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Remarks by Commissioner Dombrovskis at the Cernobbio Forum on enhancing Europe's competitiveness and security
Practical Steps For Nurturing Education In Values In Modern Classrooms
There’s a growing recognition of the importance of instilling values in modern education. As educators face an increasingly complex world, they must integrate values-based education into their curricula to foster responsible citizenship and emotional intelligence among students. This blog post outlines practical steps that teachers can take to weave values into everyday classroom activities, encouraging holistic development and equipping learners with the skills to navigate societal challenges effectively.
Cultivating a Values-Centric Curriculum
Developing a values-centric curriculum necessitates a thoughtful approach that intertwines educational content with ethical principles. Educators must ensure that every subject area reflects key values, promoting respect, responsibility, and empathy. This intertwining not only enhances students’ academic engagement but also fosters a deeper understanding of their roles within a community, ultimately shaping them into well-rounded individuals. By incorporating discussions around real-world issues that echo these values, educators can invigorate lessons, encouraging students to not only learn academically but also grow personally.
Integrating Core Values into Lesson Plans
Effective lesson plans integrate core values seamlessly, rather than treating them as an add-on. For instance, a history lesson on social movements can emphasise the values of justice and equity, while a science project can incorporate sustainability as a fundamental principle. By designing activities that align with students’ experiences and interests, educators can cultivate a dynamic learning environment where values naturally resonate, allowing learners to internalise these important concepts.
Aligning Values with National and Local Educational Standards
Aligning values with national and local educational standards ensures a cohesive approach to teaching. This alignment not only validates the importance of values in the curriculum but also helps educators justify their inclusion within the framework of mandatory learning objectives. Schools can utilise resources like the UK’s National Curriculum to reflect values such as inclusivity and collaboration, thereby promoting a holistic educational experience that adheres to governmental guidelines while still prioritising character development.
The alignment process involves assessing existing standards and identifying opportunities where values-based learning can be integrated effectively. For example, educators may analyse subject requirements in the National Curriculum and pinpoint how themes of citizenship and ethics can be woven into language arts or social studies. Additionally, collaborations with local educational authorities can enhance these efforts, ensuring that the curriculum remains relevant while addressing community-specific values. By doing so, educators empower students to become active participants in their communities, grounded in principles that align with both local and national educational goals.
Empowering Educators as Value Mentors
Educators shape values through their interactions and teachings. By embracing the role of value mentors, they can significantly influence students’ character development. This responsibility requires educators to be intentional in demonstrating and instilling values such as respect, empathy, and integrity, creating a ripple effect that extends beyond the classroom. When educators model these behaviours consistently, students are more likely to adopt them, fostering a culture of mutual respect and understanding.
Professional Development for Educators in Values Education
Professional development programmes focused on values education equip educators with the skills and knowledge necessary to integrate moral teachings into their curricula. These initiatives often include workshops, seminars, and peer collaboration opportunities, fostering a community of practice. By engaging in these developmental activities, educators not only enhance their own understanding of values but also learn effective strategies for imparting them to students.
Building a Supportive School Culture for Teachers
A supportive school culture enhances educators’ ability to function as value mentors. Schools that prioritise collaboration and open communication encourage educators to share best practices and resources related to teaching values. Establishing mentorship programmes that connect experienced teachers with newcomers also fosters a community where values education thrives, ensuring that all staff feel valued and empowered in their roles.
Creating an environment where teachers feel supported significantly enhances the efficacy of values education. Schools can implement regular team-building activities, establish open-door policies for feedback, and encourage teachers to participate in decision-making processes. Such mechanisms ensure that educators feel their contributions are recognised, which in turn enhances their commitment to modelling values for students. For instance, weekly reflection meetings can provide teachers with a platform to discuss challenges and share successful strategies for integrating values, creating a cohesive approach across the school. A vibrant, collaborative culture not only benefits teachers but also creates a consistent and nurturing environment for students.
Engaging Families in Values Education
Effective values education cannot exist in isolation; engaging families enriches the learning experience. Schools can host workshops, where educators guide parents in reinforcing values at home, fostering a collaborative environment. Regular communication through newsletters and parent-teacher meetings can keep families informed about the school’s values initiatives, enabling them to contribute actively to their child’s moral development.
Strategies for Effective Family Involvement
Promoting family involvement in values education often requires structured programmes that invite parents to participate in classroom activities. Schools might organise family nights focused on specific themes, allowing parents to engage with the curriculum and witness firsthand the values being instilled. Building relationships with families through informal gatherings also encourages open dialogues about shared values.
Creating Community Partnerships to Reinforce Values
Establishing partnerships with local organisations can significantly bolster values education. These collaborations allow schools to access resources and support that enhance educational programmes. Local businesses, charities, and community leaders can offer their insights and participation, enriching the students’ understanding of their roles within the broader community.
Community partnerships can be tailored to align with specific educational values, fostering a sense of shared responsibility. For instance, a local charity may collaborate with schools to run service projects, instilling empathy and teamwork among students. Furthermore, businesses can support educational workshops on integrity and entrepreneurship, directly connecting practical applications of values to real-world scenarios. By engaging local figures as mentors or speakers, students gain diverse perspectives on values in action, helping to establish a holistic and community-oriented educational atmosphere.
Evaluating Values Education Impact
Evaluating the impact of values education necessitates a robust framework that encompasses both qualitative and quantitative metrics. Educators should consider student behaviour, academic performance, and social interactions as key indicators. By identifying changes in these areas, schools can determine the effectiveness of their values integration strategies. Regular assessments, alongside reflective practices, contribute to a comprehensive understanding of how values education influences the overall school environment.
Tools and Metrics for Assessing Values Integration
Several tools and metrics can effectively gauge the integration of values within the curriculum. Standardised surveys can capture student perceptions, while behaviour observation checklists provide tangible evidence of social skills and ethical conduct. Additionally, academic performance tracking is vital, illustrating correlations between values education and improved outcomes in subjects like citizenship and personal development.
Addressing Feedback for Continuous Improvement
Incorporating feedback into the values education programme enhances its effectiveness and relevance. By fostering open dialogue among students, teachers, and parents, schools can identify strengths and areas for growth. Continuous reflection on feedback allows for timely adjustments and innovative strategies that align with the evolving needs of the school community.
Addressing feedback involves systematically collecting inputs through surveys, focus groups, and informal discussions. For instance, a school may implement annual reviews of its values education programme, where they analyse student and parent responses to curriculum changes. By establishing action plans based on this feedback, they not only enhance student engagement but also foster an environment that prioritises personal development, thereby ensuring that values education remains effective and impactful within the ever-changing educational landscape.
Fostering Reflective Practices Among Students
Incorporating reflective practices in the classroom strengthens students’ ability to process their experiences and sentiments regarding values. These reflections provide opportunities for deeper understanding and internalisation of principles, enhancing emotional and social development. Educators can guide students through meaningful activities that encourage critical thinking about their values and actions, ultimately fostering a culture of introspection and personal growth.
Encouraging Student-Driven Discussions on Values
Facilitating discussions led by students allows them to actively engage with core values in a collaborative environment. By creating safe spaces for open dialogue, teachers enable students to express varied perspectives and challenge each other’s viewpoints. This peer-driven approach not only deepens understanding but also nurtures respect for diversity, as students learn to navigate complex moral landscapes together.
Utilising Journals and Portfolios for Personal Reflection
Journals and portfolios serve as valuable tools for personal reflection, offering students an intimate space to explore their thoughts on values education. By regularly documenting experiences and insights, they can track their evolving understanding and emotional responses. This practice not only cultivates self-awareness but also encourages a sense of ownership over their learning journey.
When students maintain journals or portfolios, they develop the habit of reflection, which is imperative for personal growth. These materials can include essays, artwork, and even multimedia presentations that represent their values-related experiences. Educators can structure reflective prompts that guide students to consider specific scenarios or dilemmas, encouraging deeper examination of their beliefs and choices. Over time, the cumulative nature of this reflective practice can lead to notable shifts in perspective, enabling students to articulate their values with greater clarity and confidence.
To wrap up
Now, educators can effectively nurture education in values within modern classrooms by implementing practical steps such as integrating value-based discussions into curricula, promoting collaborative learning, and fostering emotional intelligence. She should create an inclusive environment that encourages respectful dialogue, while he can utilise real-world scenarios to illustrate the significance of values. They must continuously evaluate and adapt their strategies to ensure that students not only comprehend but also embody these principles, ultimately preparing them to contribute positively to society.
Quake Afghan: Rescuers arrive on foot, survivors need everything
The latest updates of the United Nations evaluation teams that have reached the communities affected in the mountain district of Ghazi Abad on foot on Tuesday stressed the urgent need to put pressure with the humanitarian response.
“The problem of getting out of people under the rubble is urgent,” said Salam al-Jabani of the United Nations Children’s Fund, Unicefin Kabul. “People say what is urgent are people to help us bury the dead and get them out.”
The preliminary reports of the de facto authorities of Afghanistan now indicate that at least 1,400 people were killed and more than 3,100 injured when a earthquake of magnitude six struck the northeast regions late Sunday.
The injury figures should increase more as the research and rescue teams reach affected areas, but some distant communities have not yet been reached. Access problems are the result of rock falls and landslides triggered by the earthquake and heavy rains in the days preceding the disaster.
“Our teams had to leave their cars and walk two hours to go to Ghazi Abad”, ” explain Mr. Al-Jabani. “Other villages are six to seven o’clock and are still not affected … Not even by the helicopters of local authorities.
Communications are also uneven or non -existent: “There is a cell tower near a health center, otherwise it is dark” ” Mr. Al-Jabani continued.
International response
As part of the international response, the UN sent at least 25 evaluation teams to the affected region and stimulated theft of humanitarian air services from Kabul.
For its part, the United Nations refugee agency, Hcrdeploys essential elements of prepositioned rescue of stocks in Kabul, including tents, covers and solar lamps.
Immediate priority needs include emergency shelter, medical supplies, drinking water and emergency food assistance.
But “getting medication is very difficult … they only bring essential elements on foot” From the nearest hospital supported by UNICEF, Mr. Al-Jabani noted.
The provision of health care remains fragile, with medical staff in a damaged center in Ghazi Abad with clearly visible cracks in the walls that now treat people “outside, under the trees”, because they are too afraid to stay insidehe added ..
It is understood that thousands of members of the local community are now launching into the region to help research and rescue efforts, causing water and food with them. “The people of their thousands of people enter and leave the region,” noted the UNICEF manager.
Originally published at Almouwatin.com
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Gaza: With a suitcase for a school bag, classrooms have become shelters
“We wear a bag of clothes instead of a school bag,” she said UN News.
Diana and other students have shared their eagerness to return to class, speaking of schools that have been converted to shelters for the displaced from Gaza, where most of the 2.3 million Palestinian residents were forced to move several times during the almost two years warned war triggered by the terrorist attacks led by Hamas and the Israel’s subsequent offensive.
Nearly 660,000 children remain outside the school, according to the United Nations agency for Palestinian refugees, Unwra. In one UNRWA The school corridor is now transformed into crowded accommodation, Diana explained her ordeal.
“We are not playing or not learning,” said Diana, a child moved from her family from the Shujaiya district in Gaza City. “There is no more education now. We live inside the school, where we are moved, eating and sleeping. ”
A child from Gaza, who lost his father during the war, said: “Two years of our lives have disappeared for nothing”.
Food search instead of school supplies
Misk lost his father during the war. She said her tragedy was aggravated by loss of learning.
“Two years of our life have been wasted,” she said. “If it was not for war, I was now preparing for school, buying pens and school supplies. Now we are looking for water and food, running after water and community kitchens. ”
She rejected tears while continuing.
“We are children,” she said. “We want to live like other children. My father was killed during the war. What is my fault if I became an orphan at an early age? What is my fault if I was deprived of my family and everything? ”
Many people displaced in Gaza have found a shelter in UNRWA schools.
“We learned and obtaining diplomas”
Jana, nine, said she wanted to start studying again.
“We live in a school and we want to come back to study there,” she said. “We were moved because of the war and now there is no food or drink.”
We want to go home and live a normal life. It’s not life.
Maya said that life before the war “much more pleasant”.
“The children went to school, learned and received their diplomas,” she said.
Instead of focusing on your homework, Malak is looking for plastic and cardboard to be used as a fire starters to cook. She hopes war will end so that she can go back to school.
“We want war to end,” she said. “We want to go home. We want to go back to school. We want to do something useful. It has been so long since we ate healthy foods. We want to go home and live a normal life. It’s not life. “
Malak hopes that war will end so that it can return to school.
Education deprivation
UNRWA, Created in 1949 To serve Palestine refugees, warned that, as students had been deprived of education, they risk becoming “A lost generation».
“War in Gaza is a war against children and must stop. Children must be protected at any time, “said the United Nations agency in a statement, noting that” nearly a million children in the band suffer from deep psychological trauma “.
More than 90% of Gaza schools have been destroyed or seriously damaged. Repairing and rebuilding them will take on significant resources and time, according to a recent UN report.
West Bank: The courses are silent in the Jenin camp
Some 46,000 children of Palestine refugees should also start a new school year in UNRWA schools through the West Bank.
Schools remain a safe refuge for children, providing them with quality education and support in the midst of violence and trips to climbing, said Roland Friedrich, Director of Affairs of UNRWA in the West Bank.
“The time last year, I opened the school year with children in the Jenin camp,” he said.
“Now these students have been moved by their homes, and UNRWA schools in the camp are silent.”
Of the more than 30,000 Palestinians moved in the north of the West Bank, more than a third are children from the Jenin, Tulkarm and Nur Shams camps.
“In East Jerusalem, for the first time in our history, UNRWA was prevented from opening its six schools after being forcibly closed by the Israeli authorities in May, affecting some 800 children,” he said.
“Only some of these students were able to register in other schools.”
Violation of children’s right to education
Mr. Friedrich warned that this raped not only the right to education for children of Palestine refugees, but also raped the obligations of Israel as a member of the United Nations.
Be that as it may, UNRWA continues to be the second education supplier in the West Bank after the Palestinian authority, reaching students in schools, training centers and hybrid learning methods.
“This back-to-school season, we are proud of our students and teachers who continue to show resilience in the face of difficulties,” he said. “We wish all children a school year filled with excitement for learning, friendships and curiosity.”
UNRWA said that around 660,000 children in Gaza had been deprived of education for the third consecutive year due to the current war.
Originally published at Almouwatin.com
Funding cuts could push 6 million more children out of school, warns UNICEF
Official Development Assistance (ODA) for education is projected to fall by $3.2 billion – a 24 per cent drop from 2023 – with just three donor governments accounting for nearly 80 per cent of the cuts.
Such a decline would push the number of out-of-school children worldwide from 272 million to 278 million, UNICEF said – the equivalent of shutting every primary school in Germany and Italy combined.
“Every dollar cut from education is not just a budgetary decision, it’s a child’s future hanging in the balance,” said UNICEF Executive Director Catherine Russell.
Children in crisis hit hardest
The heaviest impact is expected in regions that are already vulnerable. West and Central Africa could see 1.9 million children lose access to school, while 1.4 million more could be pushed out across the Middle East and North Africa.
In total, 28 countries stand to lose at least a quarter of the education aid they rely on. Côte d’Ivoire and Mali face some of the steepest risks, with enrolment projected to fall by 340,000 and 180,000 students respectively.
Primary education will be hit hardest, with funding expected to drop by one-third. UNICEF warns this could deepen the global learning crisis and cost those children affected an estimated $164 billion in lost lifetime earnings.
In humanitarian contexts, the cuts could be devastating. In the Rohingya refugee response, 350,000 children risk losing access to basic schooling permanently.
Displaced children in a classroom in Baghdad, Iraq.
Call to protect education
The crisis will also threaten vital services. School feeding programmes – sometimes a child’s only reliable meal – could see funding halved, while support for girls’ education is likely to shrink. At least 290 million children who remain in classrooms could also face a decline in learning quality.
UNICEF is calling on donors to direct at least half of all education aid to least developed countries, safeguard humanitarian funding, and prioritise early years and primary schooling. It also urges reforms to make financing more efficient and sustainable.
“Education, especially in emergency settings, often serves as a lifeline,” Ms Russell said. “Investing in children’s education is one of the best investments in the future – for everyone.”
Press remarks by President António Costa following the joint press point with Prime Minister of Slovenia, Robert Golob
Press remarks by President António Costa following the joint press point with Prime Minister of Slovenia, Robert Golob
Funding cuts could push 6 million more children outside the school, warns Unicef
Official development assistance (ODA) for education should fall by $ 3.2 billion – a drop of 24% compared to 2023 – with only three donor governments representing almost 80% of the cuts.
Such a decline Push the number of children excluding schooling around the world from 272 million to 278 million,, Unicef said – the equivalent of the closure of each primary school in Germany and combined Italy.
“Each reduced dollar of education is not only a budgetary decision, it is the future of a child in the balance,” said UNICEF director general Catherine Russell.
Children in crisis have struck the hardest
The heaviest impact is expected in the already vulnerable regions. West and central Africa could see 1.9 million children lose access to school, while 1.4 million more could be pushed through the Middle East and North Africa.
In total, 28 countries should lose at least a quarter of education assistance on which they count. Côte d’Ivoire and Mali face some of the steepest risks, inscriptions that should fall by 340,000 and 180,000 students respectively.
Primary education will be the hardest, funding should drop by a third party. UNICEF warns that this could deepen the global learning crisis and cost children affected about $ 164 billion in lifelong income.
In humanitarian contexts, cuts could be devastating. In the response of Rohingyas refugees, 350,000 children risk losing access to basic schooling permanently.
Children moved to a classroom in Baghdad, Iraq.
Call to protect education
The crisis will also threaten vital services. School food programs – sometimes the only reliable meal of a child – could see the funding of half reduced, while support for the education of girls is likely to shrink. At least 290 million children who remain in classrooms could also face a drop in the quality of learning.
Unicef is Call donors to direct at least half of all education assistance in the least developed countriessafeguard humanitarian funding and prioritize the first years and primary schooling. It also urges reforms to make funding more efficient and lasting.
“Education, especially in an emergency, often serves as a rescue buoy,” said Russell. “Investing in children’s education is one of the best investments in the future – for everyone.”
Originally published at Almouwatin.com
The United Nations Refugee Agency urges support to end travel for millions of Syrians
This is the message from Kelly Clements, deputy high commissioner of the United Nations Agency for Refugees, HcrSpeaking Tuesday after concluding a five -day visit to Lebanon and Syria.
“The international community cannot afford to be simple observers, evaluating and judging developments in Syria”, it said.
“They must play an active role supporting stabilization and recovery efforts, helping Syrians rebuild and reshaped their country.”
Bound at home
More than 1.2 million people have returned to Syria since the fall of the Assad regime last December. About 850,000 crossed Lebanon and elsewhere in the region.
The UNHCR has increased its support to those who choose to return, including providing money and transport, in order to ensure that the process is worthy and lasting.
Meanwhile, yields continue inside Syria, with more than 1.7 million internal displaced people (PDI), including just over 880,000 people who left PDI sites in the North.
Commitment to cooperate
During her visit, Ms. Clements met with senior government officials, refugees who recently returned to Syria and newly arrived refugees in Lebanon.
During meetings with Lebanese Prime Minister Nawaf Salam and other members of the cabinet, she expressed her appreciation for generosity continues to welcome Syrian refugees and is committed to cooperating more to support voluntary yields.
Since January, nearly 200,000 Syrian refugees have returned from Lebanon. Many others have indicated that they were planning to follow in the coming months, especially after the authorities have deleted the exit costs for those who exceeded their residence.
Ms. Clements also met a group of Syrian refugees who have arrived in Lebanon in recent months after fled recent violence at home.
“It was a dynamic period when we see the two Syrians return, but also others becoming newly displaced,” she said.
“We are counting on the international community to continue supporting the work of Lebanon and the UNHCR here,” she added. “Millions of Syrian refugees are still in neighboring countries, and the world must not forget them.”
Return and rebuild
In Syria, Ms. Clements met the Minister of Social Affairs Hind Kabawat as well as the governors of Homs and Idleb. She also spoke to recently returned refugees who shared their hopes to rebuild their lives and their country.
“I saw closely how people have kept their willingness to come back, stay and rebuild despite the harsh reality of destruction and the lack of services after 14 years of war,” she said.
UNHCR and partners have expanded support for the regions of Syria who see a high number of yields.
Ms. Clements visited Rural Damascus and met repatriated who received assistance and support for the shelter to start small businesses. She also helped inaugurate a newly authorized civil register office in the governorate of Idleb, which the agency has supported.
She stressed that UNHCR and partners are on the ground in Syria by doing their part, “but there is so much more to do and that the commitment of the international community to support such efforts is essential. »»
Originally published at Almouwatin.com
The daily deaths of malnutrition continue while Israeli forces push further in the city of Gaza
“” Military activities continue in and around Gaza City, but also in the South, making a heavy price on civilians, including deaths, injuries and additional trips“Said UN spokesperson Stéphane Dujarric at Daily press conference In New York: “Our colleagues report that people continue to flee, mainly towards the coast.”
More than 76,000 people have been newly moved since mid-AugustMost of them performing in the North, he said, citing the last reports of the United Nations agencies on the ground that monitor the movements of the population. More than 23,000 people were moved from northern Gaza.
Coastal areas are also cluttered with tents, forcing many people to flee from Gaza City to the north to central regions, according to the United Nations Humanitarian Coordination Agency, Ochha.
Famine response: “We can redo this”
Daily malnutrition death reports are continuing, said UN spokesperson. Since the start of the almost two year war, more than 300 people, many of whom have died of malnutrition in the strip, according to local authorities.
The world gastronomic program (Wfp) said the situation “continues to deteriorate,” added the UN spokesman, adding that Families without valid members to seek food is faced with the highest risks.
As such, the United Nations agency resumed its good digital distribution system last week, reaching 22,000 people, including vulnerable groups, after a five -month break.
“We and our partners continue to transport help and other medical supplies to and from the passages [into Gaza]but Current situations on the ground have not yet allowed us to resume community distribution“Said Mr. Dujarric. Only a ceasefire will ensure the conditions necessary for a massive response to prevent famine from spreading more. “”
During the previous ceasefire from January to March, he said: “We reached almost all people in the Gaza Strip with rescue aid, and we can start again.”
Obstacles delay urgent help deliveries
PAM said obstacles include supply shortages and violent disorders around convoys that make distributions “almost impossible”.
According to the United Nations Humanitarian Agency, the movement of aid teams inside Gaza remains strongly restricted. The OCHA also indicated that around one missions planned out of three had been “hampered or decried by the Israeli authorities” between Friday and Monday, said the UN spokesman.
Consequently, many missions could not be completed, he said, noting also that strict Israeli inspections continue to considerably delay the assistance authorization at the port of Ashdod.
Visas for senior Palestinian officials blocked
The reports indicated that the United States announced last week that it would not deliver visas to the senior Palestinian leaders before high-level general meetings later this month at the UN headquarters in New York.
Which includes a conference September 22 when heads of state and government should Approve a political declaration Adopted by leaders participating in an international conference at the end of July, approving the solution to two states.
Answering the question of a journalist on the issue, Mr. Dujarric said ” The participation of a senior Palestinian delegation in the conference is essential. “”
UNRWA Loaring for “Scholasticide”
Philippe Lazzarini, general commissioner of the United Nations Agency for Palestine refugees, UNRWArecruited alarms on what would have been the start of the school year for more than 600,000 children in Gaza.
“” Gaza is in ruins; The same goes for his education system“, He said in a statement Monday. “Instead of returning to school, like most children around the world, around 660,000 girls and boys in Gaza will pass through the rubble, desperate, hungry, traumatized and above all bereaved.”
The more they stay outside the school with their trauma, the more the risk they become “a lost generation, sowing the seeds for more hatred and violence,” warned the chief of UNRWA.
“The ceasefire is the only way to follow to reverse famine and the” scholastide “hitting the children of Gaza,” he said.
Originally published at Almouwatin.com
