revitalising innovation at 3m case study

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This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content. The demands put on schools are not restricted to preparing students for the increasing demands of the labor market.

A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world.

Technology in Education: A Future Classroom

Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges.

A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively.

A global citizen, it must be understood, is first a citizen in his own school, community, and country. In Rio de Janeiro, where I was municipal secretary of education, we introduced a mandatory assignment at the beginning of 7th grade, for the adolescents to state in a structured way the life project—that meant putting their dreams into words and learning to plan their future lives. They did it at the beginning of the school year, in an activity conducted with the support of 9th graders that were trained specifically for the task.

Only after the whole class arrived at an acceptable proposition for each kid did the teachers enter the classroom, at which point each student could choose a mentor teacher to continue discussing their projects. The results were impressive for both students and instructors. Although it might seem utopic, education in low- and middle-income countries can benefit from modern technology even when the basics are lacking, if a more contextualized approach to including such tools in the classroom is taken, as a support to teachers not as an additional subject.


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In China, for example, the Ministry of Education offers schools options to use digital classes. In Rio de Janeiro, when I was secretary, we took a similar approach: offering all teachers the use of digital classes prepared by trained instructors.

Raising Children in Tomorrow's World

The use of the platform has shown positive impacts on learning. Yet to take full advantage of this tool, connectivity needs to exist. In the absence of this, pen-drives or offline options were provided. Using technology for remedial education was and is still done, even when connectivity is not available. Other possibilities are the broadcasting of classes to support instruction where specific teachers are not available.


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  • An interesting example of this innovative practice was highlighted in the Millions Learning report from the Center for Universal Education at Brookings. The school system in the state of Amazonas in Brazil had the challenge of providing physics and chemistry classes in the Amazon jungle for high school students.

    Child Labour Essay For All Classes Students

    The solution was to enlist a teacher to broadcast classes and provide schools with a generalist teacher to ensure class participation and student engagement. The use of technology in these examples show the possible advantages of bringing resources and a knowledge base that is not yet available in every classroom. The SDG-4 demands an organized effort to ensure that every child and adolescent in the world has the means to complete quality primary and secondary school, as well as develop skills to live a healthy and productive life.

    Unfortunately, as uncertainty grows, this task seems almost impossible—even in high-income countries—as more complex skills are demanded by employers and globalization requiring individuals who understand the challenges the planet is facing and that can operate in different geographies.

    What should be the role of teachers, in such an environment, especially in low- and middle-income countries? Editor's Note: The following essay comes from " Meaningful education in times of uncertainty ," a collection of essays from the Center for Universal Education and top thought leaders in the fields of learning, innovation, and technology. Related Topics Education in Developing Nations. Get global development updates from Brookings. Curricula in schools do not normally consider this change and education systems do not have the tools to address these more sophisticated skills.

    Globalization has made these changes present in almost every country, adding to existing inequalities and contributing to the intergenerational transmission of poverty. In many low-income, and even middle-income countries, certified teachers i. Yet, even in these cases, the demand for higher-level thinking skills is present in the labor market, imposing a double-challenge over an already overburdened school system. In this context, what should be the role of the teacher?

    It would be easy to respond that if the basics do not exist, we should not expect anything more than the basics, thus allowing the next generation of students to be unskilled and unprepared for the future ahead. In this short essay, I try to state the opposite: It is possible, with the appropriate support, to expect teachers to help students to be active citizens and professionals in these times of uncertainty.

    These countries cannot make their school systems progress step-by-step, first covering the last mile in access, then promoting the outdated model of quality education for all, and finally ensuring that the system incorporates the development of a new set of skills.

    They will have to leapfrog and learn from countries that have previously improved their education systems. Pre-service education in the developing world tends to overemphasize the theory, at the expense of the practice of education. A curriculum reform in the tertiary institutions that prepare future teachers would be more than welcome. These skills are better developed through interactions, not speeches or copying from a blackboard, as most teachers do. Last year, the OECD delivered an interesting report on the strategies mathematics teachers from participating countries in PISA used to deliver their instruction.

    According to the report, the strategies are not mutually exclusive, which demand the instructor a constant change in roles, to adjust to the kind of instruction being implemented. Pre-service education and hiring processes in the developing world should prepare professionals that are ready to manage these more sophisticated roles as they deal with their daily teaching of classes. In addition to this important transformation, professional development should incorporate the notion that, in addition to being a mediator, a teacher is part of a team and teaching is not an isolated work. Teachers need to learn to collaborate, co-create, plan classes, and monitor their work together.

    This could be in the school they are working or within a school system. Good initiatives of pairing struggling schools with better performing ones in the same area—thus dealing with the same student population—have shown promising results globally.

    The real challenge is that before the profession becomes more attractive, and the pre-service education more effective, these countries need to deal with a current cohort of teachers that often lack the skills and repertoire to face this complex reality. In these cases, a blend of more scripted teaching strategies with space for experimentation and support for innovation have shown to be effective.

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    Essay about Children: Tomorrow’s Future - Words | Bartleby

    Studies have shown that unskilled teachers benefit greatly from additional support such as pre-formatted class plans, digital classes, and more detailed textbooks. This demands mentoring and class observations, together with structured materials to support initial efforts from the novice teacher to prepare meaningful class-plans and deliver them. It also requires some additional time if the classes are—as in some developing countries—too short or based on a curriculum overloaded with unnecessary content. The demands put on schools are not restricted to preparing students for the increasing demands of the labor market.

    A child needs to grow to be an informed member of the society in which they live and to have the knowledge and capabilities to participate. In addition to acquiring basic cognitive and social and emotional skills, a solid Global Citizenship curriculum should be introduced in the school system even in the developing world. Understanding how his or her own country is organized, and how it connects to a globalized world, will be of great value for the student. This means in-service education through collaboration and group-discussions on empathy, cultural appreciation, ethnic and gender identities, and general knowledge of current world affairs and challenges.

    A teacher that believes she is part of humanity and not just of a region or a country tends to foster the same perception in her students. This means we must trust them to take part in important decisions about the school curriculum and we must discuss their behavior issues with them directly—not their parents. This would also require allowing some space for them to make mistakes and learning to correct them effectively. A global citizen, it must be understood, is first a citizen in his own school, community, and country.