Foreword - UNRWA · (Lesson 1) Appreciating the views and experiences of young people from diverse...
Transcript of Foreword - UNRWA · (Lesson 1) Appreciating the views and experiences of young people from diverse...
About UNRWA
UNRWA is a United Nations agency established by the General Assembly in 1949 and is mandated to provide assis-tance and protection to a population of some 5 million registered Palestine refugees. Its mission is to help Palestine refugees in Jordan, Lebanon, Syria, West Bank and the Gaza Strip to achieve their full potential in human develop-ment, pending a just solution to their plight. UNRWA’s services encompass education, health care, relief and social services, camp infrastructure and improvement, microfinance and emergency assistance. UNRWA is funded almost entirely by voluntary contributions.
About Digital Explorer
Digital Explorer is an award-winning education social enterprise based in London. A pioneer in the development of innovative real-world learning programmes, Digital Explorer supports teachers and pupils in schools internationally to engage with and take action on critical global issues from cultural conflict to climate change.
About Skype in the classroom
Teachers everywhere are using Skype to help their students meet new people, discover new cultures and connect to classes from around the world, all without leaving the classroom. Skype in the classroom is a free global community that invites teachers to collaborate on classroom projects where they might use Skype, and share skills and inspiration
Foreword 01
Introduction 02
Teachers’ Notes 03
Lesson Plan 01 07
Lesson Plan 02 09
Lesson Plan 03 11
Lesson Plan 04 13
Lesson Plan 05 15
Lesson Plan 06 17
Activity Sheets 01-14 19
Activity sheets for lessons
Factsheets 01-07 33
Background information
Useful websites 40
Photo credits 41
CONTENTS
FOREWORD
In Autumn 2014, classes of Palestine refugee students
from Syria will connect with their peers in the UK via
Skype to consider their education and the challenges
that they must overcome in reaching their aspirations. In
their respective locations, student groups will research,
discuss and develop a school or community-based com-
munications project to help highlight the importance of
education and the harms associated with its loss.
Dr. Caroline Pontefract
Director of Education Department
UNRWA Headquarter, Amman
Welcome to My Voice-My School My Voice-My School is an education project rooted in
student voice. It puts children at the heart of the conver-
sation of what education should look like and appeals to
the international community to continue to prioritize edu-
cation funding, particularly in the context of the Syria
crisis.
The degradation of education in Syria brings into sharp
relief how adult events can substantially harm a child’s
future. The United Nations’ No Lost Generation initiative
shows how this loss on an individual basis can become
compounded to affect a country and a region.
My Voice-My School is based around online video con-
versations between Palestinian refugee children from
Syria in UNRWA’s schools in Jordan, Lebanon and Syria
and their peers in the UK. Through the use of these video
conversations, online digital media and specifically-
designed curriculum materials, children will benefit from
a sense of solidarity across borders and develop the
skills needed to advocate for their own education and
future.
A project by With
With thanks to our funding partners
Activity Sheets (pages 19-32)
The Activity Sheets are for students to use as part of the
lessons. They are designed to be copied as class hand-
outs.
Fact Sheets (pages 33-38)
The Fact Sheets are designed as background reading for
teachers and could be appropriate for more able stu-
dents.
What resources are available online? To find out further information about My Voice-My
School or to download or stream any of the multimedia
resources, please visit myvoice.digitalexplorer.com.
Slideshows
A slideshow has been made for each lesson. These
slideshows provide a structure for the lesson and further
information on some topics. Slideshows can be shown to
a whole class using a projector and laptop, or used as a
reference by the teacher.
Videos
Videos have been made featuring students’ stories.
These short videos feature students from the My Voice-
My School pilot schools.
Photos
The student stories are also available as photo essays.
Additional photos showcasing the work of UNRWA in
education are also available.
My Voice-My School gives children the opportunity to
share their ideas about education and their future.
The output of the project is a communications campaign
focused on improving education.
Students will develop their communications campaign
through:
Partnering with another class and collaborating
with their peers via Skype;
Researching current issues and innovations in edu-
cation;
Conducting community surveys; and
Learning communications skills
Teachers are supported to use this project with their class
through:
This teacher booklet
Further downloadable resources from
myvoice.digitalexplorer.com/resources
Skype interaction via education.skype.com/
partners/unrwa
What’s in this booklet?
Teachers’ Notes (pages 3-6)
The teachers’ notes provide an overview of the project
and guidance for teachers on using technology in the
classroom.
Lesson plans (pages 7-18)
Each lesson plan contains:
An overview of the lesson
A list of the resources available for the lesson (in
the booklet or online)
Any preparation that the class teacher needs to do
before the lesson
Learning objectives for students
Alternative lesson ideas
Step-by-step lesson plan
INTRODUCTION
Lessons Overview There are six lessons that lead your class through the My
Voice-My School project to create the final communica-
tions campaign.
Two of the lessons are based around Skype conversa-
tions. These have been marked with the Skype symbol:
The suggested timing for this project is 6 x 1 hour lessons
with an additional 2 hours of research and preparation
work. This additional work can take place in class time or
can be completed as homework.
The final output of the project is a communications cam-
paign focused on improving education. Students
knowledge, understanding and skills will be developed
through:
Understanding the global education context
(Lesson 1)
Appreciating the views and experiences of young
people from diverse backgrounds (Lesson 2)
Researching current issues and innovations in edu-
cation and conducting surveys (Lesson 3)
Developing a communications plan (Lesson 4)
Learning how to write a press release (Lesson 5)
Lesson 1 - Building context and confidence The introductory lesson for My Voice-My School has two
aims. Students will be introduced to the global education
context for the project, looking at the current internation-
al debate on ‘quality education’. The remainder of the
lesson will concentrate on preparing for the first Skype
video call with the class in the partner school.
Lesson 2 - Communicating globally My Voice-My School brings together different student
voices and their views of education. Through a Skype
video call, students in your class will exchange questions,
thoughts and opinions with their peers in their partner
school class. The teacher will guide this Skype conversa-
tion to cover life experiences, views and thoughts about
education. At the end of the Skype call, both teachers
will select a joint focus for the communications cam-
paign.
Lesson 3 - Researching the topic The communications campaign on improving education
needs to be grounded in research and the views of the
community. In this lesson, students will be guided to do
more research into current issues and innovations in edu-
cation and to conduct surveys within the school or wider
community.
Lesson 4 - Communications planning Students share their findings from their research and sur-
veys. Together, they list all the possible ideas for a uni-
versal quality education. The class will vote on the ideas
they wish to take forward as part of the communications
plan. Students will complete the lesson by developing
their communications campaign.
Lesson 5 - Hear our voices Using the communications plan from the previous lesson,
students will create a press pack, including a written
press release to share with the UNRWA communications
team. Students can also act on their communications cam-
paigns, contacting journalists or setting up meetings or
conferences with school staff or community members.
Lesson 6 - Sharing our success The two partner schools come together for a second
Skype lesson to share their success, reflect on what they
have learnt and their hopes for the future. The lesson can
also be used as a springboard for further ideas on col-
laborating and creating a sense of solidarity between
young people everywhere.
TEACHERS’ NOTES
TEACHERS’ NOTES
Skills-based approach My Voice-My School helps students develop transfera-
ble skills that are useful across curriculum subjects and as
preparation for the workplace.
Communications skills
The final output for My Voice-My School is a communica-
tions campaign focused on improving education.
Through this, students will learn how to develop a mes-
sage, identify critical audiences and choose the right
form of communications.
ICT skills
My Voice-My School uses technology to open up new
ways of learning. Students will develop their proficiency
in using video chat and social media as learning tools. In
addition, there are opportunities for classes to build
websites and create digital video as part of the project.
Literacy
Literacy skills will be developed through the research
phase as well as writing a press release or speech as the
final output for the communications campaign.
Research skills
Students are asked to find out more information about
education from a variety of sources including researching
online and conducting surveys. This will help to develop
students’ independent learning skills as well.
Subject case studies During the pilot phase of the project, different schools
have implemented the lessons in a variety of subjects.
The case studies below show just some examples of
how My Voice-My School can be used to develop skills
and enrich the curriculum experience for students.
English case study
Teachers and students at Haifa School in Beirut, Lebanon
are using the My Voice-My School project as part of their
English curriculum for their Year 9 classes. English teacher,
Noorhan Ali, said of the project, “It’s so great to use a
project that the students are so enthusiastic about. This
really matters to them and you can see it in the way their
learning and language skills have developed. With the
chance to use new learning technologies and to interact
live with native English speakers, it’s just incredible.”
Citizenship case study
At Eastbury Comprehensive School in Barking, England,
My Voice-My School serves as the coursework element
for Citizenship GCSE exams. “With its focus on advocacy,
teamwork and action, the project is superb for my class.
For students to be able to work directly with an UNRWA
school and debate such issues of local and global signifi-
cance is just superb. I couldn’t ask anything more,” com-
ments Head of Citizenship, Tracy Knight.
ICT case study
At the Haifa IDP Centre in Damascus, Syria, ICT opens the
world of knowledge to the students, whose school life
has been disrupted by the ongoing crisis. “Without the
formal infrastructure that we had previously, My Voice-
My School brings valuable learning to my students in
new ways. Using technology tools like Skype, shows my
students what’s possible and opens up a whole range of
learning of opportunities. The students are also making a
website about their My Voice-My School project. We’re
enjoying the future of education already,” says teacher
Noorhan Abdulhafeez.
Introduction Any lesson that involves connecting to another class-
room will be exciting for your students and will offer new
ways of learning and collaboration. The notes below are
to help you maximise the learning for your class and to
build confidence in using Skype as an education tool.
When using educational technologies such as Skype,
there are two areas to focus on: the technology and the
learning.
There is further technology guidance on the page oppo-
site, to ensure you have the right set up for your class-
room. If possible, try to make contact with your partner
class prior to the Skype lesson, and even try a practice
call to ensure that the technology works. This will help to
reduce any nervousness you may have about using
Skype in the classroom. It will also allow time to discuss
the focus of the lesson, and provide background about
your students and the resources that are being used.
Teachers may want to go through some of the questions
raised in preparation for the Skype lesson to ensure that
any potential sensitive issues are considered beforehand
(see the Fact Sheet on working with sensitive issues on
page 39 for more).
Learning The key to a successful Skype lesson is structure. Both
Skype lessons have detailed notes included in the rele-
vant lesson plans (see Lesson 2 on page 9 and Lesson 6
on page 17 for further details).
These plans break the allotted time into chunks to make
the lesson easier to manage. Following the timing care-
fully will help to make a more successful lesson and al-
low all students to contribute equally.
Classroom set-up You may wish to change your classroom set-up for
Skype lessons to suit class discussion. A recommended
set-up for a Skype lesson is:
place chairs in a series of semi-circles facing the
computer, interactive whiteboard or screen
desks moved to the back or side of the classroom,
so that they are not ‘barriers’ to the conversation
a dedicated speaker position near the computer
webcam and microphone
Facilitating classroom debate and discussion During the My Voice-My School project, the teacher’s
role will shift from that of traditional knowledge-giver to
facilitator. Here are some active techniques that the
teacher can use to help debate and discussion in class.
Set the scene by referring to the aims of the de-
bate or discussion, why it is taking place and any
class guidelines for behaviour.
Keep the debate flowing by asking students to
clarify their points, e.g. ‘What do you mean by
that?’
Re-energise a discussion by asking student ques-
tions like ‘Would it be fair to say…?’ ‘I think …. Do
you agree with this?’
If comments are off-topic, don’t be afraid to steer
the discussion back gently, ‘I don’t think that’s the
focus for today’s discussion, but we can talk about
it next lesson.’
Link students’ comments to points that other stu-
dents have made, e.g. ‘That’s an interesting point,
but have you thought about what [name] said ear-
lier.’
Moderate airtime. If one or two individual students
are taking up all the discussion time, try a comment
like ‘[name], your comments are very good, but I
just want to give someone else a chance.’
Deal with insensitive comments immediately, first
by referring back to the class guidelines and if nec-
essary following school policies for bullying.
Some of the debate may be emotional for some
students. Allow them the space and time they
need to step away from the discussion and come
back to it when they feel ready. Follow-up in class
or through the school student welfare or support
systems as appropriate.
SKYPE IN THE CLASSROOM
Technology Basics
The minimum equipment needed to conduct Skype-
based learning is:
A computer (desktop, laptop or tablet)
Good internet connection capable of streaming
video
Skype installed (If you don’t have Skype installed
on your device, you can download it from:
skype.com/en/download-skype/)
Webcam (integrated or separate)
Microphone and speakers (integrated or sepa-
rate)
Optional extras that will improve the learning experi-
ence:
Digital projector and screen or interactive white-
board
External speakers will improve the ability of the
whole class being able to hear
Using Skype for the first time
The first thing you will need is a Skype ID. You may al-
ready have one, but if not, you can sign up for a Skype
ID at login.skype.com/account/signup-form. It may also
be useful to have a separate Skype account for your
class or school, separate to your personal Skype ac-
count.
Once you have a Skype ID you can join the Skype in the
classroom platform at education.skype.com. Search for
‘My Voice-My School’.
Lesson overview The introductory lesson for the My Voice-My School project has two aims. Students will be introduced to the global
education context for the project, looking at the Millennium Development Goals and the current international debate
on a ‘quality education’. The remainder of the lesson will focus on preparing for the first Skype video call with the class
in the partner school.
Resources available for this lesson
Preparation Read the background material in the Fact Sheets
Check to make sure that the videos play on your computer
Read through and familiarise yourself with the lesson plan and any resources you are using
Check to see if your class already has a set of class guidelines to reference during the lesson
Print out enough copies of Activity Sheet 01
Learning objectives Students justify their opinions as to the importance of education
Students understand the global context of the My Voice-My School project
Students learn about the experience and education of students in other schools
Students develop the guidelines and focus for international discussion
Alternative ideas You can exchange information with your partner school teacher before this lesson, such as short videos, messages
from the students, photo essays and website or social media links to replace or complement the videos available
online.
LESSON 01 BUILDING CONTEXT & CONFIDENCE
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Fact Sheet 01: About UNRWA (page 33) Six student story videos featuring a student from each of
the pilot schools
Fact Sheet 02: UNRWA & education (page 34) Slideshow 01: Building context & confidence
Fact Sheet 03: Refugees (page 35)
Fact Sheet 04: Universal quality education (page 36)
Activity Sheet 01: Class guidelines (page 19)
Lesson steps Class activities Resources
STARTER:
WHY IS EDUCATION IMPORTANT?
10 MINUTES
Share this question with students either using Slideshow 01 or writing it on the board.
Ask students for their thoughts, reminding them that there are no right or wrong answers.
Prompt students to justify their answers to this question as part of a whole class discussion.
Slideshow 01
Whole class discussion
STEP 1:
UNIVERSAL QUALITY EDUCA-TION
10 MINUTES
Teacher exposition on the background of the MDGs and their relevance to education.
Share with your students the move to the idea of a ‘quality education’. My Voice-My School is their oppor-tunity to have their input into what a quality education looks like and to develop a communications campaign to help this happen.
Conduct a review to consolidate student learning.
Slideshow 01
STEP 2:
MY VOICE-MY SCHOOL FILMS
20 MINUTES
Tell students that they are about to watch short films fea-turing a student from each of the pilot schools.
While students are watching the videos they should think about the following:
Do they have any questions for clarification?
Was anything surprising?
What similarities did they spot?
What differences did they spot?
Now watch the six student story videos.
Use the questions above as a starting point for a whole class discussion.
Student story videos
STEP 3:
PREPARE FOR SKYPE
20 MINUTES
Divide your class into 5 groups (you can reduce the num-ber of groups to ensure that there are at least 3 students in each group). These will be the working groups for the project.
Each group has two activities:
1. Come up with a list of things students would like to ask students from their partner schools during the first Skype call.
2. Develop a list of class guidelines for the Skype discussion (using Activity Sheet 01).
For each activity, groups should develop a list and then share as a class. By the end of the lesson you should have agreed:
A list of questions for each group (without dupli-cates)
A set of class guidelines
Activity Sheet 01
Slideshow 01
Whole class discussion
LESSON PLAN 01
Lesson overview My Voice-My School brings together different youth voices and their views of education. Through a Skype video call,
students in your class will exchange questions, thoughts and opinions with their peers in the partner school class. The
teacher will guide this Skype conversation to cover life experiences, views and thoughts about education. At the end
of the Skype call, both teachers will select a joint focus for the communications campaign.
Resources available for this lesson
Preparation Check and test the technology requirements for this lesson (see pages 5-6)
Book a computer room or offsite venue if necessary for the Skype video call
Read through and familiarise yourself with the lesson plan and any resources you are using
Ensure that students have copies of their class guidelines from Lesson 1 and the questions they would like to ask
Print out enough copies of Activity Sheet 02 for each group
Learning objectives Students confirm preparation for the first Skype call
Students learn through discussing with peers internationally
Students reflect on their first Skype call
Alternative ideas If you are not using Skype or partnering with another school, you can use the same discussion topics within your class.
The rest of the project would then focus on collaboration between students in the same class or at the same school.
LESSON 02 COMMUNICATING GLOBALLY
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Guidance on using Skype in the classroom (pages 5-6) Slideshow 02: Communicating globally
Fact Sheets 5: Working with sensitive issues (page 37)
Activity Sheet 02: Skype lesson #1 (page 20)
Lesson steps Class activities Resources
STARTER:
PREPARING FOR THE SKYPE CALL
10 MINUTES
Review Lesson 1:
Class guidelines
Prepared questions
Go over the format of the Skype lesson using Activity Sheet 02.
There are four sections for the class discussion. Use Ac-tivity Sheet 02 to outline these with your class.
Slideshow 02
Activity Sheet 01
Activity Sheet 02
Questions from Lesson 1
STEP 1:
SKYPE LESSON #1
40 MINUTES
Use the questions on Activity Sheet 02 to guide the class discussion.
Remember your role as an active facilitator using the guidance on page 5.
Start a Skype video call with your partner school.
Discussion topic 1: with your partner teacher allow each group to take it in turns to ask a question to partner stu-dents.
Discussion topic 2: with your partner teacher ask each group to share why education is important to them. Use follow-up questions to develop any ideas.
Discussion topic 3: prompt an open discussion about how students would like to see their education im-proved.
Discussion topic 4: students vote on one of the three My Voice-My School topics (see Activity Sheets 05-07) to focus on for their communications campaigns:
School environment
Personalisation
Student welfare
Skype in the classroom
Skype technology set up (see page 6)
REVIEW:
WHAT HAVE STUDENTS LEARNT?
10 MINUTES
Review the lesson with your class:
Ask each student to choose three words to de-scribe the experience
Can they give reasons for their choice of words?
Students could complete this activity as short written an-swers in their books.
Whole class discussion
LESSON PLAN 02
Lesson overview The communications campaign on improving education needs to be grounded in research and the views of the com-
munity. In this lesson, students will be guided to do more research into current issues and innovations in education and
to conduct surveys within the school or wider community.
Resources available for this lesson
Preparation
Read through and familiarise yourself with the lesson plan and any resources you are using
Print out enough copies of the relevant Activity Sheets
Learning objectives Students explore the reasons behind their chosen topic
Students develop their independent research skills
Students practise their independent research skills
Alternative ideas For students who are not used to independent research, teachers may wish to have an extra research lesson in a com-
puter lab. This means that students will be able to develop their online research skills with the support of the teacher.
You may feel that students conducting a survey may be too complex. An alternative would be for student groups to
interview one or two people instead for a certain ‘group’ such as parents, students or teachers.
LESSON 03 RESEARCHING THE TOPIC
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Activity Sheets 03: Research skills (page 21) Slideshow 03: Researching the topic
Activity Sheets 04: Conducting a survey (page 22)
Activity Sheets 05: School environment topic (page 23)
Activity Sheets 06: Personalisation topic (page 24)
Activity Sheets 07: Student welfare topic (page 25)
Lesson steps Class activities Resources
STARTER:
FROM TALK TO RESEARCH
10 MINUTES
This lesson represents an opportunity for students to think about solutions to the topic they voted for at the end of the Skype conversation.
Remind students about their chosen topic, and explore it in more detail:
Why did they choose this topic?
How does it relate to their own experience?
Are there any particular areas student would like to investigate?
Slideshow 03
STEP 1:
RESEARCH & SURVEY SKILLS
10 MINUTES
Ask students to work in their teams from Lessons 1 and 2.
There are two main elements to the research task for the student teams:
Coming up with ideas about how education could be improved through group discussion or further research (Activity Sheet 03)
Conducting a survey to find out what people in the school or wider community think about the topic (Activity Sheet 04)
Go through the Activity Sheets with your students to help develop their independent research skills and critical thinking.
Slideshow 03
Activity Sheet 03
Activity Sheet 04
STEP 2:
ASSIGN TASKS
10 MINUTES
Each of the topic Activity Sheets (pages 23-25) has a number of different research or ideas boxes.
Cut these out and hand one to each group.
Ask each group to read through their ideas boxes for the whole class, so that each group knows about the other ideas that are being researched.
Each group then decides how they want to find out more. They could:
Use the internet to find out more information
Interview a member of staff or someone else in-volved in education
Discuss the topic as a group and come up with some ideas
Conduct a student or community survey
Activity Sheets 05-07 as ap-propriate
STEP 3:
CONDUCT RESEARCH AND SURVEYS
15 MINUTES + HOMEWORK
Students use the remainder of the lesson to start their research and continue for homework.
LESSON PLAN 03
Lesson overview The student groups share their findings from their research and surveys. Together, they list all the possible ideas for a
universal quality education. The class will vote on the ideas they wish to take forward as part of the communications
plan. Students will complete the lesson by developing their communications campaign.
Resources available for this lesson
Preparation Read through and familiarise yourself with the lesson plan and any resources you are using
Print out enough copies of the relevant resources
Learning objectives Students select communication focus based on criteria
Students develop a communications plan based on their research and community feedback
Students use SMART targets to create an effective communications plan
Alternative ideas The lesson plan focuses on a press release as the final output for the students’ communications campaign on school
improvement. Activity Sheet 08 describes a number of other ideas that could be used. Some teachers may wish to
give their classes more choice as to the format of their communications campaign.
LESSON 04 COMMMUNICATIONS PLANNING
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Activity Sheet 08: Communications ideas (page 26) Slideshow 04: Communications planning
Activity Sheet 09: Communications plan (page 27)
Activity Sheet 10: SMART targets (page 28)
Lesson steps Class activities Resources
STARTER:
SHARE FINIDINGS
15 MINUTES
Students have spent over an hour researching and con-ducting surveys to find out more about their chosen educa-tion topic.
Now that the research phase is completed, it is time for the students to share their findings.
Give each group 5 minutes to summarise the main points that they have discovered. Then ask a spokesperson for each group to share their main findings.
Group presentations
Slideshow 04
STEP 1:
PLANNING THE COMMUNICATIONS CAMPAIGN
10 MINUTES
Hand out a copy of Activity Sheet 09 to each group. This is their structure for planning a communications campaign.
Go through the different stages of the communications planning document.
Clarify any questions that students may have.
Ask students to complete Section 1.
Activity Sheet 09
STEP 2:
CHOOSE PROPOSED CHANGES
15 MINUTES
Students will now select the proposals for education they wish to put forward as part of their communications cam-paign.
Invite students to suggest any ideas for how education could be improved, based on their research and discus-sions.
List all of these ideas on the board.
Students select the ideas that they wish to include in the communication campaign, using the criteria on Activity Sheet 09 (suggested max. 3 ideas).
Students complete Sections 2 and 3 of their communica-tions plan (Activity Sheet 09).
Activity Sheet 09
STEP 3:
COMPLETE PLAN & TARGETS
20 MINUTES
Students list the communications products (e.g. Press Re-lease, photo pack, etc.) they will create for their communi-cations campaign in Section 4 of their plan.
OPTION: additional ideas for inclusion are listed on Activity Sheet 08.
Students then plan how they will achieve their goals in Sec-tion 4 by the end of the next lesson using Activity Sheet 10: SMART targets.
Activity Sheet 08
Activity Sheet 09
Activity Sheet 10
Slideshow 04
LESSON PLAN 04
Lesson steps
STARTER:
WHY IS EDUCATION IMPORTANT?
10 MINUTES
EDUCATION IN CONTEXT OF THE MILLENIIUM DEVELOP-MENT GOALS
10 MINUTES
MY VOICE
20 MINUTES
PREPARE FOR SKYPE
20 MINUTES
Lesson overview Using the communications plan from the previous lesson, students will create a press pack, including a written press
release to share with the UNRWA communications team. Students can also act on their communications campaigns,
contacting journalists or setting up meetings or conferences with school staff or community members.
Resources available for this lesson
Preparation Read the background material
Read through and familiarise yourself with the lesson plan and any resources you are using
Print out enough copies of the activity sheets for each group
Book appropriate ICT facilities if students wish to type their press release
Learning objectives Students know about the main aspects of a press release
Students write a press release (and design other communications campaigns or products)
Students agree any further actions, including sending the completed press release and press pack to
Alternative ideas Additional ideas for the communications campaign are listed in Activity Sheet 08.
LESSON 05 HEAR OUR VOICES
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Activity Sheet 11: Press release example (page 29) Slideshow 05: Hear our voices
Activity Sheet 12: Press release writing frame (page 30)
Fact Sheet 06: #letusthrough case study (page 38)
Lesson steps Class activities Resources
STARTER:
HOW A PRESS RELEASE WORKS
10 MINUTES
Hand out a copy of Activity Sheet 11 to each group. This shows the basic sections of a press release.
Go through and explain each section to the students.
Use Slideshow 05 to explain how journalists can use press releases as the basis for articles and reports.
Slideshow 05
Activity Sheet 11
STEP 1:
WRITING A PRESS RELEASE
40 MINUTES
Each group needs a copy of the press release example (Activity Sheet 11), the writing frame (Activity Sheet 12) and their notes from the previous lesson (Activity Sheet 09).
Using this information, each group should write a press release.
Tasks can be shared between group members. For in-stance, some students may want to focus on writing the press release, others on background information and some may want to create or gather supporting materials such as photos or video.
Activity Sheet 09
Activity Sheet 11
Activity Sheet 12
STEP 2:
REVIEW
10 MINUTES
Send the completed press release and any accompany-ing or supporting materials to [email protected]
Agree any follow-up actions needed.
Whole class review
LESSON PLAN 05
LESSON 06 SHARING OUR SUCCESS
Lesson overview The two partner schools come together for a second Skype lesson to share their success, reflect on what they have
learnt and their hopes for the future. The lesson can also be used as a springboard for further ideas on collaborating
and creating a sense of solidarity between young people everywhere.
Resources available for this lesson
Preparation Check and test the technology requirements for this lesson (see pages 5-6)
Book a computer room or offsite venue if necessary for the Skype video call
Read through and familiarise yourself with the lesson plan and any resources you are using
Ensure that students have copies of their class guidelines from Lesson 1
Print out enough copies of Activity Sheet 13 and 14 for each group / student
Learning objectives Students confirm preparation for second Skype call
Students celebrate success
Students learn through discussing with peers internationally
Students reflect on learning and the project as a whole
Alternative ideas For classes who are not linking with a partner school via Skype, the same lesson outline can be used. The discussion
topics can be used as the basis for a whole class discussion rather than a Skype video call.
In this booklet Online materials (myvoice.digitalexplorer.com/resources)
Guidance on using Skype in the classroom (pages 5-6) Slideshow 06: Sharing our success
Fact Sheets 5: Working with sensitive issues (page 37)
Activity Sheet 13: Skype lesson #2 (page 31)
Activity Sheet 14: Project review (page 32)
Lesson steps Class activities Resources
STARTER:
PREPARING FOR THE SKYPE CALL
10 MINUTES
There are four sections for the class discussion. Use Activi-ty Sheet 13 to outline these with your class.
Remind students of their class guidelines from Lesson 1 (Activity Sheet 01).
Slideshow 06
Activity Sheet 13
STEP 1:
SKYPE LESSON #2
35 MINUTES
Use the questions on Activity Sheet 14 to guide the class discussion.
Remember your role as an active facilitator using the guidance on page 5.
Start a video call with your partner school!
Discussion topic 1: each group has the opportunity to share their successes from their communications cam-paign.
Discussion topic 2: individuals share points about what they have learnt during the course of the project.
Discussion topic 3: individuals share how their views of students from different countries have changed as part of the project.
Discussion topic 4: individuals share how their views of education have changed during the project.
Skype in the classroom
Skype technology set up (see page 6)
REVIEW
15 MINUTES
Review the lesson with your class and ask them to com-plete the review on Activity Sheet 14.
Activity Sheet 14
LESSON PLAN 06
We have developed these class guidelines. We believe
that they are fair and sensible guidelines to guide our
Skype conversations and agree to follow them.
Class guidelines Think about what guidelines you might need to:
develop your discussion skills
develop your listening skills
show respect for others
ACTIVITY SHEET 01
Skype lesson #1 Welcome to your first Skype conversation with your partner school. The Skype call will fol-low a set format, which you can see below. Use the Discussion topic headings to guide the conversation as well as the questions you have developed during Lesson 1.
Your class guidelines will also help to guide the tone and style of the Skype call.
ACTIVITY SHEET 02
Discussion topic 1 - Getting to know each other (15 minutes)
- each group has the opportunity to ask one of their questions to students at their partner
school
Discussion topic 2 - Importance of education (10 minutes)
- each group shares the importance of education to them, e.g. education is important so
that I can get a good job
Discussion topic 3 – Improving education (10 minutes)
- open discussion about how education can be improved, e.g. students may want a better
school environment or a curriculum more relevant to their aspirations
Discussion topic 4 - Choosing our communications focus (5 minutes)
- list all the ideas for creating a quality education and vote on which to follow for the joint
communications project
Research skills STEP 6 Synthesise
When you have completed your research, you will need to look at your notes again and bring all the sources together to form your idea about how you should develop your project over the coming lessons.
Reliability
How do you know if the source you have cho-sen is reliable? When was it written?
You will need to think about who wrote the ma-terial and why. Look at the case studies below. How reliable would these sources be if you are investigating innovation in education?
Range of sources
The best research will use a range of sources. This will help to create a balanced view of the issue and help you to create a strong solution to your chosen topic area.
STEP 1 Choose your topic
You will have identified your chosen topic at the end of the Skype lesson. Before you start, make sure that you and your team are clear the exact focus that your are working on.
STEP 2 Find more information
The next step is to find out more about your chosen topic. This can be both finding out more facts as well as finding out people’s opinions about a topic. How do other people feel about the area you want to work on? You can find more information from a variety of different sources, online, by conducting surveys, using a library or following the news.
STEP 3 Keep notes
Make sure that you keep notes while you are researching. You can include key facts and things that you found interesting. You should also make a note of the source of the infor-mation, i.e. where you found the information. This will help you when you make your presen-tations later in the programme.
STEP 4 Judge usefulness
How useful is the information that you have gathered. Make sure that you choose the best sources for the information you need for your project. For this project, try interviewing people involved in education in your area, conducting surveys with other students in your school and with members of the local community and by finding innovative examples online.
STEP 5 Judge reliability
How reliable are your sources? Look at the fol-lowing notes on reliability and the case studies. Can you choose between what is a fact and what is opinion? Should you include unreliable sources in your ideas?
ACTIVITY SHEET 03
Microsoft Innovative Schools
Microsoft has a website dedicated to creating innovative schools. There are a range of ideas for schools and teachers to use. What might be the reason for them to publish this information? Do they include ideas that do not use their own technology?
http://www.microsoft.com/education/ww/leadership/Pages/
The Innovative Educator
If you search online to find the blog of an innovative educator by typing in “innovator teacher blog”, Lisa Nielsen’s site The Innovative Educator is the top search result. Does this mean that her ideas are more innovative than other results?
http://theinnovativeeducator.blogspot.co.uk/
ACTIVITY SHEET 04
Conducting a survey STEP 3 Create your survey
Now you have your survey questions and your target audience, you can start to make your sur-vey. There are two ways to do this. You can ei-ther do a paper survey and go up to people one-by-one to ask them questions or you can post a survey online. Make sure you choose the option best suited to your audience.
There are some easy to use online survey tools that you might like to try:
Survey Monkey
One of the most famous online survey tools, they have a free option and you can sign up using a Facebook or Google account as well as registering for a separate account with them.
https://www.surveymonkey.com/
Google Forms
Google Forms is part of the Google Drive suite of applications. You need to have a Google account to use them. You can find out more at: www.google.com/google-d-s/createforms.html
Remember that you will need to keep the re-sults carefully. If you are conducting a paper survey, make sure that you keep the papers carefully. For an online survey, the services above will calculate your results for you.
STEP 4 Analyse your results
How are you going to use this information? You might use the question asking which idea they like best to help design your model school. Or you might use the fact that 87% of the communi-ty think that there should be more trees planted in and around your school.
Surveys are very useful ways to find out what other people think about a chosen topic. Sur-veys can be used together with interviews and other research tools to bring the views and ide-as of people in your school and wider commu-nity into your research. There are four steps to conducting a survey:
STEP 1 Choose your questions
What information do you want from the survey? If you have chosen as your topic the school en-vironment, you may want to find out if other stu-dents at your school see this as a problem as well.
An example question would be:
Would a better school environment help you learn? Yes / No
You could use a scale of answers such as:
A better school environment would help me learn: Strongly agree / Agree / Don’t know / Disagree / Strongly disagree
You may want to find out students’ opinions of some possible solutions:
On a scale of 1 (lowest) - 10 (highest), how much would the following improve your school envi-ronment:
less rubbish in the playground (1-10)
clean walls, classrooms and floors (1-10)
more plants and trees in the school (1-10)
STEP 2 Choose your audience
Who are the best people to answer your sur-vey? This depends on the information you are trying to gather. You may want to ask your fel-low students their opinion, or if you want to en-gage the wider community around your school, you’ll need to ask them survey questions.
ACTIVITY SHEET 05
The students we talked to during the development of My Voice-My School spoke many times about their school environment. They felt that when a school was dirty or did not have any plants, it did not feel like a good place to study.
Some of the issues they identified were:
Too much rubbish in the school grounds
Not enough plants or flowers at the school
No quiet place to study or revise for exams
School environment topic
2. Reducing litter
In some schools the litter problem was caused by students. In other schools, it was because of people from the community dumping rubbish in the school grounds. See how students at one of the pilot schools addressed the problem of litter in this short video: vimeo.com/2741910. Could you do a similar project in your school ?
3. Grow your own food
Some schools have decided to make their school grounds an educational resource. Stu-dents help to grow their own food and also look after animals. This can help study in science and other subjects as well as develop skills for the students involved. See the example of Ashley Primary School: www.ashleyschool.org.uk/eco-school/
4. School garden
The National Gardening Association in the USA is on a mission to have a garden in every school. They say that school gardens help with “resulting in improved academics, better eating habits, greater environmental stewardship, and ultimately healthier, more secure and engaged communities”. Is this something that you could learn from?
5. Green roofs
If there is no more space in your school for this, how could you use spaces that are often un-used? Having a green roof can help to reduce energy costs as well as extending the school building. How could the roof in your school be used?
6. Painting
Have a look at how the community from Husn Refugee camp in northern Jordan used painting to bring new life to their surroundings. How would you paint your school if you had the choice? ww.giz.de/en/downloads/giz2013-en-jordan-colour-up.pdf
1. School design
It will not be possible to rebuild your school, but have a look at some architecture websites and there may be some ideas that you could use to improve your school environment. Start with this example: www.designboom.com/architecture/giancarlo-mazzanti-timayui-kindergarten/
ACTIVITY SHEET 06
Every child is different. Every child learns in different ways and has different ambitions and aspira-tions. How can the small number of teachers in each school hope to be able to create an appropri-ate range of lessons for over 200 children every week?
This is the issue of personalisation.
It would be amazing to have the same number of teachers as there were students in every school, but this is probably not possible, nor likely to happen. Below are some ideas that might make a difference, by thinking a bit differently and using other tools.
Personalisation topic
4. School dropout
Why do some students dropout of school? The numbers of dropouts range from 1.6 million in the high school system in the USA to 9.1% of young people in the UK aged 16-18 classified as Neet (not in education employment or training).
Recent research by UNRWA has put the dropout rate for UNRWA schools between 1% and 2%, citing a variety of reasons including undera-chievement, financial pressures and marriage.
What might be the reasons why students might dropout? How could school be improved or changed to encourage them to stay?
3. Vocational education & apprenticeships
Many school systems struggle with getting the balance right between vocational training (education that is more suited to work skills - an-ything from plumbing to computing) and aca-demic learning (subjects like languages, maths and science).
Is your school getting the balance right or would you like more vocational training? How could parents and local businesses be a part of this initiative?
Could they offer apprenticeships, where a stu-dent learns a job for 3 days a week and studies at school for 2 days a week?
1. Using online resources
An education researcher in India developed a project where he put a computer connected to the internet in a wall in a deprived area of the capital city, Delhi. He watched in amazement as children who had never been to school came up and started using the computer and teaching themselves. The project, Hole-in-the-wall, has shown how computers can be used for self-learning. There are thousands of free resources on the internet. How could your school make best use of these?
2. Curriculum
How can the curriculum be most appropriate for young people and their aspirations?
In England, the government decided to change the way that ICT is taught. They decided that young people should be taught how to pro-gram or code a computer, not just how to use one.
The UNRWA curriculum framework highlights values and teaching about the Palestinian identi-ty to make learning more suited to students.
You might not be a government minister, but Are there areas of the curriculum that could be changed slightly in your school?
Student welfare and safety came up in conversation many times during visits to the partner schools in developing My Voice-My School.
The idea that a school should be a safe place for study was repeated by children from different countries whatever their backgrounds and circumstances.
There are a number of different ways that you may wish to consider to improve the quality of edu-cation through focusing on student welfare. Below are some ideas and questions to get you think-ing.
ACTIVITY SHEET 07
Student welfare topic
1. Police or guards in schools
Police can help to deal with issues that teachers cannot. In some countries, e.g. the USA, armed police in schools are proposed as a way of pro-tecting students from gun and knife crime. Police officers can also play a role in educating chil-dren about issues such as drug crime. Do you think having a police officer or guard in your school would help keep it safer?
2. Metal detectors and physical safety
There is a debate about the physical nature of schools and in particular their physical appear-ance. Should schools be like fortresses with high walls or fences or metal detectors at their en-trances? Or should they be more open and con-nected to the community?
3. School uniform (for teachers and students)
Here are some ideas about how school uniform can help to enhance student safety:
help stop students from displaying symbols or colours related to political parties or gangs
help resist pressure to purchase certain items
helping school staff recognise intruders
4. Relations with the community
How can a school and its surrounding area be declared a peace zone? This approach has been used in both El Salvador to address gang violence and recruitment of gang members from schools and in Nepal through the Promot-ing Schools as Zones of Peace campaign (see http://www.czop.org/index.php/programmes/promoting-schools-as-zone-of-peace) to varying degrees of success.
5. Conflict resolution and anti-bullying
For many students, dealing with conflict with their peers may be the most important issue. UNRWA launched its Human Rights Conflict Res-olution and Tolerance initiative for schools to help teachers support conflict resolution. Should Conflict Resolution be a part of every child’s education?
6. Counsellors in school
It is estimated that 2 in 3 secondary/high schools in England have a counsellor on site. This pro-vides ease of access for the 60% of students who are thought to have long-term emotional difficulties. It is easy for students to refer them-selves if the support is at school, rather than hav-ing to go to a separate office. Should every school have a professional counsellor by law?
ACTIVITY SHEET 08
Communications ideas Here are some communications ideas that you could use for your campaign. You may want to use one or more of these options.
Social media tools like Twitter and Facebook can be used to bring your campaign to a wider audi-
ence. They can also be used to drive internet users to petition sites like ipetition or bring together
people, such as thunderclap. Social media is best used where raising mass awareness is your main
goal and you can use this to help create wider change. Don’t forget to use #myvoicemyschool!
Holding a community event is useful if you want members of the community to take part in imple-
menting your school improvement ideas. You could invite members of the community to an event
at your school and make a speech about the improvements you would like and the reasons be-
hind it. You could then invite everyone to be part of the solution.
A meeting with school or education staff will be useful if you think that they are able to help you
with your ideas for school improvement. Even if they can’t help directly, they could take your mes-
sage to others who might be able to help. If you want to take this route, you will need to prepare a
great presentation for them.
A press release will be useful, if you think that if more people know about what you are trying to
achieve in your school, then more people might help. Don’t think that because you are young, no
one will listen to you. In fact, maybe the opposite is true. So share your voice and your ideas for
your school by writing a great press release and sending it to as many newspapers as possible!
Petitions and pledges are useful to show to ask a wide number of people for support. If there are
a lot of names on a petition, it is harder to ignore than just a single voice. Likewise, if every student
or every member of the school or wider community pledges (promises) to make a change, then
improvement is more likely to happen.
ACTIVITY SHEET 09
Communications plan Complete the sections below to create your communications campaign.
Section 1: What topic are you working on? E.g. school environment, student welfare.
Section 2: What changes are you proposing? Use the criteria shared by your teacher to help select
these.
The following information will be included in the Slideshow 04:
Universal - Is your model school appropriate for every child, everywhere?
Achievable - Is your model school achievable or will it need a lot of resources?
Scalable - Can the ideas behind your model school be adopted by other schools quickly
without the need many additional resources?
Effective - Has your research shown that this can be effective and improving education?
Inclusive - Can you show from your research that your model school includes the views of
others in your school and wider community?
Section 3: What evidence have you gathered from research, group discussions and surveys to jus-
tify your choice?
Section 4: How will you share your message? Use the ideas below and any more you may have.
Write a press release and share with UNRWA
Prepare further background information, e.g. analysis of your surveys
Create or collect photos and video to bring your proposal to life
Remember to include #myvoicemyschool
SMART targets List your teams actions and make sure that they are SMART.
ACTIVITY SHEET 10
Specific Measurable Achievable Relevant Time-bound
What exactly are you going to do?
How many? How will you know if you’ve done it?
How are you go-ing to do this?
How does it help to meet your goals?
Who is going to do this and by when?
Write a press release Press release completed During next lesson Press release will lay out
our proposed changes
for education with
evidence and reasons
Identify group members
next lesson
Press release example
UNRWA SUPPORTS STUDENTS’ RIGHT TO AN EDUCATION IN GAZA, DESPITE ONGOING CONFLICT
UNRWA (the UN Relief and Works Agency for Palestine refugees) will commence a three-phase back-to-school plan in war torn Gaza this week, to help students and teachers start to transition into a new school year. This three phase plan is being coordinated with the UNRWA HQ, the Ministry of Education and in close collaboration with other partners who are working to support the children of Gaza. It includes psychosocial interventions, the use of new technology, UNRWA’s satellite TV education programs and self-learning material for all children.
“The ringing of the school bell across Gaza is an expression of our determination that children will not be deprived of all that education can bring,” said Caroline Pontefract, UNRWA’s Director of Education.
The education sector in Gaza was at a crisis point even prior to the current emergency. According to UN information, Gaza was suffer-ing from a shortage of almost 200 schools, with many running in dou-ble shifts. The pressure on Gaza’s education system has only been intensified by the loss of additional educational infrastructure during the war, and the continued presence of hundreds of thousands of displaced persons seeking refuge in school buildings.
BACKGROUND INFORMATION
UNRWA is a United Nations agency established by the General As-sembly in 1949 and is mandated to provide assistance and protec-tion to a population of some 5 million registered Palestine refugees. Its mission is to help Palestine refugees in Jordan, Lebanon, Syria, West Bank and the Gaza Strip to achieve their full potential in human development, pending a just solution to their plight. UNRWA’s ser-vices encompass education, health care, relief and social services, camp infrastructure and improvement, and microfinance.
For more information, please contact:
Christopher Gunness
UNRWA Spokesperson
Office:
+972 (0)2 589 0267
———
This is an extract from an UNRWA Press Release http://www.unrwa.org/newsroom/press-releases/unrwa-supports-students%E2%80%99-right-education-gaza-despite-ongoing-conflict
Accessed on 25 August 2014
ACTIVITY SHEET 11
Use a strong title that will catch
the attention of news organisa-
tions
Introduce the main facts and
ideas in your first paragraph
Use quotes from the main people
involved and give their names
and a description
Use facts and numbers to
reinforce the points that you are
making
Provide background information
about the My Voice-My School
project
Include contact details in case the
journalist wishes to ask any further
questions
It is also helpful to include links to
websites, and include any photos
you might have
ACTIVITY SHEET 12
Writing frame Title
Something that will attract interest, for example:
Students join forces internationally to create a quality education
Introductory paragraph
Introduce the reader to your project, for example:
Students and teachers at Haifa School have been working with a class in the UK to explore how ed-
ucation can be improved. Over the past six weeks, they have talked via Skype, researched ideas
and conducted surveys to develop plans for improving student welfare.
Then share an important piece of information that you found, like:
78% of students agreed that school was more than a place of learning, but also a safe place in their
community. The classes worked together to come up with proposals to improve the welfare of all
students.
Proposal paragraphs
For each proposal that you have, write a paragraph that includes:
A description of the proposal
Evidence that shows it is a good idea (use the information from your Communications plan)
A quote that brings the proposal to life from a personal point of view
Conclusion
Say why it is important that decision makers listen to youth voices on issues like education. You can
also mention what you have learnt from being part of the project.
Background information
Include background information about:
the project (your teacher can help with this)
Your school details and your partner school details
Contact details (for the teacher in charge of the project in your school)
Links to websites, further information, photos and video
Skype lesson #2 Congratulations! Welcome to your second Skype conversation with your partner school, where you will celebrate the successes of your project. The Skype call will follow a set for-mat, which you can see below. Use the Discussion topic headings to guide the conversa-tion. Your class guidelines will also help to guide the tone and style of the Skype call.
ACTIVITY SHEET 13
Discussion topic 1 - Sharing success (15 minutes)
- each group has the opportunity to share the success from their communications
campaign
Discussion topic 2 - Sharing learning (10 minutes)
- individuals share points about what they have learnt during the course of the project
Discussion topic 3 – Sharing solidarity (5 minutes)
individuals share how their views of students from different countries have changed
as part of the project
Discussion topic 4 - Choosing our communications focus (5 minutes)
- individuals share how their views of education have changed during the project
Name: School:
Please reflect on the My Voice-My School project and for each of the statements circle one
of the choices: ‘Strongly Agree’, ‘Agree’, etc. and add any additional comments.
General
Skills
Project reflection
ACTIVITY SHEET 14
Strongly
agree
Agree Not sure Disagree Strongly
disagree
My Voice-My School has
improved my motivation at
school.
I would like more school
activity to be like My Voice
-My School.
It is important to me that
projects like My Voice-My
School have real world rel-
evance.
Comments
My Voice-My School helped me develop the following skills on a scale of 1 (not much) to
10 (really helped).
Communications Research Literacy ICT
Comments
About UNRWA UNRWA provides assistance and protection for some 5
million registered Palestine refugees to help them
achieve their full potential in human development.
The United Nations Relief and Works Agency for Pales-
tine Refugees (UNRWA) is funded almost entirely by vol-
untary contributions from UN Member States. UNRWA
also receives some funding from the Regular Budget of
the United Nations, which is used mostly for international
staffing costs.
The Agency’s services encompass education, health
care, relief and social services, camp infrastructure and
improvement, microfinance and emergency assistance,
including in times of armed conflict.
Establishment
Following the 1948 Arab-Israeli conflict, UNRWA was es-
tablished by United Nations General Assembly resolu-
tion 302 (IV) of 8 December 1949 to carry out direct relief
and works programmes for Palestine refugees. The
Agency began operations on 1 May 1950.
In the absence of a solution to the Palestine refugee
problem, the General Assembly has repeatedly re-
newed UNRWA's mandate, most recently extending it
until 30 June 2017.
Palestine refugees
Palestine refugees are defined as “persons whose nor-
mal place of residence was Palestine during the period 1
June 1946 to 15 May 1948, and who lost both home and
means of livelihood as a result of the 1948 conflict.”
UNRWA services are available to all those living in its
area of operations who meet this definition, who are reg-
istered with the Agency and who need assistance. The
descendants of Palestine refugee males, including
adopted children, are also eligible for registration. When
the Agency began operations in 1950, it was responding
to the needs of about 750,000 Palestine refugees. Today,
some 5 million Palestine refugees are eligible for
UNRWA services.
Where do Palestine refugees live?
Nearly one-third of the registered Palestine refugees,
more than 1.5 million individuals, live in 58 recognized
Palestine refugee camps in Jordan, Lebanon, the Syrian
Arab Republic, the Gaza Strip and the West Bank, includ-
ing East Jerusalem.
A Palestine refugee camp is defined as a plot of land
placed at the disposal of UNRWA by the host govern-
ment to accommodate Palestine refugees and set up
facilities to cater to their needs. Areas not designated as
such and are not recognized as camps. However,
UNRWA also maintains schools, health centres and distri-
bution centres in areas outside the recognized camps
where Palestine refugees are concentrated, such as Yar-
mouk, near Damascus.
Socioeconomic conditions in the camps are generally
poor, with high population density, cramped living con-
ditions and inadequate basic infrastructure such as roads
and sewers.
UNRWA’s responsibility in camps
UNRWA's responsibility in the camps is limited to provid-
ing services and administering its installations. The Agen-
cy does not own, administer or police the camps, as this
is the responsibility of the host authorities.
UNRWA has a camp services office in each camp, which
the residents visit to update their records or to raise is-
sues relating to Agency services with the Camp Services
Officer (CSO). The CSO, in turn, refers refugee concerns
and petitions to the UNRWA administration in the area in
which the camp is located.
The remaining two thirds of registered Palestine refugees
live in and around the cities and towns of the host coun-
tries, and in the West Bank and the Gaza Strip, often in
the environs of official camps. While most of UNRWA's
installations such as schools and health centres are locat-
ed in the Palestine refugee camps, a number are outside;
all of the Agency’s services are available to all registered
Palestine refugees, including those who do not live in the
camps.
For more information see www.unrwa.org
UNRWA & education
mands of an education system in the twenty-first century.
The reform will also lead to improved services for the
Palestine refugee students in UNRWA schools, vocational
training centres and educational faculties. This will be
achieved through:
The provision of well-trained and motivated teach-
ers within empowered schools
Equal access for all children regardless of gender,
ability, health conditions and socioeconomic status
A relevant and accessible curriculum
A suitable school and classroom environment
Well-developed learning resources, including the
use of new technology.
School children in UNRWA schools follow the host au-
thorities’ curricula and textbooks. UNRWA supplements
these with its own materials on human rights.
The right of children to an education is enshrined in the
International Bill of Human Rights, including the Universal
Declaration of Human Rights adopted by the United Na-
tions General Assembly. Recognizing that education is
fundamental to helping each child achieve his or her full
potential, UNRWA has worked for over 60 years to en-
sure that all Palestine refugee children have access to
quality education.
One of our main aims, based on our commitment to Pal-
estine refugees’ human development, is to help children
and youth gain appropriate knowledge and skills by
providing universal primary education. High-quality basic
education provides young Palestine refugees with an
understanding of their place in the world and a common
set of key values, including dignity, tolerance, cultural
identity, gender equality and human rights, and helps
them develop the skills to thrive as adults in an evolving,
challenging landscape.
With 703 schools, 9 vocational colleges, 2 educational
science faculties and 2 teacher-training institutes, we op-
erate one of the largest school systems in the Middle
East, with some half a million children enrolled. UNRWA
students’ literacy and levels of educational attainment
are among the highest in the Middle East. Our pro-
gramme has also been committed to maintaining gender
parity, a benchmark we first achieved in the 1960s.
In 2011, the UNRWA education programme began a ma-
jor four-year reform to help us meet the evolving de-
What is a refugee? According to the 1951 United Nations Convention Relat-
ing to the Status of Refugees, a refugee is someone who
"owing to a well-founded fear of being persecuted for
reasons of race, religion, nationality, membership of a
particular social group or political opinion, is outside the
country of his nationality, and is unable to, or owing to
such fear, is unwilling to avail himself of the protection of
that country."
What are the rights of a refugee?
The number of refugees increased significantly as a result
of World War II (1939-1945) and in July 1951, the United
Nations Convention relating to the Status of Refugees
was adopted.
The right not to be expelled (except under certain,
strictly defined conditions)
The right not to be punished for illegal entry into
the territory of a contracting State
The right to work
The right to housing
The right to education
The right to public relief and assistance
The right to freedom of religion
The right to access the courts
The right to freedom of movement within the terri-
tory
The right to be issued identity and travel docu-
ments
Is a refugee the same as a migrant?
There is a distinction between migrants, internally dis-
placed persons and refugees.
Migrants choose to move in order to improve the future
prospects of themselves and their families. Refugees
have to move if they are to save their lives or preserve
their freedom.
Unlike refugees, Internally Displaced Persons have not
crossed an international border to find sanctuary but
have remained in their homeland often within conflict,
violence and human rights violations. Internally Dis-
placed Persons legally remain under the protection of
their own government – even though that government
might be the cause of their flight. As citizens, they retain
all of their rights and protection under both human rights
and international humanitarian law.
How many refugees are there?
At the end of 2013 there were 16.7 million refu-
gees worldwide. Of these refugees 50% were under 18
years old. People who are refugees may have fled their
homeland due to war and conflict or because they have
been persecuted (or lived in fear of persecution) for their
religion, nationality or political opinion. Essentially refu-
gees have no protection from their own state and in
some cases it is their own government that forces them
to leave their homes. Many refugees must leave their
homes in a hurry taking only what they can carry and
therefore rely on other countries to let them in and to
support them. Without that support they are in constant
danger and without rights. During 2013, conflict and per-
secution forced an average of 32,200 persons per day to
flee their homes and seek protection elsewhere.
The Syria crisis and refugees
In August 2014, Syria’s intensifying refugee crisis today
passed a disturbing landmark of a record 3 million refu-
gees. A further 6.5 million have been displaced inside
Syria.
Palestine refugees from Syria have been severely affect-
ed by the ongoing armed conflict, with virtually all of
their residential areas experiencing armed engagements
or the use of heavy weapons. Of the total 540,000 Pales-
tine refugees in Syria, almost all require assistance.
Three years of persistent conflict and deteriorating eco-
nomic conditions in Syria have challenged the resilience
of Palestine refugees and Syrians alike. Proportionately,
displacement among Palestinians – conservatively esti-
mated to be somewhere over 50 per cent – is significant-
ly higher than the proportion of Syrians displaced by the
conflict.
The vast majority of the population of approximately
540,000 Palestine refugees in Syria is now unable to meet
its daily needs. A September 2013 needs assessment
found that the most vulnerable – female headed house-
holds, the elderly living alone, people with disabilities
and young children – make up about 30 per cent of the
total population of Palestine refugees in Syria.
All nine Palestine refugee camps are affected by the con-
flict. This has caused not only extreme hardship and
widespread displacement but also an unravelling of their
social structure and support networks in Syria. Palestine
refugees’ coping mechanisms are stretched by unem-
ployment, inflation and lack of access to goods and ser-
vices. This compounding poverty exposes them to new
vulnerabilities.
Palestine refugees fleeing Syria encounter discriminatory
treatment when trying to cross borders to safety, and
their vulnerability in neighbouring countries is made
more acute by their difficulty in acquiring legal status.
Syria crisis and Palestine refugees
Those who have reached Lebanon, Jordan and Egypt
find themselves in a risky legal limbo and face living con-
ditions so difficult that many decide to return to the dan-
gers inside Syria. The particular vulnerabilities of Palestine
refugees and their sensitive status in the region com-
pound the already stark and violent devastation they
share with Syrians.
As of August 2014, out of approximately 540,000 Palestine
refugees registered with UNRWA in Syria, over 50 per
cent or 270,000 are estimated to have been displaced
within Syria. Sixteen UNRWA installations across Syria
house 6,437 internally displaced persons (IDPs), of whom
nine per cent are Syrians, and a further 4,631 Palestinians
are sheltered in other UNRWA-managed installations, a
small increase since the previous report.
Another 70,000 are either in neighboring countries and
further afield .In Lebanon, 42,000 PRS have been record-
ed with UNRWA; in Jordan 14,290 and in Gaza 860 Pales-
tine refugees from Syria have approached UNRWA for
assistance. The Agency also received reports of around
4,000 Palestine refugees in Egypt and smaller numbers in
Libya, Turkey and East Asia.
www.unrwa.org/newsroom/emergency-reports/syria-
regional-crisis-response-update-78
Universal quality education The right of children to an education is enshrined in the
International Bill of Human Rights, including the Universal
Declaration of Human Rights adopted by the United Na-
tions General Assembly. The UN Convention on the
Rights of the Child furthered this work. Article 28 states:
All children have the right to a primary education, which
should be free.
Wealthy countries should help poorer countries achieve
this right. Discipline in schools should respect children’s
dignity. For children to benefit from education, schools
must be run in an orderly way – without the use of vio-
lence. Any form of school discipline should take into ac-
count the child's human dignity. Therefore, governments
must ensure that school administrators review their disci-
pline policies and eliminate any discipline practices in-
volving physical or mental violence, abuse or neglect.
The Convention places a high value on education. Young
people should be encouraged to reach the highest level
of education of which they are capable.
The Millennium Development Goals
In 2000 the largest-ever gathering of political leaders
took place at the United Nations in New York. The result
of that meeting was something called the "Millennium
Declaration", which set out the principles and values that
mattered to world leaders at the beginning of the new
millennium. It was a commitment to making life better for
people around the world.
After the Millennium Summit, the UN Secretary General
(the head of the UN) gave a team of people the respon-
sibility of turning the words of the Millennium Declaration
into goals for action. The team came up with eight Millen-
nium Development Goals (MDGs) to be achieved by the
year 2015. Each MDG has a set of specific "targets" and
"indicators" to measure the progress towards their
achievement.
Goal 2 of the MDGs is “Achieve universal primary educa-
tion”, with a target of:
Ensure that, by 2015, children everywhere, boys and girls
alike, will be able to complete a full course of primary
schooling
Since 2000, great progress has been made in achieving
greater access to education for millions of children
across the world. Enrolment has reached 90% in 2010
compared to 82% in 1999, and 58 million children remain
our of school.
The importance of quality
Against the backdrop, world education leaders came
together in Muscat, Oman to shape the post-2015 educa-
tion agenda. This Global Education for All Meeting host-
ed by UNESCO developed a final statement, the Muscat
Agreement, that states:
We support “Ensure equitable and inclusive quality edu-
cation and lifelong learning for all by 2030” as the over-
arching goal of the post-2015 education agenda.
Even if 100% school enrolment is met, children should
have access to a quality education.
What does quality mean in this context? My Voice My
School puts children at the heart of this debate, asking
them for their ideas about how education can be im-
proved both locally and globally.
Working with sensitive issues In many UNRWA Fields of operation children are ex-
posed to violence, conflict, loss and displacement. In
these exceptionally difficult circumstances education is of
great importance as it brings children a sense of normal-
cy, hope for the future and an opportunity for develop-
mentally appropriate activities. It is crucial that educators
understand this, and that schools provide a child-friendly
environment that fosters psychosocial well-being, resili-
ence and coping.
How to discuss a crisis with children
Basic principles:
Children want and need as much factual infor-
mation as possible. Give simple answers to their
questions however without scary details.
Tell your students it is ok to feel sad, afraid, con-
fused, angry and guilty. These are normal respons-
es to a very abnormal crisis or tragedy.
Emphasize that they are not responsible for the
bad things that happened.
Initiate group discussions about distressing events
that many may - or may not - have experienced.
Even those who would not have experienced
events are likely to have heard of them. This will
help affected children feel less alone with their
worries.
Allow students to share their own ideas about
what happened so that they can begin to master
the events.
Listen carefully to your students’ thoughts and
fears without being judgemental.
Do not ask students to tell their own individual sto-
ries in front of the class - instead you can let stu-
dents know that you are there for them and ready
to listen any time later if they have worries which
they would like to share with you confidentially.
Emphasise to students that they are safe at
school / that everything possible is done to make
sure school is a safe space.
Emphasise that you care for your students’ health
and wellbeing.
Sensitive & controversial issues
Some of the class discussions may touch on sensitive or
controversial issues because of the experience, back-
ground or views of the children involved. My Voice My
School deliberately focuses on education as a universal
right. During the lesson, you may need to steer the dis-
cussion away from any political or religious topics and
back to education.
Alongside the guidance in this booklet and support from
senior management, you may also find the following re-
sources useful.
Controversial issues: guidance for schools, Citizenship
Foundation:
www.citizenshipfoundation.org.uk/main/page.php?92
Handling sensitive and controversial issues, Oxfam:
www.oxfam.org.uk/education/teachersupport/cpd/
controversial
Teaching controversial issues in religious education, The
Religious Education CPC Handbook:
www.re-handbook.org.uk/section/approaches/teaching
-controversial-issues-in-religious-education#tab-0
Background information
The United Nations Relief and Works Agency for Palestine
Refugees in the near East
www.unrwa.org
UNRWA Education in Emergencies
www.unrwa.org/Leading-for-the-Future/unit-3/unit-32-
education-in-emergencies
The UN Refugee Agency – The 1951 Refugee Convention www.unhcr.org/pages/49da0e466.html The United Nations Millennium Development Goals and Beyond 2015 www.un.org/millenniumgoals/
UNICEF No Lost Generation - Protecting the futures of chil-
dren affected by the crisis in Syria
www.unicef.org/appeals/files/
No_Lost_Generation_Strategic_Overview__January_2014.
Education innovation
UNICEF Innovation unicefinnovation.org/projects?focus[0]=188 Hole in the wall project www.hole-in-the-wall.com/index.html The Khan Academy www.khanacademy.org/
Timayui kindergarten, Colombia www.designboom.com/architecture/giancarlo-mazzanti-timayui-kindergarten/
Maria Grazia Cutuli School, Afghanistan www.abitare.it/en/architecture/half-school-half-fortress/
Education Endowment Foundation Innovation Unit www.educationendowmentfoundation.org.uk/projects/innovation-unit/
Microsoft in Education Innovation Stories www.microsoft.com/education/ww/products/Pages/Stories.aspx
One Laptop Per Child Project one.laptop.org/
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