26 Jun 2024 eduSHARE from Rwanda | School debates to improve language proficiency
Rüth Tack and Grieke Terryn, final-year students at VIVES University of Applied Sciences, completed an internship at a primary school in Masaka, Rwanda. This school teaches learners from the first year in four languages: Kinyarwanda, Swahili, English, and French. However, the teachers noticed that the learners struggled to speak these languages fluently. Therefore, the headteacher introduced the subject of ‘debate’.
26 Jun 2024 eduSHARE from Suriname | Sound gestures
In Suriname, young children are introduced to the letters of the alphabet through sounds and sound gestures. This approach surprised and inspired Merel Homblé and Lotte Tack, two education students from VIVES University of Applied Sciences, during their international internship.
04 Jul 2023 eduSHARE from South Africa | Home language in the classroom
In 2023, Barbara Vauterin and Lisa-Marie Deman, two final-year students of the Bachelor of Primary Education at VIVES University of Applied Sciences, went to Durban in South Africa. They did a three-month internship at Mthombeni Primary School. During this international internship, we asked them to identify inspiring or interesting educational practices that can be used in teacher training in Flanders. For this purpose, they used the eduSHARE flow.
29 Oct 2021 Publication | 8 years of eNSPIRED: an overview
In this publication, we are looking back at the achievements of the eNSPIRED programme over the past few years. Since 2014, we have been organising workshops, seminars and learning weeks for teacher trainers, educations advisers and (future) teachers with education experts from countries in Africa, Asia and South America. We have tried to include all the materials that have been developed. Read, watch, listen and make use of these resources. They are and will remain, at your disposal through our online channels.
18 Nov 2020 Multilingualism in education: an online exchange
In November 2020, experts from Vietnam, South Africa and Belgium met virtually to exchange expertise and experiences on multilingualism in education. Watch the full recordings here and download the presentations.
15 Oct 2020 Inspiring teachers: Global Teacher Prize 2020
The Global Teacher Prize is an award presented annually to a teacher who has made a significant contribution to the community. eNSPIRED selected the most outstanding stories of teachers who were candidates for the 2020 prize and are thus working on innovations to introduce children to the wonderful world of education and to achieve equity.
13 May 2020 Video: Multilingual Education in South Africa
Dr Diane Rodriguez, Professor at the Fordham University Graduate School of Education loves to observe lingual education classrooms. Together with Dr Margaret Funke Omidire of the University of Pretoria, Dr Rodriguez visited the Department of Educational Psychology at the University of Pretoria and Laerskool Pretoria-Oos in South Africa. In this video, you will see an observation of an elementry and college Sepedi language class.
04 May 2020 Our first podcast: on multilingualism in education
We proudly present our first podcast! To promote the eNSPIRED learning week, VVOB in South-Africa, and the Department of Basic Education engaged in a conversation about multilingualism as an asset in South African education.
08 Mar 2020 Listening tips: podcasts on multilingualism in education
When researching a subject, we think of reading documents, watching videos and delving into the digital archives, but it is also interesting to browse through the wide range of podcasts on offer. That way you discover that extra bit of information. eNSPIRED selected some fascinating and inspiring podcasts on the theme of multilingualism in education. Have fun listening!
09 Jan 2020 Report: Language Policy in Globalised Contexts
Dudley Reynolds, a Teaching Professor of English at the Carnegie Mellon University in Qatar, made in collaboration with the research organization of the Carnegie Mellon University and Wise Qatar Foundation a report on language policy in globalised contexts.
16 Nov 2019 Blog post: The centrality of language for learning
In this blog post, Ricardo Sabates, Professor of Education and International Development at the University of Cambridge and member of the Research for Equitable Access and Learning (REAL) Centre discusses the importance of mother tongue education, using data from a research project in Ghana.
12 Oct 2019 Video: Learning in South Africa’s multilingual classrooms
The British Council of Sub-Saharan Africa aims for inclusive classrooms and believe in its positive benefits. That is why they started Teaching for All, an ambitious material and teacher development project. This video shows the importance of the project in the multilingual situation in South Africa.
24 May 2019 Meet Jean Paul Sebisogo, a not-so-ordinary school leader from Rwanda
Since 2011, Jean Paul Sebisogo is the school leader of Paysannat L, a basic and secondary school in Rwanda. Among his students are 20,000 Burundian refugees.
06 Apr 2017 Two teachers in the classroom: co-teaching in Vietnamese preschools
In most preschools in Vietnam, two teachers teach the same class at the same time. We illustrate this co-teaching practice with videos and focus on strenghts and challenges for teachers and schools in Vietnam. these observations help to reflect on co-teaching in Flanders. What can we learn from Vietnam to strenghten the practice of co-teaching in Flanders?
08 Feb 2017 Teaching in the city: an asset or a challenge?
Teachers in Zimbabwe unanimously agree: there is no question of equity in education. The economic situation is too bad, often there are no qualified teachers and teachers are not motivated due to low wages. In rural areas, the challenges are even bigger due to the teacher shortage and poorer infrastructure than the schools in the city. The challenges and assets in rural areas can be compared with the educational challenges that Belgium faces in the (major) cities. What competencies does a teacher need in order to teach in the countryside of Zambia and a city in Belgium? How can a teacher training prepare for teaching in these specific contexts?
30 Jan 2017 Peer learning promotes inclusion
Miss Coert encourages her students to learn from each other during their math lessons by dividing them into different groups. The groups are organised in such way there are there are one or more "strong" students at each table who help their peers with the exercises and can explain if necessary. In addition, teacher Coert ensures that each group includes a student who understands the mother tongue of another student.
30 Jan 2017 Specific language requirements for the recruitment of new school staff
Due to the language barrier, Mandila initially had difficulties expressing himself at school. Until the school leader implemented a language policy.
13 Jan 2017 Learning in your own language increases self-confidence
Five-year-old Ngoc goes to a bilingual school in the Vietnamese countryside. Ngoc is part of the Khmer minority group and follows classes in both her own language, Khmer, and Vietnamese. Teacher Trang explains that children who learn in their own language develop more self-confidence and achieve better learning outcomes. In addition, children come to school more often because parents feel more involved in school life since the introduction of bilingual education.