In May 2021, FundLife partnered with Libertad Primary School to create a community learning space within the community. It was able to hire 24 students from grades 4 to 6 in the 2020-2021 school year who were declared at risk of dropping out of school due to poor academic performance and the inability to adopt the new configuration. learning due to COVID-19. After participating in a total of 27 hours of game-based study support sessions, 100% of 6th graders moved on to middle school, the rest of the students moved on to 5th and 6th grades.

It can be deduced from this that no pupil dropped out of the CLS study classes and their school. The kids also expressed how grateful they are to FundLife, especially those who struggled to understand math, science, and English subjects.

“Before, I didn’t understand math and English lessons. However, after our lessons with the teachers for the past school year, I have improved considerably in addition, subtraction and multiplication. I realized that I could still improve in my weak points with our teachers, who do their best to teach us the lessons. -Nina

“Last school year I struggled with my modules. I thought about stopping, but I found it easier to answer my modules thanks to the CLS initiative. I could easily understand the topics with the help of our learning aids. And this school year, I expect to learn more and improve my grades and grades. – Rutchie

Nina and Rutchie are just two of the first class who were able to improve their studies thanks to the initiative; that is why they have chosen to register for the CLS study sessions for this school year.

For the school year 2021-2022, the learning space, which is located in Brgy. Libertad, Palo Leyte, currently has 44 students in grades 4-6, nearly double the number of students enrolled in the last school year. Twelve are from the 1st promotion of the program and 32 are new. Many parents would like their children to participate in the program because they have received good feedback about it.

Asked about the expectations of new participants, Arkenth said: “I look forward to having renewed motivation and love to learn and respond to my modules. Since the start of the course, it is now easier for me to understand the subjects of the module. Before, no one could help us complete the modules, but now we have about four teachers helping us. Also, I learn to discipline myself, especially in the management of my time to answer the modules in the learning space and at home. I hope that the CLS initiative will continue until the next school year and that we will always be chosen to become their students.

From Palo, Leyte, we were also able to partner with a school in North Tacloban City to implement the program. With the strong support of Brgy. Cabalawan, Tacloban Town and North Tacloban Town Hall Extension Office, Ridge View Park Integrated School, and FundLife have developed a Pagbasa program through CLS intervention to engage their students who are at risk of disruption. ‘drop out because of their poor academic performance. Some of these students were learners who needed reading and writing interventions. A total of 50 students (20 in 4th grade, 20 in 5th grade and 10 in 6th grade) are expected to start their CLS study sessions by October 5, 2021.

We also have another group of learners who will be participating in the program. These are the boys who stay in a day care center in Brgy. Tagpuro, town of Tacloban. Currently, FundLife is hosting play-based learning sessions at the facility that houses 13 boys. They will all undergo Writing and Reading Improvement Activities, a FundLife program explicitly designed to meet their academic needs.

HYDE COUNTY, North Carolina – 21st^st Century Community Learning Center (21^st CCLC) is a key strategic asset of the Hyde County school system.

By definition, this federal program supports the creation of community learning centers that provide opportunities for academic enrichment during non-school hours for children, especially students who attend very poor and poorly performing schools. The program helps students meet national and local student standards in core academic subjects, such as reading and math; offers students a wide range of enrichment activities that can complement their regular academic programs; and provides literacy and other educational services to the families of participating children.

Hyde County Schools Superintendent Steve Basnight explained, “What school system wouldn’t want the ability to provide extra daily assistance to a significant percentage of its student body, beyond the end of the school day. normal, in all schools in our district, for both academics and their socio-emotional well-being, as well as the ability to have the 21^st CCLC staff work so closely with the real teachers, in some cases the real teachers, who teach the content to these students? Simply put, all of them!

Hyde 21^st CCLC is proud to serve 200 children in the after-school program, 100 children in our summer program and approximately 50 families in our Saturday programming and our adult education classes and sessions. The program has many moving parts, which keep the management team and program staff on the alert!

In early August of this year, Hyde 21st CCLC Program Director, Ms. Nancy Leach, was surprised by a call from Susan Brigman, Section Head of Federal Programs at the North Carolina Department of Public Education. (NCDPI).

Ms Brigman was calling to inform Ms Leach that the 21st CCLC Division of NCDPI was being audited by the US Department of Education and this process required interviewing a LEA (Public School System) and a non-LEA 21^st CCLC program in NC. After deliberation, State 21^st The team of the century unanimously chose Hyde 21st CCLC as an exemplary program and asked Ms Leach if she would agree to her program representing North Carolina in an interview with the United States Department of Education.

Ms Leach gladly accepted this honor and asked to include Ms Tekisha Jordan, Hyde County Schools Student Services Officer and NC Pre-Kindergarten Contracts Administrator, and Mr Ken Chilcoat, County Schools Financial Director de Hyde, to join her in the interview.

During the hour-long interview, the Hyde 21^st The CCLC program director answered questions from the US Department of Education, described a typical program day, the services the program provides to families, our program’s relationship with schools, and other topics related to the functioning of the program. program. Asked about the most valuable part of the program, Ms. Leach said the answer was easy… “It’s the staff. “

The Hyde 21^st CCLC staff have been so resilient throughout the destruction following Hurricane Dorian and the COVID-19 pandemic. They worked diligently and tirelessly to recreate a program that met the needs of the students and seized the opportunity without complaint. They have been patient, creative, kind, and ready to try new things and grow as educators.

While the interview was about our 21st Century CCLC program, Ms. Leach found time to brag about all of our faculty and HCS staff, and how impressive it was to see the teachers and 21^st CCLC staff work together in the best interests of our students. During the 2020-21 school year, the 21^st CCLC staff have worked closely with many of our teachers, sometimes even doing daily checks on student progress and needs. Our 21st century staff have been able to add a additional layer of support for students in our school system, and that means so much. Superintendent Basnight refers to 21^st Century Community Learning Program as “our secret weapon!” Edited by Ms. Leach on 21^st The Century program is as much a part of our overall educational program as the classes we teach from 8:00 a.m. to 3:00 p.m. This program offers our students another layer of one-on-one assistance before they leave school grounds each day. “

We look forward to receiving the 21 of this school year^st The CCLC After School Program began in September 2021. As usual, enrolled students will benefit from targeted academic support and dynamic academic enrichment, as well as opportunities for family activities. We will continue to do what is best for students!

“Advances in literacy across the world continue to be hampered by the COVID-19 pandemic. In this regard, we have seen educational disparities further exacerbated by the digital divide, ”said Audrey Azoulay, Director-General of UNESCO.

International Literacy Day (ILL) 2021 explored how literacy can help build a solid foundation for human-centered recovery, with particular emphasis on the interplay between literacy and skills digital technologies required by illiterate youth and adults. He also explored what makes technology-based literacy learning inclusive and meaningful, leaving no one behind. In doing so, DLI 2021 provided an opportunity to reimagine future literacy teaching and learning, in and beyond the context of the pandemic.

In Nepal, UNESCO collaborated with the Center for Education and Human Resources Development (CEHRD) and Shikharapur CLC to organize a series of two-day capacity building workshops for Community Learning Centers (CLC ) from August 9 to 26. A total of 636 participants from 247 CLCs and representatives of local governments from the seven provinces took part in these workshops, which were followed by a speech competition for CLC facilitators.

The celebration ended with a national workshop on September 6, attended by virtually 193 participants from CLCs across the country.

Ram Prasad Thapaliya, Secretary in the Ministry of Education, Science and Technology, said: “Many policies have been developed to strengthen CLCs and we will ensure that over time even those who have the fewer resources become model CLCs.

During the workshops, the CLCs shared their good practices, learning from each other on ways to work with local government, mobilizing the limited resources available for more impactful activities, as well as on digitization and how to better promote their work on social media. UNESCO has created a social media group which has been very active; currently 914 CLC members have participated, using it to share their activities and learn from each other. This was made possible by trainings that were conducted by UNESCO during previous capacity building programs.

The winners of the speaking competition were officially announced by CEHRD on September 6, and the Municipality of Dakshinkali will present prizes to the winners.

This event was supported by UNESCO’s Literacy for Educational Capacity Development (CapED) Program, which is funded by Finland, France, Iceland, Norway, Sweden and Dubai Cares .

Guam’s Department of Education began calling parents on Monday, the first day schools were closed again due to the pandemic – to determine which students need laptops and assistance with Internet services so that they can attend online courses.

“We’re not looking at the full 28,000. In our previous survey, probably a third of them already have devices they want to use. A number of students or families have indicated that they would just use their phones instead of borrowing a laptop, ”said Joseph Sanchez, assistant superintendent of program and education.

GDOE has a week to prepare students for distance education, which is expected to start next week on September 7th.

The governor closed schools last Friday, signing Executive Order 2021-21 in response to the growing number of positive COVID-19 cases.

Sanchez said GDOE has nearly 30,000 laptops and is ready to distribute laptops to at least half of the department’s student body right now.

Parents are encouraged to contact their child’s school for laptops.

Community learning centers to reopen

GDOE noted that all wifi devices from the IT&E provider have been distributed. To help these students, GDOE decided to open schools and community learning centers for student internet access.

Parents must register to access these sites and schedule one hour to use the services. GDOE sets up a schedule to avoid being inundated by students at the sites.

Sanchez said elementary school students should have a parent or guardian present at the sites during use, while middle school and high school students can attend on their own.

Question of attendance

Although September 7 marks the start of e-learning for all GDOE students, the GDOE does not expect 100% student participation.

“There will be a substantial number of students who will get used to connecting to the Internet, buying their laptops and accessing a center. We believe student attendance will improve from the 7th, ”Sanchez said.

During the mandatory suspension of face-to-face learning, the GDOE indicated that student absences did not negatively count on attendance.

This can be received by some parents with relief. Many parents were not sending their children to school because the number of COVID-19 increased and parents feared the transmission of COVID-19 in schools. Some parents have said that with the increase in the number of COVID-19, they should not be penalized for protecting the health of their children.

Assistant superintendent of operations Erika Cruz reported on Friday that around 1,000 students were engaged with absenteeism issues.

Student schedules

When the temporary online classes start on September 7, students will stay in the same classes as the in-person classes, but schedules may differ slightly.

The schedule adjustment will focus on active screen time with teachers, independent learning and additional interventions needed for students, Sanchez said.

The transition online will remain in effect until the governor reopens the schools. The governor has not yet indicated what thresholds must be met to resume face-to-face teaching.

One of the speakers at the Bloemfontein center, who asked to remain anonymous, told OFM News that she is very stressed. She has a lot of debts to pay and this drop in salary via the standardization of salaries by the National Directorate of Higher Education and Training (DHET) weighs down her household income. This comes as these centers, formerly known as evening schools and / or adult education and training centers (Abet), embark on slow contract disputes with the DHET. The speaker from Bloemfontein says her salary has risen from over R11,000 to over R4,000, since the aforementioned department decided that employees should become permanent and make the necessary contributions to pension funds and taxes.

The slowdown comes following a nationwide picket line in June 2021, in which the same issue was raised. Director of the Golden Fountain Community Learning Center in Xhariep and Free State Task Force member George Cupido says the unauthorized reduction in working hours also contributed to these gross pay cuts, but did not points out no one – certainly in the province – has signed a contract to this effect.

READ: Slow Motion FS Community Learning Centers

According to Cupido, a circular from March 2021 signed by the director general of the DHET, indicates that from June 2021, all teachers in the aforementioned centers will be required to work 3 hours a day, five days a week. This represents up to 15 hours per week. This is a drop from the 19 hours lecturers used to work over a four-day period while still under the jurisdiction of the Department of Basic Education. The centers moved to DHET in 2015.

He says that circular from March 2021 has since been contradicted by at least two others. The first said standardization should be given the green light from the National Council for Economic Development and Labor (Nedlac) before implementation and a second from the Free State Department said teachers with relative qualification value in education (REQV) less than 13 would work 15 hours a day. while those with a REQV level of 13 and 14, including center directors, would work 25 hours per week and would be paid accordingly. This has yet to be confirmed by DHET to OFM News.

“We are confused now. We don’t know how many hours we have to work. We expect them to solve the problem and provide us with an indefinite contract which specifies the conditions of employment, ”says Cupido. To date, teachers across the country have yet to receive a permanent contract. The employment conditions of these centers remain a mystery for these employees.

OFM news

One of the speakers at the Bloemfontein center, who asked to remain anonymous, told OFM News that she is very stressed. She has a lot of debts to pay and this drop in salary via the standardization of salaries by the National Directorate of Higher Education and Training (DHET) weighs down her household income. This comes as these centers, formerly called evening schools and / or adult education and training centers (Abet), are slowing down in contractual disputes with the DHET. The speaker from Bloemfontein says her salary has risen from over R11,000 to over R4,000, since the aforementioned department decided that employees should become permanent and make the necessary contributions to pension funds and taxes.

The slowdown comes following a nationwide picket line in June 2021, in which the same issue was raised. The director of the Golden Fountain Community Learning Center in Xhariep and member of the Free State Task Force, George Cupido, says the unauthorized reduction in working hours also contributed to these gross pay cuts, but did not points out no one – certainly in the province – has signed a contract to this effect.

READ: Slow Motion FS Community Learning Centers

According to Cupido, a circular from March 2021 signed by the director general of the DHET, indicates that from June 2021, all teachers in the aforementioned centers will be required to work 3 hours a day, five days a week. This represents up to 15 hours per week. This is a drop from the 19 hours lecturers used to work over a four-day period while still under the jurisdiction of the Department of Basic Education. The centers moved to DHET in 2015.

He claims that this circular from March 2021 has since been contradicted by at least two others. The first indicates that standardization should be given the green light from the National Council for Economic Development and Labor (Nedlac) before implementation and a second from the Free State Department said teachers with relative qualification value in education (REQV) less than 13 would work 15 hours a day. week, while those with a REQV level of 13 and 14, including center directors, would work 25 hours per week and would be paid accordingly. This has yet to be confirmed by DHET to OFM News.

“We are confused now. We don’t know how many hours we have to work. We expect them to solve the problem and provide us with an indefinite contract which specifies the conditions of employment, ”says Cupido. To date, professors across the country have yet to receive an indefinite contract. The conditions of employment of these centers remain a mystery for these employees.

OFM news

Teachers working in these troubled community learning centers, formerly known as evening schools and / or adult education and training centers (Abet), pledge to continue on this path through detriment of students until the DHET provides them with permanent contracts which stipulate the hours they must work in a week as well as the compensation required for those hours.

The slowdown comes following a nationwide picket line in June 2021, in which DHET was revealed to have slashed faculty salaries by around 45.5%, a move the department has said. awarded to employees now considered permanent and at standardized salaries. .

However, there is a lack of clarity and / or contradictory reports on the conditions of employment of teachers.

The director of the Golden Fountain Community Learning Center in Xhariep and the Free State Task Force member George Cupido told OFM News that the unauthorized reduction in working hours has also contributed to these cuts. gross salary, but no one – certainly in the province – has signed a contract to this effect.

According to Cupido, a circular from March 2021 signed by the director general of DHET, indicates that from June 2021, all teachers in the aforementioned centers will be required to work 3 hours a day, five days a week. This represents up to 15 hours per week. This is a drop from the 19 hours lecturers used to work over a four-day period while still under the jurisdiction of the Department of Basic Education. The centers moved to DHET in 2015.

He claims that this circular from March 2021 has since been contradicted by at least two others. The first said standardization should be given the green light from the National Council for Economic Development and Labor (Nedlac) before implementation and a second from the Free State Department said teachers with relative qualification value in education (REQV) less than 13 would work 15 hours a day. week, while those with a REQV level of 13 and 14, including center directors, would work 25 hours per week and would be paid accordingly. This has yet to be confirmed by DHET to OFM News.

“We are confused now. We don’t know how many hours we have to work. We expect them to solve the problem and provide us with an indefinite contract which specifies the conditions of employment, ”says Cupido.

To date, no lecturer in the country has yet received an indefinite contract. The conditions of employment of these centers remain a mystery for these employees.

READ: Teachers at Tshwane Community Learning Centers ask for full-time jobs

Previously, the DHET had told the IOL that the reduction in wages was not out of the norm, given the pension and tax contributions.

Task forces in every province across the country have since been formed to chart the way forward.

OFM news

BROOKFIELD – The Brookfield School Board heard a presentation on the Township’s creation of a community learning center.

Teacher Mary Arp introduced the idea at a recent meeting that a community learning center could be established to help children and their families. She said pandemic relief funds would be allowed to be used to establish a center, along with grants and donations.

“We would like to do this to help our children be the best they can be. Classroom performance may be affected by external circumstances over which students have no control ”, said Arp.

She said a partnership could be created between schools, the township and outside organizations, such as those providing heating assistance, that families may not be familiar with.

Arp said the center will focus on providing services and finding resources to help local families, build relationships with community partners and help students improve their test scores and attendance.

Although the district has already implemented some programs, she said, the center could provide a pantry, clothes bins, school supplies, mental health services, dental hygiene, eye care. , legal services and doctors on site.

While the idea is still in its early stages, Arp suggested that a committee be formed to investigate the community and have a coordinator for the center. Superintendent Toby Gibson said the school district is often the center of the community.

“It could be a way for the school to do its part by helping where it is needed. We can sit down and talk the way we would like it to be ”, Gibson said.

Board member George Economides said the board can gather information.

Officials said they would also contact township administrators to discuss the idea and see if they would like to get involved.

In other cases, Gibson said the district will receive an innovative workforce improvement grant of $ 750,000 through the Ohio Department of Education for workforce initiatives. Kindergarten to Grade 12 work.

Adam Lewis, director of teaching, learning and accountability, said the funds can be used for programs in which students can earn pre-apprenticeship certifications. He said STEM and manufacturing-related programs could be ready for the 2022-2023 school year.

“There aren’t many schools that have that. Career centers do it ”, Gibson said.

Board member Ronda Bonekovic said students who may not have plans to go to college can benefit by taking the training.

Gibson said ideas for the program will be showcased later in August at the school district’s open houses.

Additionally, Gibson said programs are being offered this summer to help prepare students for the 2021-22 school year and address any learning loss. The sessions were scheduled for the first two weeks of August.

In other areas, advice:

• I learned from Gibson that the district has been approved to have a licensed preschool unit on site;

• New inductees announced for the Brookfield Hall of Fame will be named at the football game on October 15 and the banquet will be held on October 16;

• Recognized by Declan Construction, Michael Martin Distributing Inc. and Mr. D’s Food Fair for their exemplary service to schools and the community. Plaques from the Ohio School Boards Association were presented;

• Received a donation of photocopiers from ComDoc for the new office building for the Superintendent and Treasurer for one year.

Wallace State Community College and Arley City Council solidified their plans Monday night to establish a $ 500,000 community learning center on town property next to Meek Baptist Church. A resolution passed by city council agreed to lease the 4.2-acre property to Wallace State for $ 1 per year.

An additional $ 230,000 credit secured by state lawmakers, Representative Tim Wadsworth and Senators Greg Reed and Garlan Gudger Jr., allowed the plans to be fully implemented. With an average college attendance rate of 41% for high school graduates and around 23% of the county’s population without a high school diploma, leaders in the region see the development as extremely beneficial to the community.

“I think once you have a college in your area that helps. The community will grow, ”said Representative Wadsworth. “This is something that we have been working on for a few years. We are very fortunate to have been able to secure funds in the budget this time around.

Wallace State President Dr. Vicki Karolewics shared some of the plans for the Winston County Community Learning Center with city council and community members in attendance.

The college has proposed a 4,550 square foot facility that could include eight classrooms and computer labs that can be used for college classes, adult education, community education, dual enrollment and more.

“To our principals, what we want to do is serve the community first, and in that community we want to serve your high school graduates and your non-traditional students, your adults,” said Dr. Karolewics. “I want to work with you to improve the tuition rate for students here in Winston County. It is difficult for them to leave home and travel a long way to get to university. What we want to do is make dual registration more accessible. We want to make our classes on the main campus more accessible.

The facility will have adult education staff and a career coach on site, Karolewics said. “So we will have links with what we offer on the main campus as well as with adult education classes here. “

With funds guaranteed by the Alabama community college system for dual enrollment, Karolewics said the college will use some of that for high school students in Meek, Addison and Winston County.

More funds guaranteed by ACCS will be used to deliver rapid training through the ACCS Innovation Center. “We will have the opportunity to connect through online portals to fast, credit-free training and bring professional training here,” Karolewics said.

The timing of the completion of construction of the prefabricated building that will house the Winston County Community Learning Center will coincide with the installation of Sprout fiber internet service, Karolewics said.

“I think this is great for our community and I hope it is good for all of you,” Arley Mayor Chris Tyree said before council passed a resolution to rent the property out. middle School.

“It’s a real blessing,” Diane Allison, Arley resident and retired educator, said of the project.

Previously, Wallace State had established Winston County Works in 2016, helping hundreds of residents get short-term basic training to support industry-recognized certification and credentials, making job opportunities easier for them. participants in high-growth and high-demand occupations. He also encapsulated the Ready to Work program and continued to offer adult education classes for those seeking their GED certificates.

For more information about Wallace State, visit www.wallacestate.edu or call 256.352.8000.