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Höne, Katharina E. – Childhood Education, 2018
Diplomacy as it is traditionally understood is changing. Diverse, non-state actors in the social sector have become influential participants in setting global goals and priorities. In education, classroom teachers, administrators, academics, and policymakers play an increasingly important diplomatic role in exchanging knowledge, building consensus…
Descriptors: Educational Change, Educational Cooperation, Partnerships in Education, Change Strategies
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Krupar, Allyson – Childhood Education, 2018
A fundamental principle of Education Diplomacy is that education is a human right central to the attainment of all other human rights. Monitoring and advocacy tools such as the Right to Education Index serve to mobilize national partnerships to hold governments to account for all children's enrollment in school and enjoyment of the right to…
Descriptors: Educational Innovation, Access to Education, Civil Rights, Educational Indicators
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Benavot, Aaron; Naidoo, Jordan – Childhood Education, 2018
Diverse actors and organizations representing governments, civil society, international agencies, and the private sector participated in consensus-building and negotiation activities toward shaping SDG 4 and outlining the priority targets and indicators for which all education stakeholders would have collective responsibility to meet. As the…
Descriptors: Agenda Setting, Governance, International Organizations, Partnerships in Education
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Farag Mikhail, Phoebe – Childhood Education, 2018
Local, national, and international education policies regarding funding, priorities, curriculum, assessment, and more have a significant effect on all education stakeholders. But do all the stakeholders have the power to make changes? Education Diplomacy as "new diplomacy" in contrast to traditional diplomacy serves to both empower…
Descriptors: Power Structure, Educational Policy, Educational Quality, Educational Change
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Jamil, Baela Raza; Saeed, Saba – Childhood Education, 2018
Achieving the Sustainable Development Goals by 2030 is ambitious and tests national governments' capacity to address human development challenges, such as access to quality education. Collaborative initiatives that leverage the capacity of diverse stakeholders will be essential to meet the education and learning needs of the world's children,…
Descriptors: Partnerships in Education, Foreign Countries, Sustainable Development, Access to Education
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Ibrahim, Mikailu; Lawal, Nurudeen; Sylla, Fatimata Seye – Childhood Education, 2018
Non-governmental development organizations working with local government and community partners are often challenged by conflicting understandings of education practice and learning due to social, cultural, and political factors. Building trust so that education programs are implemented in equal partnership with communities is vital for addressing…
Descriptors: Foreign Countries, Outcomes of Education, Trust (Psychology), Strategic Planning
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Anderson, Kate – Childhood Education, 2018
Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being…
Descriptors: Educational Assessment, Educational Cooperation, Partnerships in Education, Educational Practices
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Lappalainen, Rilli – Childhood Education, 2018
Preparing young people to solve the world's greatest challenges is necessary to achieve the Sustainable Development Goals, as recognized in Target 4.7 for global citizenship. The Bridge 47 Network brings together different perspectives and approaches in values-based education to provide a forum to examine the skills and competencies needed to be…
Descriptors: Global Education, Citizenship, Values Education, Models
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Golden, April Michelle – Childhood Education, 2018
Providing inclusive and equitable quality education for all children will require sustained cooperation and investment from donor and partner nations worldwide. As a multi-stakeholder funding mechanism, the Global Partnership for Education (GPE) is an important Education Diplomacy model. The 2018 Dakar Financing Conference is a vibrant…
Descriptors: Conferences (Gatherings), Inclusion, Educational Quality, Equal Education
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Wang, Lindsey – Childhood Education, 2018
Play is a traditional activity of children. Yet in order to ensure we are giving children time to play and opportunities to gain from the physical, cognitive, and emotional benefits of play, we need to find innovative ways to use play to ensure that all children are learning and meeting their potential.
Descriptors: Foreign Countries, Play, Lifelong Learning, Reentry Students
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Morris, Ronald V. – Childhood Education, 2018
Classroom innovation can involve finding unique ways to present material to students. Engaging students with the material will support their understanding of the broader implications of what they learn and how it relates to their lives.
Descriptors: Instructional Innovation, Learner Engagement, Student Motivation, Simulation
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Carton, Michelle – Childhood Education, 2018
Innovation should not be about simply doing something new and different. Focusing on what will truly benefit students and society as a whole is the best way to innovate with a purpose. What better purpose than to support our children in the role of citizens of the world?
Descriptors: Global Approach, Educational Innovation, Peace, Social Justice
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Sharp, Laurie A.; Tiegs, Ali; Coneway, Betty; Hindman, Janet Tipton; Garcia, Beth; Bingham, Teri – Childhood Education, 2018
Educators who understand the benefits to children of expanding their exposure to arts often have to find innovative ways to bring arts education to children who otherwise would not be exposed to quality and inspiring arts experiences.
Descriptors: Art Education, Rural Schools, Elementary Schools, Partnerships in Education
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Wardle, Francis – Childhood Education, 2018
Sometimes, innovation means recognizing and acknowledging when an approach needs to be refined and expanded in order to reflect new understandings about ourselves and society.
Descriptors: Early Childhood Education, Multicultural Education, Educational Innovation, Cultural Differences
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Bellino, Michelle J.; Hure, Mohamud – Childhood Education, 2018
As we innovate, it is important to keep in mind what might be the next stage for the recipients of our efforts on their behalf. This is particularly true when innovating in response to crisis circumstances. As we address the immediate challenge of ensuring children in refugee situations have their right to education met, we need to remember that…
Descriptors: Higher Education, Refugees, Partnerships in Education, Pilot Projects
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