Tackling Violence in Schools – Bridging the gap between standards and practice

Tackling Violence in Schools – Bridging the gap between standards and practice

The report illustrates each of these six areas with recent initiatives aimed at preventing violence against children. It also gives special attention to the issue of violence in schools from the perspective of children belonging to particularly vulnerable groups, including girls, children with disabilities, belonging to minorities or who are…

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The Foundations of Tanzanian Teaching: Training for educators in core teaching competencies

The Foundations of Tanzanian Teaching: Training for educators in core teaching competencies

Poor quality teaching underpins the global crisis in child learning. Teachers in low-income and crisis-affected settings are often encouraged to improve the quality of their classroom instruction through training supplied by civil society organisations. This training too often leads to a minimal change in classroom practice. This toolkit of foundational…

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Accelerated Education: 10 principles for effective practice

Accelerated Education: 10 principles for effective practice

These 10 principles aim to clarify the essential components of effective accelerated education programmes (AEP). Each principle contains evidence-informed best practices which can be viewed as a series of key actions or indicators to support the design, implementation and evaluation of accelerated education work. They can be used by AEP…

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School Code of Conduct Teacher Training Manual: How to create a positive learning environment

School Code of Conduct Teacher Training Manual: How to create a positive learning environment

The School Code of Conduct (SCOC) training programme is designed to be used by Save the Children education staff to enable teachers and education personnel to implement governmental Teachers’ Codes of Conduct (TCOC) in schools. The training content relates to development and emergency contexts, to immediate and post conflict

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Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary student

Mindfulness-based interventions for improving cognition, academic achievement, behavior and socio-emotional functioning of primary and secondary student

This Campbell systematic review examines the effectiveness of school-based mindfulness-based interventions (MBIs) on cognition, behaviour, socioemotional outcomes and academic achievement. The review summarizes 61 studies and synthesizes 35 studies, with a total of 6,207 student participants.

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An Introductory Handbook For  Promoting Positive Discipline In  Schools For Quality Education

An Introductory Handbook For Promoting Positive Discipline In Schools For Quality Education

The Handbook highlights the need for child centred pedagogy to enhance self  esteem and confidence while promoting cognitive and affective skills in the growing children.  To achieve quality education many contributory factors must be addressed in the delivery of  education services especially at primary school level. Children should enjoy schooling…

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Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher  educators

Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators

This guide for teachers and teacher educators enriches the UNESCO  publication “Embracing Diversity: A Toolkit for Creating Inclusive,  Learning-Friendly Environments” (ILFE Toolkit). It is a specialized  booklet intended to help teachers, school administrators, and education  officials to effectively manage students in the classroom by giving  non-violent ways to deal with…

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