43 Americans in the Class of 2021.  Students from India, Korea, China, Egypt, Pakistan, Sri Lanka, Russia, Nepal, Ethiopia, the United Kingdom, and Mexico make up the next largest cohorts with six or more students from each country  in the class.

Also, for the first time, NYUAD’s incoming class includes students from Iceland, Liberia, and Tajikistan.

NYUAD’s Class of 2021 was selected from over 11,500 applicants around the world. The yield for the incoming class — the percentage of students who choose to attend NYUAD after being admitted — was nearly 82 percent.

Including the Class of 2021, NYUAD’s total student population has grown to nearly 1,250 students from more than 115 countries who speak over 115 languages, reflecting the international diversity and multicultural character of Abu Dhabi.

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NYU President Andrew Hamilton said:“I’m delighted to welcome the Class of 2021 to NYU Abu Dhabi, and the larger global community that is NYU.  You are embarking on an exciting, remarkable, and, at times, challenging journey, full of possibilities and promise, and I encourage each of you to be active participants in this adventure. Ask the hard questions, hold yourself accountable, inspire one another, take risks, and be there to support your fellow students. At NYU Abu Dhabi, you are part of a uniquely diverse and close-knit family of just over 1,200 students. Yet at the same time you are a part of NYU, with the opportunity to benefit from global and multidisciplinary research, teaching, learning, and collaboration. I look forward to an extraordinary journey ahead.”

NYU Abu Dhabi Vice Chancellor Al Bloom said: “A very special welcome to the extraordinary students of the Class of 2021. In less than a decade, NYU Abu Dhabi has proven its ability to attract among the finest students from around the world —students from over 115 nations who share passion for academic and creative pursuit and resolve to move beyond their own differences to build a more productive, humane, and peaceful world.”

“UAE Nationals make up the largest single nationality within the Class. Their remarkable insight and generosity of spirit combined with the convergence between Abu Dhabi’s own commitment to education as a foundation for a more inclusive and generous world and the University’s commitment to place education and research at the service of such a world make NYU Abu Dhabi deeply proud to be among the leading institutions of this Emirate and Nation.”

Class of 2021 student Al Reem Al Hosani from the UAE said: “Being a student at NYUAD means a lot to me. I am excited about joining a smart and creative community, which will enhance my learning from within the classroom, and I am truly looking forward to an amazing four years here.”

Class of 2021 student Gabrielle Branche from Trinidad and Tobago said: “I am thrilled to be part of school that is still so young, because it allows me to give back to this University through contributing to its formation. We are so privileged to be in this environment. As the school facilitates our needs and supports our ambition, I don't feel like just a freshman in the Class 2021 but an equal member of NYUAD.”

Class of 2021 student Maryam Khalili from Afghanistan said: “NYU Abu Dhabi attracts diverse students from across the world, resulting in a University buzzing with cheerful and optimistic students from multicultural backgrounds. The remarkable thought of learning and interacting with unique students from all around the world motivates me, as each individual will hold information and perspective that may be new to me.”

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Class of 2021 student Katharina Klaunig from the United States said: “I chose NYUAD for its unique combination of a liberal arts education with an incredibly diverse and cosmopolitan student body. The concept of everyone being a minority (in terms of nationality) and that much of the faculty, staff, and student body shared the experience of being a foreigner, was really appealing to me. In addition, NYUAD is a relatively young university with an incredibly passionate and engaged student body. NYUAD’s youth gives students the power to shape the future of the University.”

NYU Abu Dhabi, NYU Shanghai, and NYU in New York form the backbone of NYU’s global network of degree-granting campuses and academic centers across six continents. The first of its kind, this global university represents a transformative shift in higher education, one in which the intellectual and creative endeavors of academia are shaped and examined through an international and multicultural perspective.  NYU ranks 27th globally in the Times Higher Education World University rankings for 2018, and 11th globally in the QS Graduate Employability rankings for 2018. All rankings are based on enrollment and programs throughout all campuses of New York University, including NYU Abu Dhabi.

NYUAD students undergo a rigorous selection and interview process and must demonstrate impressive academic credentials. In pre-arrival surveys, members of the Class of 2021 report choosing NYUAD over some of the world’s most prestigious universities – including Cornell, Dartmouth, Harvard, Stanford, Northwestern, University of Cambridge, University of Oxford, McGill University, University of Melbourne, University of Hong Kong, King’s College London – for its small class sizes, rigorous and innovative curriculum, geographic location, and incredible student diversity. 

NYUAD, like NYU in New York, accepts a number of options that satisfy its testing requirements in recognition of the international composition of both institutions. Results include:

SAT [this includes the old version of the SAT and new version]: of the students who were judged on the SAT, the 75th percentile for the SAT Math score was 780 (with 20 students receiving perfect 800 scores), while at the 25th percentile, the score was 700. At the 75th percentile for Evidence-Based Reading & Writing was 750 (with 5 students receiving perfect 800 scores). At the 25th percentile, it was 650. The median overall SAT score was 1,460 (out of the 1,600 scale).

ACT: The ACT — a US-based standardized test that encompasses English, Mathematics, Reading, and Science Reasoning — median composite score was 32 out of a 36-point scale.

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International Baccalaureate (IB): Students completing the IB Diploma reported a median predicted score of 39 (out of a scale of 42).

NYU Abu Dhabi serves as a center for scholarly thought, advanced research, and knowledge creation and exchange through its academic, research, and creative activities. NYUAD, which opened its doors in 2010, was established in partnership with NYU and the Emirate of Abu Dhabi and founded upon a shared understanding of the essential roles and challenges of higher education in the 21st century.

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