This document by UNICEF provides information on how teachers can talk to children about coronavirus. Read more here: https://www.unicef.org/coronavirus/covid-19#COVID-19-explainers.
This a summary of an analytical study that can be found on the United States Agency for International Development (USAID) website at this URL. Governmental engagement with citizens on issues that affect their daily lives can be critical for addressing development challenges across sectors. Yet distrust of government and/or the international community and their motives can hamper development efforts. The field of social and behaviour change communication (SBCC) holds lessons for actors seeking to address these challenges. By presenting many of the frequently-used practices from the SBCC field, this study aims to inform and strengthen USAID’s work in Africa across sectors such as health, food security, conflict, economic growth, education, and the environment.
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Can the stories people tell influence the way they see the world? This book seeks to address that question through a study of the viability of movie making as a critical pedagogy activity. Positioned at the intersection of education and communication for social change, it explores the relationship between the generation of subjective knowledge through storytelling and analysis, and systemic change.
Central to the book is a case study from Nepal. By using video as the action element and analytical material of coursework, youth participants generated a new critical awareness, engendered by themes arising from group discussion. Through the analysis of these themes participants initiated an emergence known as conscientization. Led by two critical educators, participants used the production, screening, and analysis of their own movies to propel the course, or praxis, forward.
This book seeks to inform the practice of critical pedagogy both practically and theoretically, and also offers a contribution to the fields of participatory action-research and communication for social change.
Author: Grady Walker is a Postdoctoral Researcher at the Walker Institute, University of Reading, UK, and a member of IAMCR.
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SPIDER is an independent centre focusing on the digitalisation of international development. It brings together actors in development to promote human centered technology for the achievement of Sustainable Development Goals (SDGs). By combining practical work and applied research, SPIDER contributes to empirical knowledge on ICT for Development (ICT4D).
Since November 2017, Mbarara University of Science and Technology (MUST) with funding from Spider has been implementing an e-learning project that incorporates use of information and communication technology (ICT) into the teaching and learning of mathematics and basic health education in Nakivale refugee camp.
Both teachers and students perceived the platform to be useful in terms of improving performance by enabling access to learning materials they wouldn’t otherwise have access to, especially multimedia tutorials in video and audio formats.
Currently the e-learning platform is in use after introductory teacher trainings. The challenges that remain untackled include the lack of pedagogy skills for teachers, limited access to internet, modern library and sufficient computer resources, the overwhelming number of learners in classrooms, and students’ negative attitudes about mathematics and science. The project support and efforts towards overcoming the highlighted challenges is ongoing. An evaluation study will present the findings of the project interventions.
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