RAISING >2 BILLION HUMANS INTELLIGENCES BY 25 YEARS. After helping with recovery 1970 cyclone killing half a million of his compatriots, Fazle Abed was nearly assassinated by his employer Royal Dutch Shell and the Pakistani army. Fortunately he spent his remaining 50 years celebrating intelligence development of the poorest 2 billion parents notably growth of 1billiongirls. For over quarter of a century all networking was done by word of mouth and sight of book because in Asia 20th c village life still meant no access to electricity grids or telephone lines. Fortunately both Computing Whizs Jobs & Gates were both partly dis-satisfied with western apps of pc networks which they had begun in 1984. Around 2001 they both hosted silicon valley 65th birthday wish parties for Abed as global village tech envoy. Partners in life critical challenges had begun to bring abed's village mothers solar and mobile to co-create with. Abed changed the way Jobs saw tech futures of education (see ) and how Gates saw global health fund foundations and overall the valley's university stanford started to see as far as intelligence of Women and Youth goes the most life critical knowhow for 2 billion humans wasnt directly measurable in 90 day monetary flows; it was measurable in increased life expectancy by over 25 years during Abed's community servant leadership. Probably the greatest lift in intelligence until celebrations of what Fei-Fei Li opened the worlds eyes to in 2012, and Melinda Gates and Nvidia's Jensen Huang were first to helped AIforall lift since 2014.

Monday, May 31, 2021

4.3 help catalogue list of missing curriculum of 11 and plus

4.3  the lancet argued through 2010s that one of biggest missing curricula needs a peer to peer format for adolescent health- some of it like menstruation girls only

south africa helped extend from a university of the underprivileged to 7th grade various connect curricula- bransons entrepreneurship being the most famous but taddy blecher ofter told me that the mental health and consciousness curricula based on maharishi was the intended cultural gift of all  alumni

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in paralle and arguably a more subtle but confidence-building curriculum has been announcee by the united nations june 2021 


PRESS RELEASE

EDUCATION CANNOT WAIT DEVELOPS GROUNDBREAKING CURRICULUM FOR CRISIS-AFFECTED ADOLESCENTS - DERIVED FROM VIKTOR FRANKL’S SEMINAL WORK ‘MAN’S SEARCH FOR MEANING’


This first of its kind curriculum acknowledges the immeasurable resilience of adolescents living in crisis settings, encouraging them to use their experience to become their potential.


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28 June 2021, New York – 
Education Cannot Wait (ECW) – the United Nations global fund for education in emergencies – is developing a curriculum derived from the seminal work of world-renowned psychiatrist and Holocaust survivor Viktor Frankl’s “Man’s Search for Meaning”, and its related branch of psychotherapy, Logotherapy. The curriculum, which has been preliminary field-tested in Uganda, aims to fully tap into the resilience of girls and boys living in crisis settings.

Psychosocial support is a core component of the holistic education programmes supported by ECW and its partners to help adolescent girls and boys in armed conflicts, forced displacement, climate change-related disasters and protracted crises to cope with the incommensurable hardship and adversity they face. 

“Crisis-affected girls and boys endure abnormal challenges of armed conflicts, widespread violations of their human rights, chronic insecurity and constant threats to their lives and sense of safety. To achieve quality learning outcomes and empower them to thrive towards their potential, one must address their trauma and experiences of adversity. By empowering them to find a meaning in their experience, they stand greater chances of healing, unleashing their resilience and becoming positive agents of change in all walks of life. Logotherapy is a forward-looking and profound approach that ignites the strength of the human spirit,” said Yasmine Sherif, Director of Education Cannot Wait.

“With this ground-breaking curriculum we want to shift the dominant narrative that hardship prevents young people from achieving their goals or fully living their story of life. Viktor Frankl provides an empirical and inspiring example of how extreme hardship can actually fuel global contributions. At Education Cannot Wait, this is also our stance. We want to empower children and adolescents in armed conflicts and forcible displacement to turn their gruesome adversity into ultimate hope and capacity to shed their light of  knowledge, wisdom and compassion onto their communities, nations and the rest of the world.”

Frankl posits that human beings can withstand significant suffering if they can access meaning and hope and recognize their choices and potential. Frankl tested his research while enduring Nazi concentration camps in World War II. The themes he conveys include dehumanization, profound loss, injustice, and unspeakable cruelty. Without making comparisons, Frankl presented logotherapy in his world-renowned book, “Man’s Search for a Meaning,” which is today universally recognized as one of the top schools of thoughts in Mental Health and Psychosocial Support (MHPSS). Thus, all of these concepts are relatable and relevant to adolescent girls and boys living in conflict and disaster-affected communities.

By providing a curriculum as a global good, ECW aims to offer a structured alternative approach to partners who work with adolescents experiencing hardship. Through dialogue, reflection and activities focused on the life and teachings of Viktor Frankl – as well as role models such as Malala Yousafzai, Wangari Maathai, Martin Luther King Jr., and Nelson Mandela – young people will explore how to create connection, find meaning, imagine a different future, and contribute to the world in big and small ways. ECW supported the field-testing of the curriculum package – titled “An Instruction Manual for Life” – with groups of adolescents in a non-formal community setting with upper secondary students in Northern Uganda in early 2021.

Initial results from the testing found that young people and facilitators enthusiastically embraced the curriculum as “relevant, exciting, engaging, and new.” Youth reported high satisfaction and showed that they learned and internalized key concepts. Facilitators expressed strong interest in the curriculum as they felt that local schools fell short in supporting adolescents in profound and critical thinking, individual expression and self-reflection to access their resilience, inner strength, hopes and dreams.

Based on the feedback of the field testing, ECW filmed introductory videos to accompany each of the three “blocks” of the curriculum: “Deep Dive”, “Find Your Meaning” and “Dream Big.”

Watch videos

Watch all the ECW Logotherapy Life Lessons Videos on our playlist

Additional testing will be conducted before the curriculum is finalized and published.
For more information on the curriculum, please contact info@un-ecw.org

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Note to Editors
About Education Cannot Wait:
Education Cannot Wait (ECW) is the United Nations global fund for education in emergencies and protracted crises. We support quality education outcomes for refugee, internally displaced and other crisis-affected girls and boys, so no one is left behind. ECW works through the multilateral system to both increase the speed of responses in crises and connect immediate relief and longer-term interventions through multi-year programming. ECW works in close partnership with governments, public and private donors, UN agencies, civil society organizations, and other humanitarian and development aid actors to increase efficiencies and end siloed responses. We urgently appeal to public and private sector donors for $400 million to reach even more crisis-affected girls and boys. ECW is administered under UNICEF’s financial, human resources and administrative rules and regulations; operations are run by the Fund’s own independent governance structure.  

On Twitter, please follow: @EduCannotWait @YasmineSherif1 @KentPage 

Additional information available at: www.educationcannotwait.org


1 comment:

  1. AS a being enters adolescence is she freer today or less free? We have been multiplying 100 times more tech since world war 2 but is it developing advancement of human joy, love , community of the opposite? While friends20.com and i co-authored 1984's 2025report.com exploring positive opportunities of transformational generation , I am not sure I understood how elders (especially whites' political classes and even their public media) would hate millennials need for questioning every error of 20th C? It may seem a strange question. But one of the things i love doing is listening to creative people - when did they start as their own creative being? Its strange how often it could be as soon as they became literate enough to make up their own minds about time spent on what they read and in engineering's case puzzled over. I am told by the bbc's number 2 nature broadcatser that from 11 school bored his stiff until luckily a teacher took him to ramble in the countryside. He's never looked back. Tokyo's mayor Ms Koike shared with gordon brown's education commission - school felt like a trap to her until she luckily did a term of zen. She is pretty clear every 12 year old girl might well gain from zen. FLOW: There are so many apprentice skills in life that need social practising not individual theoretical examination. Also I dont bnelieve you have lived if your youth hasn't tried open space tech. I do not beleive big organisational world can sustsin u21st C. These days I read Harry Potter's escape from institualisation starting age 11 as a morality play every parent and teacher and children might benefit from as a play on the future of the human race. What do you find to be the story if whether human being will ever be free again to celebrate diversity not standard examination?

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