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The Radical Emergence of Kawaida Philosophy: A Critical Time of Turning - Los Angeles Sentinel
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Getting world history right: real African history
By Dr. Kwame Nantambu
June 14, 2021
Years after the United Nations General Assembly proclaimed 2011 as The International Year for People of African Descent , it must be realized that the European enslavement of African people or the MAAFA ( great disaster ) only represents .01 per cent of the history of African people on this planet. Put another way, for the 99.9 per cent of their history, Africans were a free people.
Furthermore, there were a thousand years of independent state formation and state management in inner West Africa called the western Sudan before the (European) slave trade.
The purpose of this article, therefore, is to posit in its proper historical perspective, a unique Afri-centric, geo-political linkage analysis of African history.
Getting world history right: real African history | Trinidad and Tobago News Blog
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HWUM thanks teachers with gift bags accompanied by silver and blue balloons as its token of appreciation.
AN impetus for digitalisation, the Covid-19 health crisis has signalled a paradigm shift in every part of our daily lives.
Similarly for the education sector in countries across the globe, there has been drastic change in the delivery of both teaching and learning towards partial or even fully digital platforms, as well as the expanded role and responsibilities of educators.
Arguably, this sudden and unprepared transformation has been a unique educational and social experiment for teachers, parents and children alike.
What held true through such turbulent winds of change was the unwavering heart and soul of education: our teachers.
Post-pandemic, our education system needs a serious re-think
Leon Hady is a former headteacher and founder of Guide Education
CARDIFF, WALES - MARCH 16: Schoolchildren look on during a lesson at Willows High School on March 16, 2021 in Cardiff, Wales. (Photo by Matthew Horwood/Getty Images)
The pandemic has thrown schools into a state of flux for over a year. Instead of rushing to return to a normal that was failing thousands of children, we should ask the most fundamental questions about what we want from our schools, and what a school actually should look like.
We can begin to solve the educational crisis by building inclusive learning centres with flexible systems which eschew a Victorian era educational approach. By doing this, we can make education budgets stretch further by allowing children to self-guide their learning where appropriate.
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