“They Realized that we are Indeed Capable of Studying:” The SDGs and Educating People with Disabilities

Sustainable Development Goal Number 4 Source: https://sustainabledevelopment.un.org/focussdgs.html

Sustainable Development Goal Number 4
Source: https://sustainabledevelopment.un.org/focussdgs.html

The theme for this year’s International Day of Persons with Disabilities, celebrated on Thursday, December 3rd, was “Inclusion Matters: Access and Empowerment for People of all Abilities.” This Day is aimed at creating awareness about disability issues aimed at developing an “inclusive and accessible society for all.” This year, the Day was also celebrated against the backdrop of the Sustainable Development Goals (SDGs) [discussed in an earlier post]. According to Charlotte Vuyiswa McClain-Nhlapothe Disability Advisor for the World Bank Group, one of the achievements of the SDGs is that they have at least 11 references to disability. Continue reading

Blending or Ending Learning?

“In ten minutes or less, students can enter someone else’s world, through a film or photo essay, and live their experience. That is a beautiful thing.” – Cleary Vaughan-Lee (Education Director, Global Oneness Project)

Technology is occupying an increasingly pervasive role in the world of education by expanding the immediacy and personalization of student contact with the rest of the world. Within the field of education, this has sparked huge debates pertaining to student experience in traditional and online classrooms. One of the most often discussed resolution to this problem is blended learning, which combines traditional face-to-face instruction with web-based online learning. Continue reading

The Fulbright Experience: What International Education Week means to an International Student*

Two weeks ago, I attended the Fulbright Pakistan Fall Seminar 2015, at the University of Kentucky. The seminar began with the organiser saying, “2:15 means 2:15, this is the U.S., not Pakistan.” We were told during numerous sessions that our primary goal was to make American friends and to not be “disruptive” in classrooms. Continue reading

Measuring English: The Lingua Franca of a Globalized World

“[T]he whole Hong Kong society [has] forced [children] to think since their childhood that English is high class, is superior … If you are not at a school taught in English, you are a second-class student.” – Claudia Mo Man-ching

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The EF EPI is the world’s largest ranking of countries by English skills. The fifth edition ranks 70 countries based on test data from 910,000 English language learners.

English is lauded as the language of globalization that inspires hope for a future where a common language can be used to solve common issues that plague the planet. Continue reading

We Don’t Need no Global Education: Should we bother with the Sustainable Development Goals?

lila-shahani-poverty-philippines-sustainable-development-goals

Source: UN in collaboration with Project Everyone

How are [children] going to negotiate and navigate conflict? How are they going to reconcile differences? How are they going to look at equality? How will they think about empathy? These are the things that are missing in our curriculum around the world,” – Gowri Ishwaran Continue reading