Demand the Impossible! United World Colleges United World Colleges (or UWC) is an education movement comprising 14 international schools and colleges, national committees in more than 140 countries, and a series of short educational programmes. Students are selected from around the globe based on their merit and potential. UWC schools, colleges and national committees offer scholarship and bursary schemes as well as accepting a limited number of fee-paying students. The UWC international organisation is a British-based foundation and has 14 schools and colleges in Canada, Hong Kong, India, Italy, Norway, Singapore, Swaziland, the United States, the United Kingdom, Germany, Armenia, Costa Rica, Bosnia and Herzegovina and the Netherlands; national committees in more than 140 countries; a portfolio of short programmes running in numerous countries; a network of more than 50,000 alumni from more than 181 countries,[1] and an International Office in London. History[edit] Hahn envisaged a college educating boys and girls of age 16 to 20.
Research, sustainability and learning The Harlem Project - Page 4 Back in 1990, Geoffrey Canada was just your average do-gooder. That year, he became the president of a nonprofit charitable organization based in Harlem called the Rheedlen Centers for Children and Families, and he set out trying to improve the world, one poor child at a time. It was a bad moment to be poor in New York City. Harlem, especially, was suffering under the simultaneous plagues of crack cocaine, cheap guns and rampant homelessness, and Canada's main goal at Rheedlen, in those years, was to keep the children in his programs alive. But after he ran these programs for a few years, day in and day out, his ideas about poverty started to change. At around the same time, he was invited by Marian Wright Edelman, the president of the Children's Defense Fund, to join a group she had recently founded called the Black Community Crusade for Children. Canada knew there were success stories out there.
Teach C.R.E.A.T.E. Outward Bound International Proposal for MIT Global Environment Initiative seeks public comment As the world’s population continues to expand, our natural resources will become increasingly strained. In an effort to find sustainable solutions for the planet’s growing population while minimizing environmental impacts, MIT’s Environmental Research Council (ERC) has put forward a detailed implementation plan to establish a Global Environmental Initiative to complement the MIT Energy Initiative (MITEI). The interdisciplinary, faculty-led council presented the plan to the MIT community last Thursday in a forum held at the Kirsch Auditorium in the Stata Center. “It’s impossible to imagine a problem bigger and more compelling, or more suited to the strengths of MIT, than how to drive toward global sustainability,” said MIT President Susan Hockfield in a video address to the forum. In the areas of climate and oceans, MIT already has a strong foundation of interdisciplinary collaboration. The initiative also lays out a plan for creating educational programs.
Alternative education Alternative education, also known as non-traditional education or educational alternative, includes a number of approaches to teaching and learning separate from that offered by mainstream or traditional education. Educational alternatives are rooted in a number of philosophies differing from those of mainstream education. Although some alternatives have political, scholarly or philosophical orientations, others were begun by informal associations of teachers and students dissatisfied with some aspects of mainstream education. Educational alternatives (which include charter, alternative and independent schools and home-based learning) vary, but usually emphasize small class sizes, close relationships between students and teachers and a sense of community. Terminology[edit] Alternative education refers to education which does not conform to a conventional standard. Origins[edit] Alternative education presupposes a tradition to which the "alternative" is opposed. In the United States[edit]
Sustainable Development – Earth Charter Initiative Principle 14 of the Earth Charter emphasizes the importance of “Integrating into…education and life-long learning the knowledge, values, and skills needed for a sustainable way of life”. Education is fundamental to the mission of Earth Charter Initiative. ECI has therefore created the Earth Charter Center for Education for Sustainable Development at the University for Peace in Costa Rica. The Center deepens students’ and program participants’ understanding of sustainability vision and practice, and build the knowledge, skills, attitudes, and values they need to shape a sustainable future. To reinforce the legitimacy of the Earth Charter Center and the importance of its mission, a UNESCO Chair on Education for Sustainable Development and the Earth Charter was created as a collaborative effort between UNESCO, Earth Charter International, and the University for Peace. The Earth Charter Center for ESD: What is Education for Sustainable Development?
Wilderness therapy program for troubled teens and at-risk youth, residential treatment program alternative to boot camp and brat camp - ANASAZI Foundation The Zapatistas' first school opens for session Yesterday, 1,700 students from around the world enrolled in the first Zapatistas school, held at the University of the People’s Land of Chiapas. (WNV/Moysés Zúñiga Santiago) Last December, tens of thousands of indigenous Zapatistas mobilized, peacefully and in complete silence, to occupy five municipal government office buildings in the state of Chiapas, Mexico. That same day, which coincided with the end of one cycle on the Maya calendar, Zapatistas released a communiqué, asking, “Did you hear it?” It appears that the answer was yes, because this week thousands of people from around the world are descending on Chiapas for the Zapatistas’ first organizing school, called la escuelita de libertad, which means the little school of liberty. Just as the Zapatistas have, for two decades, rejected hierarchical systems, the escuelita will also eschew traditional teaching models. “There isn’t one teacher,” wrote Subcomandante Marcos, the spokesperson for the Zapatista movement.
Escuela Moderna The front page of the bulletin of the group published on December 31, 1905 in Barcelona. La Escuela Moderna (Spanish for "The Modern School") was a progressive school that existed briefly at the start of the 20th century in Catalonia (Spain). Founded in 1901[1] in Barcelona by free-thinker Francesc Ferrer i Guàrdia, the school's stated goal was to "educate the working class in a rational, secular and non-coercive setting". It closed in 1906. Today, the only remaining archives from the school are held in the special collections department of the University of California, San Diego.[2] References[edit] See also[edit] Popular education