Comunicato Stampa: Festa della Donna 2023

8 Marzo 2023

Buona giornata internazionale della donna! Una giornata dedicata alla celebrazione dei successi ottenuti dalle donne in tutto il mondo, volta a sensibilizzare l’opinione pubblica sulle sfide che le donne devono affrontare e ad individuare metodi per raggiungere la parità di genere. Quest’anno il tema trattato è quello delle donne nel settore dell’istruzione, della tecnologia e dell’innovazione, per il quale una parte dello staff femminile di Broken Chalk è riuscito a realizzare un video per festeggiare questa giornata, per sensibilizzare l’opinione pubblica sulle sfide che le donne devono ancora affrontare nel campo dell’istruzione e per identificare le lacune e le soluzioni per raggiungere l’uguaglianza di genere.  La parità di genere è costituita da un approccio equo nei confronti di donne e uomini. Sebbene le donne abbiano continuato a intraprendere una formazione e una carriera professionale, ciò non è avvenuto senza ostacoli. Per garantire la parità, devono essere disponibili metodi e sforzi per aiutare le donne di tutto il mondo a superare gli svantaggi sociali, politici e culturali che potrebbero subire.

L’articolo 28 della Convenzione sui diritti dell’infanzia riconosce le pari opportunità e l’istruzione primaria obbligatoria e accessibile a tutti. Sebbene al giorno d’oggi un numero maggiore di bambine abbia accesso all’istruzione rispetto al passato, 129 milioni di ragazze non vanno ancora a scuola. Il rispetto del diritto delle donne a un’istruzione di qualità è ancora condizionato da molteplici fattori che ostacolano la parità di genere, come stereotipi sbagliati, il fenomeno delle spose bambine, gravidanze , povertà e violenza di genere. Nonostante la parità di genere nei sistemi educativi crei benessere per il Paese intero, le famiglie povere spesso preferiscono investire nell’istruzione dei ragazzi. Eppure, educare le bambine significa anche migliorare il benessere sociale ed economico dei loro Paesi, poiché è più probabile che esse investano e diano priorità all’istruzione dei loro figli, poiché riconoscono il valore della scolarizzazione.

L’istruzione delle bambine va oltre la frequenza scolastica: è necessario garantire un ambiente di apprendimento sicuro che consenta alle studentesse di completare il loro percorso formativo e di acquisire le conoscenze e le competenze necessarie per competere nel mercato del lavoro. Tuttavia, in alcuni Stati, le scuole non soddisfano ancora i criteri di sicurezza, igiene e sanità, e le modalità di insegnamento non sono adeguate, causando un divario di genere nell’apprendimento.

 

Il nostro team ha analizzato le sfide educative che le donne devono ancora affrontare nei loro Paesi d’origine e le possibili soluzioni. Nel cosiddetto “Nord del mondo”, l’accesso delle ragazze all’istruzione non è condizionato dal fattore genere, ma gli stereotipi giocano ancora un ruolo nel relegare le donne alle materie umanistiche invece che a quelle scientifiche. In alcuni Paesi, come l’Italia, si verificano ancora ingiustizie e discriminazioni nell’accesso al mercato del lavoro. Nel continente africano, invece, la povertà gioca un ruolo cruciale nell’accesso all’istruzione. Una delle principali problematiche è il fatto che per molte ragazze l’istruzione è sospesa: non vi è continuità. È il caso del Kenya, dove le crisi causate da siccità e carestie mettono a dura prova la sostenibilità dell’istruzione delle ragazze. Le ragazze abbandonano la scuola anche a causa di gravidanze e matrimoni in età precoce. In Uganda e Mozambico, questo fenomeno è molto presente: la società dovrebbe diventare più consapevole dell’importanza dell’educazione delle ragazze per lo sviluppo sociale. Inoltre, in alcuni Paesi asiatici come l’Indonesia, il fenomeno delle spose bambine rappresenta ancora un motivo per cui le donne abbandonano la scuola e si concentrano sulla gestione dei figli e della casa. Sebbene il governo stia agendo per attuare politiche che migliorino la qualità dell’istruzione delle ragazze indonesiane, occorre sensibilizzare l’opinione pubblica sui vantaggi e sull’importanza dell’istruzione per le ragazze. Investire nella scolarizzazione delle ragazze trasforma le comunità, i Paesi e il mondo. Rafforza l’economia e riduce le disuguaglianze.  Un’altra sfida che le donne possono affrontare è il caso della Turchia, dove le studentesse universitarie devono ancora subire perquisizioni a tappeto da parte degli agenti di polizia.

Come sempre, la missione di Broken Chalk è quella di diffondere la consapevolezza dell’importanza dell’istruzione nella tutela dei diritti umani. Quest’anno Broken Chalk si concentrerà sul miglioramento dell’accesso delle ragazze all’istruzione e sulla sensibilizzazione circa l’impatto positivo che l’istruzione femminile ha sulla società in generale e sul benessere economico e sociale. Poiché i diritti delle donne sono diritti umani, continueremo a sostenere gli sforzi per raggiungere la parità di genere in tutti i settori, non solo in quello dell’istruzione. L’uguaglianza di genere migliora le opportunità per tutti e consente alle persone di perseguire i propri sogni a prescindere dal genere. La parità porta all’uguaglianza.

 

Buona Festa delle Donne!

Firmato da

Broken Chalk

 

Translated by Alessia Salvaneschi  from https://brokenchalk.org/press-release-international-womens-day-2023/

 

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Comunicado de prensa: Día internacional de La Mujer 2023

8 de Marzo 2023

¡Feliz Día de La Mujer! Un día dedicado a la celebración de las conquistas de las mujeres en todo el mundo, a la sensibilización de los retos que las mujeres enfrentan y a determinar los métodos necesarios para lograr la igualdad de género.

Este año el tema es “Mujeres en la Educación, la Tecnología y la Innovación” para el que el equipo de mujeres de Broken Chalk consiguió hacer un video conmemorativo del día, para aumentar la conciencia sobre los ratos que las mujeres todavía enfrentan en la educación y identificar las carencias y las soluciones para lograr la igualdad de género.

 

La equidad de género significa ser justo tanto con las mujeres como con los hombres. Hasta hoy, las mujeres han seguido persiguiendo su educación profesional y carreras, aunque no sin obstáculos. Para garantizar la equidad y ayudar a las mujeres de todo el mundo a superar las desventajas sociales, políticas o culturales a las que puedan enfrentarse hacen falta métodos y esfuerzos.

El Artículo 28 de la Convención sobre los Derechos del Niño reconoce la igualdad de oportunidades y la obligatoriedad y disponibilidad de la enseñanza primaria para todas y todos. Hoy, 129 millones de niñas siguen sin ir a la escuela, aunque más niñas que nunca tienen acceso a la educación. El disfrute del derecho de las mujeres a una educación de calidad sigue viéndose afectado por múltiples barreras de género. A pesar de que los sistemas educativos equitativos desde el punto de vista del género generan prosperidad para todo el país, las familias pobres suelen dar prioridad a los niños a la hora de invertir en la educación. Sin embargo, la educación de las niñas también mejoraría el bienestar social y económico de sus países, y también es más probable que ellas mismas inviertan y den prioridad a la educación de sus hijas e hijos debido al valor de la escolarización.

La educación de las niñas va más allá del ingreso en la escuela: es necesario garantizar un entorno de aprendizaje seguro que permita a las niñas completar su aprendizaje y adquirir los conocimientos y aptitudes necesarios para competir en el mercado laboral. Sin embargo, en algunos países, las escuelas siguen sin cumplir los requisitos de seguridad, higiene y saneamiento, o también las mismas prácticas docentes crean brechas de género en el aprendizaje.

 

 

Nuestro equipo ha reflexionado sobre los desafíos que las mujeres siguen enfrentando en sus países de origen y las posibles soluciones. En el llamado “Norte Global”, el acceso de las niñas a la educación no está condicionado por el género, pero los estereotipos siguen influyendo a la hora de relegar a las mujeres al área de humanidades en lugar de a la científica. En algunos países como Italia, siguen ocurriendo injusticias y discriminaciones en el acceso al mercado laboral. Por otra parte, en el continente africano, la pobreza desempeña un papel crucial en el acceso a la educación. Una de las principales preocupaciones es el hecho de que para muchas niñas la educación queda en suspenso: no hay continuidad. Éste es el caso de Kenya, donde las crisis provocadas por la sequía y el hambre ponen en peligro la durabilidad de la educación de las niñas. Ellas dejan la escuela también por embarazos y matrimonios precoces. En Uganda y Mozambique, este fenómeno está muy presente: la sociedad debe ser más sensible a la importancia de escolarizar a las niñas para el desarrollo social. Además, en algunos países asiáticos como Indonesia, el matrimonio infantil sigue siendo una de las causas por las que las mujeres dejan de ir a la escuela y se centran en el cuidado de los hijos y del hogar. Aunque el gobierno está actuando para aplicar políticas que mejoren la calidad de la educación de las niñas indonesias, lo que hay que difundir es la concienciación pública sobre los valores y la importancia de la educación de las niñas. La inversión en la escolarización de las niñas transforma las comunidades, los países y el mundo entero. Turquía es otro caso de injusticias contra las mujeres, donde las estudiantes universitarias siguen sufriendo cacheos al desnudo por parte de los agentes de policía.

 

Como siempre, la misión de Broken Chalk es difundir la importancia de la educación para la aplicación de los derechos humanos. Este año Broken Chalk se centrará en mejorar el acceso de las niñas a la educación y en concienciar sobre el impacto positivo que la educación femenina tiene en la sociedad en general, así como en el bienestar económico y social. Porque los derechos de las mujeres son derechos humanos, seguiremos apoyando los esfuerzos para lograr la igualdad de género en todos los ámbitos, no sólo en la educación. La equidad de género mejora las oportunidades para todos y permite a las personas perseguir sus sueños a pesar de su sexo. La equidad conduce a la igualdad.

 

¡Feliz Día Internacional de La Mujer!

Firmado por

Broken Chalk

Translated by Asja Virga from https://brokenchalk.org/press-release-international-womens-day-2023/

 

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Press Release: International Women’s Day 2023

8th March 2023

Happy International Women’s Day!

A day dedicated to celebrating women’s achievements worldwide, raising awareness of the challenges women face, and determining ways of achieving gender equality. This year the theme is Women in Education, Technology, and innovation, for which the Broken Chalk women’s team manage to make a video to commemorate the day, to raise awareness of the challenges women still face in education, and to identify the gaps and solutions for achieving gender equality. Gender equity is the process of being fair to women and men. Women have continued to pursue professional education and careers, but not without barriers. To ensure fairness, methods and efforts must be available to help women across the globe against any social, political, or cultural disadvantages they might face.

 

Article 28 of the Convention on the Rights of the Child recognizes equal opportunities and compulsory and available primary education for all. To this day, 129 million girls are still not going to school, although more girls have access to education than ever before. The enjoyment of women’s right to quality education is still affected by multiple gender-based barriers, such as wrong stereotypes, child marriage and pregnancy, poverty, or gender-based violence. Although gender-equitable education systems build prosperity for the whole country, poor families often prioritise boys when investing in education. However, education for young girls will also enhance their countries’ social and economic well-being, as they are more likely to invest in and prioritize their children’s education because of the value of schooling.

 

Girls’ education goes beyond entering school: it is necessary to ensure a safe learning environment that enables girls to complete their learning and acquire the knowledge and skills needed to compete in the labour market. However, in some countries, schools still do not meet safety, hygiene and sanitation requirements or the same teaching practices creating gender gaps in learning.

Our team reflected on the ongoing education challenges women still face in their countries of origin and as possible solutions. In the so-called “Global North,” girls’ access to education is not conditioned by gender but stereotypes still play a role in relegating women to the humanities instead of science subjects. In some countries such as Italy injustices and discrimination in access to the labour market still occur. On the other hand, on the African continent, poverty plays a crucial role in access to education. One of the main concerns is the fact that for many girls, education is put on hold: there is no continuity. This is the case in Kenya, where crises caused by drought and famine challenge the durability of girls’ education. Girls also drop out of school due to early pregnancies and marriages. In Uganda and Mozambique, this phenomenon is very much present: society must become more sensitive to the importance of sending girls to school for social development. Also, in some Asian countries like Indonesia child marriage is still a cause for which women are stopping school and focusing on taking care of the children and the household. Although the government is acting to implement policies that improve the quality of Indonesian girls’ education, what needs to be spread is public awareness of the values and importance of education for girls. Investing in girls’ schooling transforms communities, countries, and the world. It strengthens economies and reduces inequality. Another challenge women may face is the case of Turkiye, where female university students still face strip searches by police officers.

 

As always, it is Broken Chalk’s mission to spread knowledge about the importance of education in actualizing human rights. This year Broken Chalk will focus on improving girls’ access to education and raising awareness about the positive impact that female education has on society in general as well as on economic and social well-being. Because women’s rights are human rights, we will continue to support efforts to achieve gender equality across all domains, not just education. Gender equity improves opportunities for all and allows people to pursue their dreams despite gender. Equity leads to equality.

 

Happy International Women’s Day!

Signed by

Broken Chalk

 

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EDUCATION DAY RECAP SERIES III

Lastly, there is no better way to end this recap series than with Thunderbird’s school of Global Management’s bold, One Hundred Million Learners  Initiative.

This initiative has a vision to provide education to a hundred million people across the word. Their aim is to offer online, global education from world-class accredited institutions in 40 different languages to learners across the globe, at no cost to the learner.

It is estimated that by 2035, there will be over 470 million people demanding higher education, this is over double the current amount. Thunderbird believes that we have a solution to keep up with the demand for higher education, at our fingertips. Digital education is an accessible way to provide education and the necessary skillset to people around the world.

Source: Thunderbird University

Their online classes have three educational levels:
1) Foundational program: Content for learners with any level of education.
2) Intermediate program: Content at the high school or undergraduate education level.
3) Advanced courses: Content at the graduate education level.
Moreover, their degrees can be applied in the real world professional space. Their classes offer the individual to go though rigorous testing to transform the beginner level diploma, with extra classes, to a professional degree.

It has been a great source of positivity attending this event on Education Week. Accessibility remains one of the main obstacles to education worldwide. This initiative will greatly impact how we view and receive education.

Learn more at: https://thunderbird.asu.edu/alumni/engagement/support-100M-learners

EDUCATION DAY RECAP SERIES II

Moving on to the next theme, Placemaking plays an important part in our society. Placemaking is rooted in community participation. This event discussed the work of Placemaking in Mexico, Brazil and Nepal. On January 26th 2023, several Placemakers shared their work and spoke about the importance of being physically involved and represented in building in our communities.

Placemaking Mexico

Placemaking Mexico introduced the concept of Colour Courts. This projects involved areas in Mexico which could be utilized as a playing court to encourage the community to participate and socialise with one another. The concept was to redesign unused or stagnant spaces to introduce a new lively dynamic to the nearing neighbourhood.

Placemaking is not just about the concept of design, it is about “community” designs of shared spaces. It is about involving people in designing and personalising their community and their public space. In two months, Placemaking Mexico had repainted 9 courts in 7 states in Mexico. In total, over 63 thousand people benefitted from this remodelling. The project design focused on accessibility, community contact and LQC actions which involve the needs of the community.

Source: https://www.theemptysquare.org/stories/basketcolor-project

However, Placemaking is not exactly an easy construction project. Indeed, there were a few challenges that they  faced when designing the courts. Mainly, the biggest challenge was the accessibility of the area that needed to be redesigned. This is because the courts may be in remote, dangerous or swampy areas. In fact, one court was entirely swamped.

Another challenge was the necessity for the designs to reflect the community’s needs. For instance, Placemaking Mexico had to take into account the intentions of designing the courts. Transforming a former parking lot to a play court activates the community and feeds liveliness into the community as the court is not only a physical transformation but also a communal and sentimental transformation.

Placemaking Nepal

Placemaking Nepal is a collective of Placemakers such as architects, artists, planners and researchers. Their goal is to design equitable shared places for the community. Placemaking Nepal stated that we often focus on the hardware parts of the spaces. They are a relatively new branch of Placemaking which tries its best to spread awareness on Placemaking through seminars and activities that involve their communities.

One of their most successful campaigns was the Women in the City Walkshop.

The concept of this Walkshop stems from the fact that men and women share their physical spaces in the community, but each have their unique challenges, intentions and opportunities. This campaign involved women walking in the cities of Nepal, to raise awareness on how their societies utilise their public spaces. Whether it be a bus stop, the cross road or a parking lot, we can see the different perception men and women have in these shared spaces. For example, it was highly reported by women in the Walkshop that the perception of the lack of safety in public spaces and mobilities such as in bus stops heavily impacts women’s perceptions and socioeconomic opportunities as safety is a prerequisite for them when transporting to work.

The campaign was successful in garnering  positive discourse and awareness, from both men and women, on how their communities are affected by accessibility in day to day transportation , whether by foot or a vehicle.

Source: Instagram/PlacemakingNepal

Placemaking Brazil.

Placemaking and tactical urbanism are not largely recognized by the people in Brazil, as people are struggling to be a part of a large country which perpetuates the historical inequality they face. It is important to state that Brazilian people are tactical and pragmatic in facing their harsh reality. The culture of governing their space faces may issues such as the climate and the housing crisis. One goal of Placemaking Brazil is to mobilize tactical urbanism and to popularize engaging the community in designing their communal space. Another goal is to bring back the dialogue of urbanism and space designing in governing and the Brazilian culture.

Source: https://somoscidade.com.br/2022/10/placemaking-lugares-vibrantes-sao-feitos-com-e-para-as-pessoas/

In one of their projects, Placemaking Brazil proposed to local governments to occupy and host activities in abandoned public spaces in Brazil. The aim was to engage and activate the community around these abandoned spaces. It was essential to be creative in the activities that they hosted to involve as many people as they could, and equally as important was inviting the local community, universities and the Placemakers to share their thoughts and express their needs and wants of their community. Placemaking Brazil firmly believes that hosting these communal activities which encourage people to share their ideas had aided in starting a larger conversation with different governments to activate other abandoned places such as historical sites and old train terminals.

In the humanitarian spirit of Placemaking and community building, as issue Placemaking Brazil is tackling is the homeless’ accessibility to water. With the full support of local governments, they were able to provide drinking water in neighborhoods where homelessness is prevalent. As many people still live in the slums of Brazil, access to clean water is crucial to their livelihoods. Placemaking Brazil sought the opportunity to provide a clear flow of water in some neighborhoods and other larger cities.

It must be said that our human rights are very tangible when we examine our day to day lives. Our need for a healthy, lively and growing communities is essential for our development as human beings.

 

Das Zeugnis von Marcel Voorhoeve, ein inspirierender Mann, der in den Niederlanden im Bildungsbereich tätig ist

Interview mit Marcel Voorhoeve und die Qualifikation von Flüchtlingslehrern zum Unterrichten in den Niederlanden.

Obschon er den größten Teil seines Lebens als Mathematik- und Physiklehrer und Direktor einer Sekundärschule verbracht hatte, gründete Marcel Voorhoeve die Organisation DVDK (Docentvluchteling voor de Klas) oder „Flüchtlingslehrer für das Klassenzimmer“.

In Zusammenarbeit mit dem niederländischen Verein für Mathematiklehrer und VluchtelingenWerk Nederland (den niederländischen Flüchtlingsrat), versichern die Freiwilligen der DVDK, dass die Flüchtlingslehrer ihren Beruf auch in den Niederlanden ausüben können.

Anlässlich des Internationaler Tag der Bildung 2023 beschloss Broken Chalk ein Gespräch mit Marcel Voorhoeve zu führen, um über seine Erfahrungen, die Gründung von der DVDK und über Vorschläge, die er anderen mitteilen möchte, die sich möglicherwiese an der Förderung des „Unterrichtens von Flüchtlingslehrern“ beteiligen möchten zu sprechen.

 

Can you tell me about your background?

Können Sie mir etwas über Ihren Hintergrund erzählen?

 

„Ich bin im Süden des Landes geboren, in Maastricht. Ich bin im Moment 67 Jahre alt und habe Mathematik und Physik an der Universität von Utrecht studiert. Nach einem fünfjährigen Studium war es möglich, die Lizenz als Lehrer zu bekommen. Danach suchte ich nach einer Arbeit im Bildungswesen, welches zurzeit nicht einfach war. Schlussendlich erhielt ich eine Stelle in Utrecht, und wurde ich Lehrer an einer römisch-katholischen Schule und fing an, Physik zu unterrichten.“

 

Demzufolge wurde Marcel Mathematiklehrer und begann Mitte der 1980er Jahren, mit der Entwicklung von Computern, auch mit dem Unterrichten von Informatik. Seiner Meinung nach war es eine sehr interessante Zeit für das Bildungssystem, da neue Ideen für den Mathematikunterricht entstanden.

 

„An der Universität von Utrecht begann die Abteilung mit dem Entwickeln von neuen Ideen für den Mathematikunterricht. Unsere Universität war für mehrere Projekte eine „Versuchsuniversität“. Dies war auch sehr interessant für mich, da es mir erlaubte mich als Lehrer weiterzuentwickeln.“

 

„In vielen Ländern wird Mathematik angesehen als etwas, das man lernen und tun muss, doch das Wichtigste ist das Tun… Dieser Ansatz hilft das eigene Denken nicht weiterzuentwickeln. Den nur, wenn man sich die Zeit nimmt Dinge auszuprobieren und mithilfe eines guten Lehrers ist es möglich sein eigenes Denken zu entwickeln.“

 

Die letzten 15 Jahren seines Berufes war Marcel ein Vorstandsmitglied seiner Schule und die letzten 4 Jahren bevor er aufhörte zu arbeiten, unterrichtete er an der Universität von Angewandten Wissenschaften in Amsterdam in der Lehrerausbildung Abteilung. Dort konnte er wieder unterrichten, indem er junge Studenten, die Mathematiklehrer werden wollten, mathematische Fächer, insbesondere Statistik, und die Didaktik der Mathematik beibrachte.

 

Wie sind Sie auf die Idee für die DVDK gekommen?

 

„Ich habe vor drei Jahren, etwa zu Beginn der Corona-Zeit, aufgehört zu arbeiten, dennoch hat mir meine Arbeit sehr gut gefallen. Mein Partner und ich fingen zu reisen und für einen Moment… Im Monat Januar, nach Weihnachten, dachte ich darüber nach, was ich tun könnte. Auf die nächste Reise abwarten, war nicht befriedigend für mich.“

 

Eines Tages beschloss Marcel Plan Einstein zu besuchen, ein Ort entwickelt von der Gemeinde Utrechts und von VluchtelingenWerk Nederland, eine Organisation, welchen Flüchtlingen bei der Aufnahme und Integration in der Stadt hilft. Nachdem er mit einem Mitarbeiter gesprochen hatte, wurde er an einem türkischen Flüchtling vorgestellt. Der Mann war ein Mathematiklehrer und möchte unbedingt wieder unterrichten. Das einzige Problem war, dass er die niederländische Sprache, den niederländischen Mathematikunterricht und das Schulsystem in die Niederlande nicht kannte.

 

„Wir wurden Freunde, ich half ihm, mit der Sprache und das Bildungssystem zu verstehen. Er erzählte mir, dass er Mitglied einer WhatsApp-Gruppe von etwa 100 Mathematiklehrer sei, die aus der Türkei geflüchtet sind wegen der politischen Entwicklungen und die keine Möglichkeit mehr sahen, dort zu unterrichten.“

 

Zugleich erklärte Marcel, dass die Niederlande von einem extremen Mangel an Mathematiklehrer betroffen sei.

 

Dies kreiert ein Paradox: In einem Land mit immer weniger Lehrern gibt es fähige geflüchtete Lehrer, die helfen können und gleichzeitig ihren geliebten und gewählten Beruf ausüben können.

 

Die Idee der DVDK entstand aus diesem Paradox. Mithilfe der Foundation of Math Teachers in Holland und der Organisation VluchtelingenWerk Nederland startete Marcel ein Projekt mit dem Ziel, Lehrer aus dem Ausland dabei zu helfen, Lehrer in die Niederlande zu werden.

 

„Theoretisch sind alle Flüchtlinge aus der Türkei erlaubt, an unseren Schulen zu unterrichten, da sie eine mit dem niederländischen Bildungssystem kompatible Lizenz haben. Dennoch ist die Sprache problematisch und unterscheidet sich das niederländische Bildungssystem und die Art und Weise, wie Mathematik in Holland unterrichtet wird, enorm von der Türkei, Iran oder Syrien… Mehrere von diesem Mathematiklehrer waren nicht zufrieden mit den bestehenden Projekten an anderen Universitäten, daher dachten wir an einer Idee dies zu verbessern.“

 

„Wir erstellten einen Plan für das Ministerium für Bildung, der einen gut strukturierten Weg enthält Flüchtlingen aus dem Ausland ab dem Moment ihrer Einreise in die Niederlande zu helfen, und ihnen zu unterstützen mit dem Bewerten von benötigen Zertifizierungen und Lizenzen, und sie darauf vorzubereiten schnell und dauerhaft Lehrer werden.“

 

Im Februar 2022 startete eine Gruppe von 15 Lehrern, 13 Mathematiklehrern und zwei IT-Lehrern einen Kurs basierend auf den Ideen von der DVDK an der Universität von Angewandten Wissenschaften in Utrecht.

 

(Picture: Two IT  teachers are instructed by their teacher in didactics of the Vrije Universiteit Amsterdam)

 

Wie funktioniert die DVDK in der Praktik?

„Laut der DVDK sind Schulungen über die niederländische Sprache, die Didaktik und das niederländische Schulsystem nur ein Teil dessen, was die DVDK tut, „Periode Zwei“ genannt.“

Tatsächlich betonte Marcel, dass diese Flüchtlinge, die nach den Niederlanden kommen, ein dringendes Bedürfnis haben für eine Phase, welches solche Schulungen vorausgeht.

„Diese Flüchtlinge müssen die Sprache beherrschen, bevor sie mit dieser „Periode Zwei“ starten können. Wir möchten sofort beginnen, nachdem sie ihren Flüchtlingsstatus haben oder manchmal sogar bevor. In den Asylzentren sind sie nicht erlaubt Niederländisch zu üben oder einen Kurs darüber zu folgen… Dies ist schrecklich und sehr demotivierend. Natürlich gibt es Freiwillige, die Kurse und Aktionen organisieren, allerdings sind diese im Moment keine strukturierte Hilfe für Asyllehrer. Ein schneller Start hilft ihnen, einen motivierenden Anfang zu haben, und Dinge für eine neue Zukunft zu erforschen und zu entwickeln.“

„Unsere Idee „Periode Eins“ genannt, macht es notwendig, Lehrern etwas anzubieten, die aus dem Ausland nach den Niederlanden kommen. Wir halten es für sehr wichtig, dies von Anfang an zu tun, um Flüchtlinge die Motivation zu geben, Gutes für ihr eigenes Leben zu tun.“

(Picture: In June 2022 the team of Hogeschool Utrecht and members of the projectgroup DVDK (Docentvluchteling voor de Klas) congratulated the participants with their first part of the course)

Außerdem ist es laut Marcel wichtig, Flüchtlinge eine Orientierung zu geben, was Bildung in die Niederlande konkret bedeutet, da sie möglicherweise nur wenig oder gar keine Vorstellung davon haben, was es bedeutet, in den Niederlanden Lehrer zu sein.

 

„Wir glauben auch, dass es notwendig ist, die Sprache ein wenig zu üben. Wir haben eine Art Website entwickelt, auf der wir Niederländisch Unterricht anbieten. Zusätzlich sind die Aufgaben und Inhalte berufsorientiert, sodass der Kontext und die Übungen an den Beruf des Lehrers gekoppelt sind. Dieses Design motiviert die Flüchtlinge sehr. Mehrere Lehrer sind wirklich Lehrer mit Leib und Seele, und ihnen daher die Möglichkeit zu geben, solche Kurse zu folgen, ist eine Art, ihnen zu sagen, dass sie in unserem Land und in der Mathe-Community willkommen sind und dass wir ihnen helfen wollen.“

 

In diesem Sinne ist die DVDK die einzige Organisation des Landes, die in dieser ersten Periode Ideen und Materialien entwickelt hat.

 

Letztendlich erzählte mir Marcel von der dritten Periode der Ausbildung. Dieses letzte Teil ist sehr praktisch, da die Mathematiklehrer in ihren ersten Job noch viel Coaching benötigen.

 

„Auch wenn die Beherrschung der Sprache und die Didaktik ziemlich gut sind, ein Lehrer muss sich an einem neuen Schulkontext gewönnen und dies fordert viel Unterstützung. Insbesondere für die Sprache, beispielsweise beim Schreiben von E-Mails oder Briefen an Eltern oder für das Designen von Aufgaben oder Tests für Schüler…“

 

Wenn Sie andere im Bildungsbereich beraten müssten: Welches sind die Hauptschwierigkeiten und wie besteht man sie?

 

„Einige Sachen… Zunächst einmal müssen die Teilnehmer viel Zeit investieren, dies ist nur möglich, wenn man wirklich an die Idee glaubt und wenn man eine Gruppe von Personen und Organisationen hat, die auch daran glauben. Eine gute Zusammenarbeit ist auch wichtig. Ich kann sagen, dass wir mit den Leuten, die jetzt an dem Projekt beteiligt sind, tatsächlich eine Art Freundschaft entwickelt haben. Dies hilft, um mit den Höhen und Tiefen umzugehen, etwas, was jedes Projekt begegnet.

 

Zweitens untersuchte die DVDK, ob die Struktur des Projekts auch für andere Fächer anwendbar ist. Wir haben festgestellt, dass auch Lehrer für Physik, Chemie, Technik und Informatik aufgrund des Lehrermangels kreative Ideen brauchen, um neue Lehrer zu werben. Unser Ziel ist es, mit ihnen in Verbindung zu kommen, das bedeutet, dass die DVDK sich ausbreiten wird und wirklich an der Einstellung von einer wachsenden Zahl an neuen Lehren beitragen wird. Dies ist ein Beispiel von unserer Politik: möglichst viele Teilnehmer und Organisationen involvieren, mit dem Ziel so viel verfügbares Kenntnis wie möglich zur Verfügung zu stellen. Und drittens, es gibt viel verfügbares Kenntnis und „Power of People“. Expertise in Sprachdidaktik (CLIL), in Mathematikdidaktik speziell für Lehrer, in Lehrercoaching aus dem Ausland, usw. Und nun warten wir auf unser Ministerium für Bildung. Unsere Bemühungen führten dazu, dass sich unser neuer Minister für einen strukturierten Ansatz und den finanziellen Bedarf einsetzte. Unsere ehrenamtliche Arbeit geht weiter!“

(Picture: Group of 15 teacher-asylants who started a course at Hogeschool Utrecht in February 2022)

Translated by from https://brokenchalk.org/interview-with-marcel-voorhoeve-and-the-qualification-for-refugee-teachers-to-teach-in-the-netherlands/

EDUCATION DAY RECAP SERIES I

On the week of 24th of January 2023, the Learning Planet Alliance celebrated Education Day where organizations came together and presented different informative topics that celebrated education in their own way. The themes ranged from education and youth leaning, the environment and green learning to human rights concerns and accessibility.
Broken Chalk has chosen a few events to attend, and report on some important themes that are necessary to in today’s society and dialogue. This month, we wanted to bring back the spirit of learning and education. This series celebrates relevant themes that Broken Chalk deem valuable and essential to discuss.
The best way to start off is with the event held by Salzburg Global Seminar. This event was titled: The power of peer learning and exchange. It relays the significance of organizations and individuals learning from each other, the event was organized in an anecdotal way where each participant discussed their experience networking as an educational policymaker.

                                                                        Education Policymakers Network: The power of peer learning and exchange

                                                                                                            Source: Salzburg Global Seminar
Salzburg Global Seminar, supported by the LEGO Foundation, has developed a network for policymakers, appropriately named Education Policymakers Network. The event was primarily instigated by the necessity of networking in today’s economy and environment. The idea was to bring together policymakers to understand the influence of our environment and communal policy in schools and education.
The Network’s primary target is school children aged 3-12, the aim is to understand their cognitive and behavioral needs and how best to provide for them in the school system. The network meets every 6 weeks to discuses their agenda. There are between 30 to 35 policymakers that exchange their views on the existing discourse in education. The event was anecdotal as three policymakers shared their experiences being part of the Network.
Starting in Brazil, Renan Ferreirinha , the Secretary of education of Rio de Janeiro introduced himself and his work. He is part of the largest public education department in charge of 700 thousand students and 50 thousand teaching professionals. He stated that Brazil had worked and succeeded to enhance the accessibility of education however, the main issue of quality persists. Quality will be a constant aspect of education that requires work and dedication to improve.
Ferreirinha adds that the 2020 pandemic detrimentally affected the access of education and the mental heath of students. Which is why they have been working with UNICEF for the upcoming school year to better the facilities given to students. The work with UNICEF includes discussions and studies with an emphasis on tutoring as it focusses on school students of all ages who struggle with education.
When asked about his thoughts about the Network, he described his enthusiasm for the opportunity to exchange ideas, and develop leadership and social skills. Two skills which continue to develop as being part of the network. Moreover, one perk of this network is that peer to peer exchange allows the flow of cross border ideas which helped him understand the need for practical ideas in solving issues related to the social decline in Rio.
Moving to Emis Njeru from Kenya who expressed great appreciation for the Network. In her words, it prioritizes empowering policymakers. She sees that the main goal of the network is to learn from peer to peer exchange. The platform facilitates global learning for each of the policymakers. She pointed that being part of the Network broadened her implementation knowledge of educational policies and included reviewing, group working and sector planning.
Civil Society Organizations in Kenya are nowadays also flaunting a community of practice as cross border learning is implemented. This means that the ability to provide education in harsh conditions and community building are now becoming a pillar for CSOs, something that was only possible because of peer to peer exchange. Innovation is also necessary as Information Technology is being introduced as part of teaching. The use of IT and electronic caravans ensures the provision and continuity of education in Kenya.
Njeru also touches on the aspect of breadth of skills and critical thinking, as well as social and emotional learning. Those are some skills which encouraged her to be a part of a life long learning network in Kenya and to promulgate the exchange of ideas and hold conferences. She is also participating in other networks that discuss accessibility of education for the disabled, as well as the Consortium of Research network in Kenya which can carry out research to improve evidence based policies in Kenya.
Lastly, in Scotland, Ollie Bray is the strategic director of Education Scotland. He works mainly around curriculum and school improvement. His responsibility is to mobilize teams to work on curriculum reform and leadership, and to focus on national development programs.
Bray elaborates that the career and education he has, had always been part of a network and that is where he learns practical skills the most. He was always looking for a network to join in Scotland. During his educational career, he observed that it was difficult to find local networks thus, joining an international one was the best course he could take. He valued the ability to look outwards in different communities and countries. Then taking good and practical ideas that were unbiased in practice and create a local recipe for Scotland.
Bray, much like Ferreirinha and Njeu, maintained the importance of revisiting social and emotional skills. He added that creative skills and studying how other leaders practice and solve the problems is part of the peer to peer exchange learning process. Bray mentioned quite an interesting point as well, and that is learning from others essentially builds the confidence to be creative in solving local issues.
He then goes on to say that Scotland has a good relationship with Wales and that they meet regularly in order to share ideas on the curriculum and to enhance their team skills during inspection times. One of the main strengths of this network is its even distribution in its global aspect that brings different ideas to the table, he added.

It is such a pleasure to see that our community continues to expand beyond our borders to produce a network that aims in closing the educational gaps we have in our modern society. These efforts show that education remains an essential component to human development.