Study International Volume 4 | Page 5

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 5