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Disconnecting to buy local for sustainable living

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Anyone know of a local alternative to #Microsoft and some other #software and #hardware technologies and upgrades?
Does sustaining local enterprise mean disconnecting from global technologies?
Those who know me know I do not like shopping and am an advocate to #BuyLocal so I would appreciate info so as to avoid that new #7%Tax in addition to the other taxes already … see more www.kris-rampersad.blogspot.com
for even more:
#knowledge products  #industry #sustainable alternatives, contact lolleaves@gmail.com @krisamp @lolleaves @glocalpot #GlocalKnowledgePot #Worldwewantpeople #SustainableDevelopment #SDG #SustainableLiving

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Let’s take back our comunities from so-called community leaders

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Closing Remarks, Dr Kris Rampersad Chair, National Commission for UNESCO,  at
Leading for Literacy Now! National Workshop for Principals and Teachers
Sister Francis Xavier Heritage Hall, Abercromby Street, Port of Spain
August 25 2013

One of the advantages in living in a place like Trinidad and Tobago is that we have easy access and exposure to the good books of the many and varied cultures, ethnicities and religions that make up our society.
One of our good books tells us that the world was created in six days.
Mrs Elizabeth Crouch, Principal of Marina Regina Prep School and head of the education sector committee of the Trinidad and Tobago National Commission for UNESCO lead principals, school supervisors and teachers in the joint UNESCO/Ministry of Education initiative Leading for Literacy Now!
We have come to the sixth day of this our week-long efforts to begin to recreate and transforming our world, the communities and the spaces and the schools we occupy, as Leaders for Literacy, Now!
Do we feel more empowered? Do we feel better prepared and better tooled? We, of the National Commission for UNESCO of Trinidad and Tobago, and our project partners, the Ministry of Education, BMobile and the UK-Based National Training College for School Leadership and the Trinidad and Tobago Regiment hope that we have met and fulfilled some of those expectations that we outlined at the beginning of this week and when this training preparation began with you earlier this year and with us since last year.
We thank you for investing your time and energies and visions with us, and now we have some expectations of our own. We want results and returns on this investment – not just the more than half a million dollars UNESCO and the Ministry of Education with our project partners are investing in this, but also in the energies and ideas we have shared and exchanged.
We well recognise that many of you function under very challenge personal and professional situations. We well recognise that the tasks with which you are charged as principals and teachers are by no means easy. We well recognise that sometimes the diversity of our society demands constant readjustments to varying expectations.
But we want to challenge you now to go forth and reclaim your places as bonafide community leaders. For too long the term, and the role of leaders in our communities have been hijacked by not too savoury elements who are being held up as the role models for our youths and children. For too long we have watched our children being kidnapped by forces and influences that we wanted to think were beyond our control. For too long the schoolmaster and mistress who were once significant and pivotal axes of social life in our villages and districts, have either abdicated their roles or been forced out of them by other social pressures. For too long we have been held to ransom by bandits and criminals in the guise of leaders and social and community leaders.
We ask you now to go back and reclaim those spaces; to see yourself and to present and represent yourselves as the leaders that you are. To put your hands up proudly when there are calls for meetings and discussions and consultations with community leaders and say that you are leaders in your community.
We ask you that you return to your schools to no longer cower before bullying parents and misguided children and take charge!
We ask you to use what you have learnt here to, as I said at the opening, not just influence the directions of our education system and by extension of our society, but to transform it.
You are the community leaders. You are agents of change and transformation.
It is no secret that we live in not just interesting, as Confucius is said to have said, but also in challenging times; times that demand all our energies and intelligence to manage the winds of change that are blowing and that all of us are feeling in our schools and in our districts. We need to manage these changing times so we do not have the negative repercussions as we are witnessing taking place in Egypt and Syria and elsewhere. We need to direct and redirect the changes that are inevitable, drawing from your own wisdom and experiences to positively impact our youth and harness their restless energies for change.
It certainly will require a few qualities that cannot be learnt in a classroom – open-mindedness, flexibility, and patience – but we do hope that this classroom has provided you with some formulas by which you can assess and understand how to acquire and cull those qualities.
As the same good book said, on the seventh, the Creator rested. I don’t think that meant that for you, not for us.
Tomorrow, we go on our drill with the Trinidad and Tobago Regiment which is promising us through the Army Leadership Training Centre, a one-day outdoor team-building and risk training exercise to what you already know and have learnt of leadership.
Like us at the National Commission, the Army Leadership Training personnel recognise that this is particularly important in the dynamic environment in which you find yourself working everyday in our schools. They acknowledge your role as principal and educator as paramount in carving and manipulation this chameleon environment in which you function, in dealing with students and staff and parents from all walks of life and with varying morals, values, and social skills that require some extra special skills to help you cope with situations where the answers may either be nowhere in sight, or just under your nose; where the success of the team will not depend on the strength of any one individual or where achieving overall success may depend on the subordination of personal objectives.
So that’s the task of the seventh day, tomorrow – not to rest, but as the ones created for the task, to continue the good work to go forth and multiply these learnings into your schools and communities. To Lead for Literacy, Now!
Because we all know what the power of literacy is. We are all living examples of that – of how our ability to read and to interpret a line, a page, a book can transform how we see ourselves, how we view others and how to make informed and intelligent choices when confronted with difficult options, or no options at all. That has been my experience as a reader, from districts and schools and homes just like the ones you serve.
And it is our sense of personal responsibility that has inspired my Leaves of Life drive for a revolution in reading, to inspire reading in unorthodox ways; and it is the sense of collective responsibility that inspired Mrs Crouch and our team of the National Commission, and the Ministry of Education in planning and organising this Leading for Literacy, Now! We are building a team and I am sure too an army, for change.
We envision that in the forty schools from which you were drawn, voluntarily, we will begin to see results in learning and literacy – in the ability of our children to read as early as the end of the first term – by December, yes December 2013 – we all know that three months is a very long time in the life of a child and they can learn much in such a short space of time. Are we ready for that! We must claim their minds and imaginations before someone else does.
We also envision that from forty districts in Trinidad and Tobago, we will begin to see an impact on perceptions and beliefs of who are our real community leaders; who are really in charge; and to whom our society should turn when it needs advice and directions and leadership. You! Are we ready for that?
As we promised at the beginning, we will continue to encourage you to not only keep up the dialogue, but translate it into actions within your own spheres and share it with your peers, in other schools and districts as we assess the outcomes of this and get ready to draw in more of our principals and teachers and children as we have been mandated by the Minister of Education.
Yes, we were very serious when we titled this Leading for Literacy, Now! Let as take back our communities; let us take back our children, as leaders, Now!
I thank you.
PHOTO CAPTION: Mrs Elizabeth Crouch, Principal of Marina Regina Prep School and head of the education sector committee of the Trinidad and Tobago National Commission for UNESCO lead principals, school supervisors and teachers in the joint UNESCO/Ministry of Education initiative Leading for Literacy Now! Photo Courtesy Kris Rampersad

Culling leaders for literacy among principals and teachers

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Opening Remarks,
Chair, National Commission for UNESCO, Dr Kris Rampersad at
Leading for Literacy Now! training workshop
Sister Francis Xavier Heritage Hall, Abercromby Street, Port of Spain
19August 2013
Culling Leaders for LiteracyMine is the pleasure to welcome you to the opening of this round of training in our project leading for literacy now, on behalf of the Trinidad and Tobago National Commission for UNESCO.
 This project, Leading for Literacy Now, represents what we envision as the ideal blend of commitment, energy and drive in taking responsibility and taking action in transforming our society and the spaces we occupy, improving our communities and lifting the life chances of the youngsters and next generation of leaders in our charge.
You may well recognise the urgency we ascribe to this intervention, as we seek solutions to cull leaders for literacy, Now, as indeed – all of us must surely be attuned to the news – for every minute that we lose focus we run the risk of losing another child to one of the many delinquencies and distractions that compete for their attention.
With its ideal mix of stakeholders – it includes a confluence of vision and energies – funding support from UNESCO’s international participation programme  and the Ministry of Education to meet our budget for this pilot exercise of almostsix hundred and sixty two thousand, dollars ($661,720.00), one quarter of which comes from UNESCO’s funds and the remaining three quarters from the Ministry of Education, and indeed we must thank the Minister of Education for his wholehearted endorsement of this endeavour.
This leading for Literacy Now! project, represents an exercise in our collective as well as individual responsibility evident in the commitment of the policy and decision makers in the Minister of Education, Dr Gopeesingh who has provided unflinching support not just in funding approval but also in the involvement of technical staff of his Ministry; the engagement of technical expertise of the UK-based National College for School Leadership; principals and teachers and of course we at the National Commission and especially the very hard working and committed team of its education sector committee, headed by Mrs Crouch, and including:
Mr Bhadase Seetahal Maraj from the Ministry of Education; Dr Sandra Gift of the University of the West Indies; Mrs Shayphan Smith of the Ministry of Tertiary Education; Ms. Lucia Phillip, Executive Director of NALIS; Mrs Liseli Daaga with broad community and NGO experience; alongside the work of the secretariat led by Ms Susan Shurland; Programme Officer Ms. Hannah Katwaroo; and Research Assistant Mr. Sean Garcia.
I particularly look forward to the session on risk management and leadership drill with the Trinidad and Tobago Regiment, that certainly is an example of the out of-the-box synergies required to make be effective and make an impact, by engagement other national agencies and institutions in our efforts to Lead for Literacy, Now!
This project forms part of the UNESCO “10,000 Principals Leadership Programme” launched by the UNESCO’s Director General Irina Bokova in 2011 as a global project to improve the quality of teaching and learning opportunities for children. It envisions training of some 10,000 principals with the intended multiplier effect to benefit thousands of teachers and principals and millions children across the globe.
Our National Commission has literacy as a top priority of our national agenda, as it is in among the Ministry of Education’s 16 national priority focus areas for education.
In this context, earlier this year the Commission unanimously took a decision to contextualise this project within what we declared as A Decade for Literacy, endorsed by the Ministry of Education, as we well recognise that it does not end here with the end of this course next Sunday or the end of the pilot a few months hence.
Indeed, it is only a beginning as we task you with taking your learnings from here, into your schools and communities, tooled with the core training activities that speak directly to some of those urgent needs within our society for leaders, for which the schools that are in your charge are the incubators, hence the inclusion of such topics as team building, organisational management, using and generating research and data, and certainly what we have been seeing as greater and greater needs in the dynamic environment in which we function today – risk management and most importantly managing change.
Beyond the immediate intentions of providing you – principals and teachers – with leadership skills so you return to the new school term with new tools to improve reading standards among students, this places you at the forefront of the agenda for change and transformation of our society into the next decade – you are not just influencers of the process, you are the transformers of it!
We have been following keenly the sharing of knowledge and ideas that have been taking place on our Leading for Literacy Now! web platform and are inspired by the cross fertilisation of ideas and energies. We encourage you to not only keep up the dialogue, but translate it into actions within your own spheres so that one of the outcomes of this programme can be the boast of all of us that, under our watch no child was left behind.
For our part at the National Commission, given the commitment we have seen to this project and the unwavering support of all concerned, we anticipate such successes that we are looking to pitch this as a model project that can be adapted for our Caribbean counterparts as well as indeed the global community of UNESCO which maintains education among the five key pillars of its focus including communications and information, science, culture, and social and human sciences.
 We look forward to receiving your reflections on this and recommendations at the end of this exercise and certainly look forward to the greatly empowered role you will play when the new school terms begins next week.
I thank you.