Study International Nigeria. Vol 4 - August 2014 Edition
WHO
World Health Organization
Winter Internship Program 2014
T
he World Health Organization (WHO) is
the leading global organization tackling
public health issues worldwide. As part of
its commitment to building future leaders in
this sector, it has established an annual
Internship Program.
The WHO Internship program offers a wide
range of opportunities for students to gain an
insight into the work of the organization in
order to support and promote the vision further
across countries.
There are 2 programs each year; the Summer
and Winter Internships. While the Summer
internship runs from May to October, the
Winter program runs from November to April.
Criteria for Eligibility:
You are at least 20 years old.
You are fluent in the working language of the
office of assignment.
You have completed at least three years of full time studies at a University or equivalent
institution towards the completion of a degree.
You possess a first degree in public health,
medical or social field related to the technical
work of WHO or a degree in a managementrelated or administrative field.
Interns must also possess a passport of a WHO
member state.
Winter Internship Application deadline: 30th
September 2014
For more information visit the WHO website.
New research shows Effectiveness
of Student-centered Learning in
closing the Opportunity Gap.
N
ew research from the
St a n f o r d C e n t e r f o r
Opportunity Policy in
Education (SCOPE) is
documenting successes at four
such schools in Northern
California —schools in which
traditionally underser ved
students are achieving above
state and district averages.
Earlier this year SCOPE released
individual case studies of these
schools as part of its StudentCentered Schools Study —
funded by the Nellie Mae
Education Foundation. These
offer evidence of the positive
impact of
studentcentered
learning and
practical
hands-on
t o o l s
educators
can use to
reflect on
and develop
t h e i r
practice.
Transforming schools requires
adequate funding to attract and
retain high-quality staff and to
provide a rich set of curriculum
experiences for students both
inside and beyond the school.
It also requires that federal and
state governments suppor t
innovative schools more and
mandate less; transform their
assessment systems to support
deeper learning; and develop
systemic learning opportunities
among educator s, schools,
districts, and other agencies.
This is no small
task , but the
practices of the
schools in this
study and the
contexts that
surround them
shed light on
the types of
teaching and
policy supports
needed to
achieve these
goals.
Student centered practices
emphasize personalization; high
expectations, hands-on and
group learning experiences,
teaching of 21st century skills,
performance based assessments;
and opportunities for educators
to reflect on their practice and
develop their craft as well as
shared leadership among
teachers, staff, administrators,
and parents.
These practices are more often
found in schools that serve
affluent and middle-class
students. Schools that
incorporate these key features of
student-centered practice are
more likely to develop students
that have transferrable academic
skills; feel a sense of purpose and
connection to school; as well as
graduate, attend, and persist in
college at rates that exceed their
district and state averages.
The study also addresses the
policy changes that are essential
to student-centered schools,
including funding, human capital
policies, and implementation.
Tr a n s f o r m i n g t h e k i n d s of
learning spaces most needed by
underserved students requires
educators who are well-prepared
to create authentic learning
experiences, grounded in
students' experiences while
addressing their gaps in
knowledge and skills.
For more information on this
research, visit the Stanford
Graduate School of Education
website.
“The ar st is nothing without
the gi , but the gi is nothing
without work.”
Émile Zola
www.studyinternationalnigeria.com
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