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coleinvestment · 03-03-2011 , 19:50:00

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Becas para curso Derechos de los Niños, Aula de Clase y Administración de Colegios (para Colombia y Bolivia)-Suecia

Child Rights, Classroom and School Management

Duration
Part 1: 12th of September - 6th of October 2011
Part 2: 10 days in March 2012

Location
Part 1: LundSweden
Part 2: One of the participating countries

Number of participants
30

Target Region
Global

Closing date for applications
April 30, 2011

Invitation

The Swedish International Development Cooperation Agency (Sida) is a government agency responsible for the major part of Sweden’s development cooperation. Focus on long-term knowledge and competence development constitutes a major feature in all development cooperation.

Sida offers, as part of its bilateral development assistance, Advanced International Training Programmes of strategic importance to the social and economic development of cooperating countries based on identified priorities and needs. In the long-term perspective the programmes shall contribute to institutional strengthening and capacity development in the cooperating countries.

These programmes aim at enhancing managerial and technical skills and cover subjects of strategic importance to economic and social development. The Training Programmes are designed for experienced executives from middle and top management positions in their respective organisations.

With the Training Programmes, Sida aims to contribute to processes of change and development in the participants' organisations and lines of businesses. The foundation of the entire programme is a project assignment. The assignment shall be well established in the participants’ organisations and it is a basic part of the programme concept.

In co-operation with Lund University a Human Rights Education (HRE) programme covering Child Rights, Classroom and School Management has been developed. The rights to, in and through education are the guiding principles in the course and the whole training programme has a child rights-based approach. This programme is also designed to give opportunities to compare and share experience with participants from other countries while taking into consideration the Convention of the Rights of the Child, Education for All and other internationally agreed instruments. A rights-based approach has the potential of contributing to the broader efforts of improving educational quality and impact. Schools and classrooms that are protective, inclusive, child-centred, democratic and encourage active participation have the potential to solve problems such as non-attendance, dropout and low completion rates, which are common in developing countries. Child-centred content and teaching learning processes that are adequate to the child’s developmental level, abilities, and learning style promote effective learning. A child rights based approach may also enhance teachers’ capacity, morale, commitment, status and income. Negative attitudes may be altered through the practice of conflict resolution, democracy, tolerance and respect in the classroom. Lund University has conducted the programme since 2003, under the auspices of Sida, so far more than 300 change agents have completed the programme. Starting in 2010 the programme has been redesigned after a public tender. The training programme, which is to be conducted in English, is designed for those holding positions at School, Intermediate and Central level of the education sector. Preferably a team representing the levels mentioned consisting of three people from each country should apply. The team is expected to work together throughout the training programme. The number of participants is limited to 30 (from 10 countries) in order to ensure a close working relationship between participants and lecturers. We hereby invite you to nominate candidates.

Sida

and

Richard Stenelo

Director of Lund University Commissioned Education
Objectives and goals

From a development perspective, the overall objective of the programme is: “to improve participating countries’ capacity to offer and ensure everyone's right to relevant and quality education, an education that is safe and secure, inclusive, student-centred, democratic and problem-solving and that creates opportunities for all, regardless of background, to participate in community life as active citizens.”
The goals of the training programme are for the participants to gain:
- Increased knowledge and understanding of the CRC.
- Increased knowledge and understanding of the Education for All (EFA) and MDGs targets, relevant international concepts such as child-friendly schools, inclusive education and education for democracy and human rights (EDHR) and other relevant international instruments.
- Increased knowledge and understanding of experiences, methods and tools for organizational change in general, and rights-based (participation, inclusive and transparent) and democratic methods and tools for change in particular.
- Knowledge and understanding of Swedish and other international methods for translating children's rights and democratic values into practice in schools and in the classroom.
- Expanded international and national networks to work with the CRC and other relevant international conventions and other instruments.

Target Group

Preferably a team consisting of 3 people from each country representing the levels mentioned below should apply but individual applications are also welcome. All team applications should have a cover letter for each participant. The participants from the same country are expected to work together in the project for change. The target groups for the training programme are persons working within the educational sector at three levels:For example
– At local level: headmasters, inspectors and educational advisers who are working with the development of methodology and management at school and classroom level in a number of schools (clusters);
– At intermediate level: officers and trainers responsible for educational activities at district or province level;
– At central level: teacher trainers, headmaster trainers, staff at institutes working with educational development and at Ministries of Education.

In addition to the above, the programme will be open to professional NGO staff, working in the field of Education and Human Rights, based in developing countries, as one member of the team. A necessary prerequisite is a university or a teacher training degree. Work experience of at least five years is also required. Participants should also be approximately 30-55 years of age and fluent in English. The teams should consist of a mix of men and women and be balanced regarding participants’ ages. Teams consisting of three applicants of same gender will not be considered. Applications should be endorsed by the applicant’s organisation.

Invited countries:

Africa: Burkina Faso, Egypt, Ethiopia, Liberia, Mali, Malawi, Namibia, Sierra Leone, South Africa, Tanzania, Uganda and Zambia
Asia: Afghanistan, Bangladesh, Cambodia, China, India, Indonesia, Sri Lanka and Vietnam.
Latin America: Bolivia and Colombia

Contents

The rights to, in and through education will be the guiding principles in the programme. The whole training programme has a child rights-based approach. The following topics will be included in the programme.·
- Policy documents and laws in the subject area related to human rights
- CRC, Education for All (EFA) and other internationally agreed instruments of central importance in this context,
- Key aspects of children's rights to, in and through education and their practical implications
- Democracy in the school and the school's role in society "citizenship", inclusive education, gender equality
- Opportunities to use Information and Communication Technology (ICT) to promote increased quality and increased access to information and knowledge
- Appropriate forms of leadership as well as organizational structures, forms and behaviour and a leaders' role in the various structures
- Difficult situations such as disciplinary measures, bullying, corporal punishment and sexual abuse and possibilities to make a change- Importance of problem solving, critical thinking, participatory approach in the participants context
- Education for Sustainable Development as a holistic approach where social, economic and ecological issues are integrated.
Para más información haga click aquí

03-03-2011 , 19:50:00	#2
coleinvestment Denunciante Novato Me Gusta Estadisticas Mensajes: 269 Me Gusta Recibidos: 310 Me Gustas Dados: 31 Ingreso: 02 mar 2011 Temas Nominados a TDM Temas Nominados 2 Temas Ganadores: 0 Reputacion Poder de Credibilidad: 24 Puntos: 20552	Respuesta: Becas disponibles en colombia (actualizable) otra.... Becas para curso Derechos de los Niños, Aula de Clase y Administración de Colegios (para Colombia y Bolivia)-Suecia Child Rights, Classroom and School Management Duration Part 1: 12th of September - 6th of October 2011 Part 2: 10 days in March 2012 Location Part 1: LundSweden Part 2: One of the participating countries Number of participants 30 Target Region Global Closing date for applications April 30, 2011 Invitation The Swedish International Development Cooperation Agency (Sida) is a government agency responsible for the major part of Sweden’s development cooperation. Focus on long-term knowledge and competence development constitutes a major feature in all development cooperation. Sida offers, as part of its bilateral development assistance, Advanced International Training Programmes of strategic importance to the social and economic development of cooperating countries based on identified priorities and needs. In the long-term perspective the programmes shall contribute to institutional strengthening and capacity development in the cooperating countries. These programmes aim at enhancing managerial and technical skills and cover subjects of strategic importance to economic and social development. The Training Programmes are designed for experienced executives from middle and top management positions in their respective organisations. With the Training Programmes, Sida aims to contribute to processes of change and development in the participants' organisations and lines of businesses. The foundation of the entire programme is a project assignment. The assignment shall be well established in the participants’ organisations and it is a basic part of the programme concept. In co-operation with Lund University a Human Rights Education (HRE) programme covering Child Rights, Classroom and School Management has been developed. The rights to, in and through education are the guiding principles in the course and the whole training programme has a child rights-based approach. This programme is also designed to give opportunities to compare and share experience with participants from other countries while taking into consideration the Convention of the Rights of the Child, Education for All and other internationally agreed instruments. A rights-based approach has the potential of contributing to the broader efforts of improving educational quality and impact. Schools and classrooms that are protective, inclusive, child-centred, democratic and encourage active participation have the potential to solve problems such as non-attendance, dropout and low completion rates, which are common in developing countries. Child-centred content and teaching learning processes that are adequate to the child’s developmental level, abilities, and learning style promote effective learning. A child rights based approach may also enhance teachers’ capacity, morale, commitment, status and income. Negative attitudes may be altered through the practice of conflict resolution, democracy, tolerance and respect in the classroom. Lund University has conducted the programme since 2003, under the auspices of Sida, so far more than 300 change agents have completed the programme. Starting in 2010 the programme has been redesigned after a public tender. The training programme, which is to be conducted in English, is designed for those holding positions at School, Intermediate and Central level of the education sector. Preferably a team representing the levels mentioned consisting of three people from each country should apply. The team is expected to work together throughout the training programme. The number of participants is limited to 30 (from 10 countries) in order to ensure a close working relationship between participants and lecturers. We hereby invite you to nominate candidates. Sida and Richard Stenelo Director of Lund University Commissioned Education Objectives and goals From a development perspective, the overall objective of the programme is: “to improve participating countries’ capacity to offer and ensure everyone's right to relevant and quality education, an education that is safe and secure, inclusive, student-centred, democratic and problem-solving and that creates opportunities for all, regardless of background, to participate in community life as active citizens.” The goals of the training programme are for the participants to gain: - Increased knowledge and understanding of the CRC. - Increased knowledge and understanding of the Education for All (EFA) and MDGs targets, relevant international concepts such as child-friendly schools, inclusive education and education for democracy and human rights (EDHR) and other relevant international instruments. - Increased knowledge and understanding of experiences, methods and tools for organizational change in general, and rights-based (participation, inclusive and transparent) and democratic methods and tools for change in particular. - Knowledge and understanding of Swedish and other international methods for translating children's rights and democratic values into practice in schools and in the classroom. - Expanded international and national networks to work with the CRC and other relevant international conventions and other instruments. Target Group Preferably a team consisting of 3 people from each country representing the levels mentioned below should apply but individual applications are also welcome. All team applications should have a cover letter for each participant. The participants from the same country are expected to work together in the project for change. The target groups for the training programme are persons working within the educational sector at three levels:For example – At local level: headmasters, inspectors and educational advisers who are working with the development of methodology and management at school and classroom level in a number of schools (clusters); – At intermediate level: officers and trainers responsible for educational activities at district or province level; – At central level: teacher trainers, headmaster trainers, staff at institutes working with educational development and at Ministries of Education. In addition to the above, the programme will be open to professional NGO staff, working in the field of Education and Human Rights, based in developing countries, as one member of the team. A necessary prerequisite is a university or a teacher training degree. Work experience of at least five years is also required. Participants should also be approximately 30-55 years of age and fluent in English. The teams should consist of a mix of men and women and be balanced regarding participants’ ages. Teams consisting of three applicants of same gender will not be considered. Applications should be endorsed by the applicant’s organisation. Invited countries: Africa: Burkina Faso, Egypt, Ethiopia, Liberia, Mali, Malawi, Namibia, Sierra Leone, South Africa, Tanzania, Uganda and Zambia Asia: Afghanistan, Bangladesh, Cambodia, China, India, Indonesia, Sri Lanka and Vietnam. Latin America: Bolivia and Colombia Contents The rights to, in and through education will be the guiding principles in the programme. The whole training programme has a child rights-based approach. The following topics will be included in the programme.· - Policy documents and laws in the subject area related to human rights - CRC, Education for All (EFA) and other internationally agreed instruments of central importance in this context, - Key aspects of children's rights to, in and through education and their practical implications - Democracy in the school and the school's role in society "citizenship", inclusive education, gender equality - Opportunities to use Information and Communication Technology (ICT) to promote increased quality and increased access to information and knowledge - Appropriate forms of leadership as well as organizational structures, forms and behaviour and a leaders' role in the various structures - Difficult situations such as disciplinary measures, bullying, corporal punishment and sexual abuse and possibilities to make a change- Importance of problem solving, critical thinking, participatory approach in the participants context - Education for Sustainable Development as a holistic approach where social, economic and ecological issues are integrated. Para más información haga click aquí