January 31, 2018

FEDERAL MINISTRY OF EDUCATION BILLATERAL AGREEMENT SCHOLARSHIP TO STUDY ABROAD FOR UNDERGRADUATE AND POST GRADUATE NIGERIAN STUDENTS 2018

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Application Deadline: 15th February, 2018
The Honourable Minister of Education (HME), Mallam Adamu Adamu, hereby invites interested and qualified Nigerians to participate in the 2018/2019 Nomination Interview for Bilateral Education Agreement (BEA) Scholarship Award for:
i) Undergraduate (UG) studies tenable in Russia, Morocco,Algeria, Serbia, Hungary,Egypt,
Tunisia, Turkey,Cuba, Romania, Ukraine, Japan,Macedonia; and
ii) Postgraduate (PG) studies tenable in Russia (for those whose first degrees were obtained from Russia), China, Hungary, Serbia, Turkey, Japan, Mexico, South Korea, e.t.c

All qualified candidates are advised to:
a. Visit Federal Ministry of Education’s website www.education.gov.ng and click on READ MORE
on Federal Scholarship Board ICON on the Home Page:.
b. Read Guidelines and then Complete the Application Form online
c. Print the completed Application Form
d. Submit two sets of the Printed Application Forms at the venue of the interview as scheduled below FIELDS OF STUDY
a. Undergraduate level- Engineering, Geology, Agriculture, Sciences, Mathematics,
Languages, Environmental Sciences, Sports, Law, Social Sciences, Biotechnology, Architecture,
Medicine (very limited), etc; and
b. Postgraduate level (Masters Degree and Ph.D) in all fields

UNDERGRADUATE SCHOLARSHIPS:
All applicants for undergraduate degree courses must possess a minimum qualification of Five (5) Distinctions (As & Bs) in the Senior Secoundary School Certificates, WAEC (May/June) only in the subjects relevant to their fields of study including English Language and Mathematics.
Certificates should not be more than Two (2) years old (2016 & 2017).
Age limit is from 18 to 20 years.

POSTGRADUATE SCHOLARSHIPS:
All applicants for Undergraduate degree courses must hold a First Degree with at least 2nd Class Upper Division. The applicants who are previous recipients of Foreign Awards must have completed at least two (2) years post qualification or employment practice in Nigeria.
All applicants must have completed N.Y.S.C. Age limit is 35 years for Masters and 40 years for Ph.D. and only:
i) N.Y.S.C discharge or exemption certificates only are accepted;
ii) Evidence of readiness to be released by employer.

NOTE ( For all Applicants):
i) Since the BEA countries are non-English speaking, applicants should be prepared to undertake a mandatory one year foreign Language course of the country of choice which will be the standard medium of instruction; and
ii) All applicants for Hungarian Scholarships must visit the website: www.stipendumhungaricum.hu before 15th February, 2018.
• Complete the application form online
• Print the completed form and bring to the interview venue in addition to 2.0 above.

VENUE OF INTERVIEW:
All eligible applicants are to report for interview at the venues scheduled for their respective
Zones of origin for proper identification.
Two sets of completed application forms should be submitted at the various interview centres with the following attachments:
Two sets of Photocopies of Educational Certificates and
Testimonials of previous schools attended with the originals for sighting;
ii. Only one certificate is accepted i.e WAEC of May/June for Undergraduate applicants;
iii. Two copies of Birth Certificate from National Population Commission;
iv. State of origin/LGA certificate duly signed, stamped and dated;
v. Four (4) coloured passport sized photographs on white background; and
vi. Postgraduate applicatns will be required to submit Academic transcripts and NYSC discharge or Excemption certificates only.

NB: Candidates nominated by the Board will be required to submit to Federal Scholarship Board the following:
i) Authenticated copies of academic certificates;
ii) Data page of current International passport; and
iii) Specified Medical Reports from Government hospitals.
iv) Police Clearance Certificate where necessary.
TIME : 9.00 A.M DAILY

APPLY 

January 31, 2018

LEAP AFRICA’S GRADUATE PAID INTERNSHIP PROGRAMME 2018 FOR NIGERIANS

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Application Deadline: Friday, February 9, 2018
LEAP Africa’s Graduate Internship Programme (LEAPGIP) offers a very unique opportunity for highly motivated, innovative and leadership savvy graduates to work in an innovative business environment while gaining professional and leadership experience.
Graduate Interns come from different works of life and will have the opportunity to participate in many exciting activities and programmes designed especially to enhance their knowledge of LEAP and leadership in Africa. Our ideal interns must have keen project management acumen, strong creative and analytic skills, tremendous drive for results and unparalleled curiosity and focus.

LEAP Africa is looking for innovative, passionate individuals to carry out the following functions:
Monitor and evaluate existing projects with or without supervision
Design and implement LEAP programs.
Communicate effectively with all stakeholders
Demonstrate a high level of creative and problem solving skills in achieving work goals
Develop and market Leadership Programmes
Facilitate trainings
Create basic graphics designs
Carry out independent research and design training/ educational curriculum

Areas of interest

eLEAP : Content development ( educational sector), 2D, 3D animation skills, video editing and graphics skills and project management.
Youth LEAP: Youth focused program design and implementation, Facilitation, stakeholder management, curriculum development, project management.
Biz LEAP: Design and implementation of enterprise programs and solutions. Candidates must have high business acumen, networking skills and project management.
Monitoring, Evaluation and Learning : Research focused individual. A degree in statistics, political science or Economics will be preferred. Sound analytics skills, research writing and presentation skills, and project management.

Application Procedure:

Step 1: Video Challenge
Create a video on the topic “ Leadership begins with true self-awareness, leading yourself first before others”
What are your thoughts on this belief
Tell us of an example where you demonstrated and expressed this belief
What do you consider to be your greatest achievement and why?
Upload the video to YouTube and paste the link when filling the application

Step 2: Creativity Challenge
Design a PowerPoint presentation on the topic “ The power of one towards nation building ” and upload it when filling the application form. Note that you will be required to make a presentation if you get shortlisted.
You will be evaluated based on the following metrics
1. Conceptual skills
2. Research Abilities
3. Presentation design
4. Presenting / speaking skills

STEP 3
Step 3: Fill this application form
Or APPLY


For Information:

Visit the Official Webpage of the LEAP Africa’s Graduate Paid Internship Programme 2018
January 31, 2018

AYADALAB FRENCH-GERMAN CULTURAL,DIGITAL AND SOCIAL ENTREPRENEURSHIP PROGRAM FOR WEST AFRICANS 2018

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About the program

A 12-month intensive networking and qualification program

AyadaLab takes place in Côte d'Ivoire, Cameroon, Nigeria, Senegal and Ghana, from january to December 2018.
It consists of local and regional workshops, mentoring by some of the best African entrepreneurs in the fields of cultural, digital and social entrepreneurship, networking with leading German and French cultural, social and digital entrepreneurs. The program takes place in English and French, the two languages of the Lab.

Local & regional workshops

Taking place in Côte d'Ivoire, Ghana, Senegal, Nigeria and Cameroon, with African cultural, social and digital experts to bolster the startups

Individual 
mentoring

Round 2 selection of candidates for a full year individual mentoring and participation in the AYADA Lab regional workshop

Networking 
trips

to France and Germany to meet with European creative and tech industries experts

* ELIGIBILITY REQUIREMENTS

Young West Africans entrepreneurs who meet the following criteria 
are more than welcome to apply :
  • Aged between 20 and 35
  • Be a national of and based in either Côte d'Ivoire, Ghana, Senegal, Nigeria or Cameroon
  • Have a 1 year project experience or a tested idea creating value of innovation with high impact on society
  • Have a project in the Cultural and Creative industries (fashion, books, cinema, etc.), Digital (online courses, e-learning, digital education), or Civil society issues (education, women rights and empowerment, civic tech, active citizens)


January 31, 2018

Shaping, not predicting, the future of students

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by Anthony Mann
Senior Analyst, Directorate for Education and Skills




Footballer Cristiano Ronaldo is reputed to have once said that there’s no point making predictions because nothing is set in stone. It is hard to predict the future, but in education policy at least it is not altogether impossible.

We know, for example, from data accumulated over many years that people who exhibited certain attributes when young are more likely (sometimes very much more likely) to do better in work as adults. They are much more likely to find work after leaving school or university and to earn more than people who are otherwise just like them.

Studies have shown, for example, that youngsters can expect to do better in work as adults if they read well at 10 or gain higher levels of qualifications.  We know as well, not least from recent OECD studies, that the children of wealthier parents routinely do better than their classmates from poorer backgrounds, even if they show the same academic promise as children.

It’s unsurprising to learn that academic ability and social background have a big influence on how well young adults can expect to do once they leave education and get into work. This is unsurprising and, for school teachers, more than a little depressing as social background is pretty much fixed, and improved academic ability is a process that is slow and always comparative. Depressing too because the predictive qualities of doing better in school are irrelevant to huge numbers of lower achievers from more modest backgrounds.

But what if there were other, more practical indicators available? Indicators that are relevant to all young people?  Indicators that could provide teaching staff with useful information about which children needed more attention to help them prepare for their transitions into work?

These are questions addressed in a recently published report, “Indicators of Successful Transitions: Teenage attitudes and experiences of the world of work”,  from the research team at the Education and Employers charity based in London. (Full disclosure: I led the team before joining the OECD). Drawing on UK longitudinal datasets and statistical analyses that allow a like-with-like comparison of teenagers moving into adulthood, the study was designed to provide teaching staff with a practical tool for assessing how well their students were being prepared for their ultimate transitions into work.

Trawling through research literature which uses UK datasets which follow thousands of young people from childhood into adulthood, like the British Cohort Survey and the Longitudinal Study of Young People in England, alongside new analysis of the same datasets, the research team found a number of significant associations between the attitudes and experiences of teenagers related to the working world – and what happened to those teenagers when they became young working adults. For example, studies link better adult outcomes to both teenage career aspirations that are more confident, realistic and ambitious, and the extent to which young people are involved in real workplaces, whether through their schools or in part-time work.  Other research highlights the ultimate value of teenagers’ social networks in helping them find employment or access information about jobs and careers.

In all, 15 such indicators were identified and grouped together into four themes within a questionnaire for young people: thinking about the future; talking about the future; experiencing the future; and thinking about school. The questionnaire was tested with careers guidance professionals in six English secondary schools with some 800 students aged 14 to 16. In this pilot, schools explored the effectiveness of the indicators as a tool for identifying students (at all levels of achievement) who require greater attention and determining the quality of activities undertaken by students.

In addition, the guidance professionals were asked for feedback on the details of the questionnaire and how the questionnaire could be most practically used in schools. They responded that they found the indicators to be effective in identifying students requiring more support. What this means in practice is that both high and low achievers can have poorly informed careers aspirations. Both groups of students might have given insufficient thought to the breadth of their career options and how their current education or training could best relate to their future selves. Practitioners with a good understanding of the needs of students reported that the questionnaire provided reliable results. The indicators were felt to work especially well for 16-year-olds who are approaching a key transition point in the English education system. Based on this feedback, the questionnaire and marking schedule were revised and confirmed.

We may not be able to tell the future with certainty, but we can draw on reliable evidence to make better judgements about the conditions under which young people can expect a brighter future.  The Education and Employers study harnesses great evidence to provide a new tool for schools determined to prepare their students well for working life.

Links
Educational Opportunity for All – Overcoming Inequality throughout the Life Course
Indicators of successful transitions: Teenage attitudes and experiences related to the world of work

OECD work on skills: www.oecd.org/skills

Photo credit: @Shutterstock

January 31, 2018

CHANNELS TV RECRUITMENT 2018

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Click on your preferred choice to register


1. BUSINESS NEWS/PROGRAM ANCHOR  –  CLOSES 7th FEB 2018
2. BUSINESS PRODUCER  –  CLOSES 7th FEB 2018
3.  SHOOT EDIT CO-PRODUCTION  –  CLOSES 9th FEBRUARY 2018
4. CO-PRODUCTION RESEARCHER  –  CLOSES 9th FEBRUARY 2018
5. REPORTER (CO-PRODUCTION)  – CLOSES 9th FEBRUARY 2018
6. MULTIMEDIA BROADCAST JOURNALIST CO-PRODUCTION  – CLOSES 9th FEBRUARY 2018
7. SENIOR MULTIMEDIA JOURNALIST CO-PRODUCTION  –  CLOSES 9th FEBRUARY 2018
8. EDITOR CO-PRODUCTION  –  CLOSES 9th FEBRUARY 2018

January 30, 2018

European Development Days Young Leaders Program (Fully-funded to Brussels, Belgium) 2018

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The European Commission is looking for 15 extraordinary young people (aged 21-26) from across the world, with proven commitment and community engagement, to represent the work and impact on development achieved by youth. Young people are ‘movers and shakers’ in their communities and countries, and are key to solving the universal challenges outlined in the EDD 2018 programme.
Application Deadline: 2nd March 2018
About the Award: Are you playing an active role in the fight for gender equality and women empowerment at the local, national or regional level? Do you want to share your vision of the future with other influential development actors? The time has come to make your voice heard: Apply for the Young Leaders Programme and grab the chance to be invited to Brussels to share your ideas!
The meaningful participation of children and youth is mandated by global and European policy commitments, including the right to express their views freely on all matters affecting them, for their opinion to be heard and taken seriously, and a role in decision-making. Youth inclusion leads to an innovative and more inclusive development. The empowerment of young people contributes to build responsible citizenship, which helps shaping democratic societies and good governance, which are high priorities for the EU. Motivating young people will ensure a long-term commitment to development, which can help increase ownership, accountability and innovation in their countries.
Type: Conferences, Training
Eligibility: 
  • Applicants must be between 21 and 26 at the time of the forum (5-6 June 2018).
  • Applications are open to young adults from all around the world, without restriction of nationality.
  • Applications must be submitted in one of the following official European Commission languages: English / French / Spanish. The candidate must be able to speak clearly and comprehensively in one of these languages, as well as have a mandatory intermediate level of English.
  • Applicants must be able to travel to and participate in EDD 2018 in Brussels (Belgium) from 29th May to 8 June 2018.
Selection Criteria: We will evaluate your application based on three criteria:

  • 40% Your knowledge of your chosen topic and the relevance of your active engagement. We encourage candidates to show how their activities have had an impact on the community.
  • 30% Your role as a representative of an organisation, other youth or community, and your leadership experience or potential.
  • 30% Your public speaking skills and ability to speak at a high-level panel.
Value of Program: The 15 selected Young Leaders will be invited to Brussels, Belgium, and all expenses (Visa, travel, accommodation) will be covered by the European Commission.
During their visit to Brussels, Young Leaders get the chance to visit European institutions, participate in workshops, meet key policymakers and interact with other young people driving change around the world. They will speak at various sessions and enjoy full access to the whole conference. Travel and accommodation is covered by the European Commission.
Duration of Program: 10 days
How to Apply: You will find the application form below then instructions for applying on the Program Webpage. Don’t forget that you should submit a completed form before Thursday 2 March 2018!

Apply here.

January 30, 2018

KADUNA STATE RECRUITMENT INTO LOCAL GOVERNMENT SERVICE 2018

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January 30, 2018

EHEALTH4EVERYONE SIWES AND STUDENT INTERNS IN BUSINESS RELATED FIELDS 2018

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Why work for eHealth4everyone? You will get the opportunity to work with a group of health IT enthusiasts passionate about bringing positive change to the healthcare industry. You will do exciting work in a friendly and conducive environment, and save lives in the process, while interacting with some of the best minds in healthcare. You also get mentorship and guidance as you develop your career.
Fresh graduates (applicants who graduated in 2017) and candidates based in Abuja are preferred, and are strongly encouraged to apply.

Many Roles are Available

Python Developer

We are looking for a Python Developer to join our ever growing IT team. The Python Developer will design and ship elegant python codes with foresight to avoid performance, scalability, usability, maintainability, availability and testability issues. Good hands-on understanding of Python3 is a requirement.
The main tools that would be used include Flask, Django, pandas, plotly, etc. This would be a full time role; however, a part-time or temporary arrangement is agreeable. This role will be based out of our Abuja office.

Graphics Design Intern

We are looking for a creative graphics design intern to interpret user and internal team needs into design solutions with high visual impact. The designer will work on a variety of products, including websites, manuals, training materials & course booklets, marketing materials, product packaging, corporate identity items, multimedia, etc. The role demands a flair for creative visual communication with a knowledge of current media and technology. The graphics design intern should possess and be able to display a good understanding of Adobe Illustrator and Adobe Photoshop. Knowledge of Adobe After Effects is an added advantage.

Data & Software Internships for Students

Web Developer Intern ( knowledge of Javascript or JavaEE required);  Wordpress webmaster Intern (thorough knowledge of WordPress); Data Visualization & Dashboards (knowledge of building dashboards using Excel, Python, PowerBI, R or other tools required); Data Science (using R or Python)

NYSC Interns (Abuja)

Web Developer Intern (solid Javascript knowledge required);  Wordpress webmaster Intern (thorough knowledge of WordPress); Human Resources Intern; Project management Intern (PMP or PRINCE2 certified); Data analysis Intern (Excel guru); Public Health Analyst (Bsc or Masters in Public Health); Graphics Designer (solid knowledge of Adobe Illustrator); and Business-Support Intern (Degree in Business Management or equivalent required).

MERL Officer (Public Health degree required)

The Monitoring, Evaluation, Research & Learning (MERL) officer will be responsible for the implementation and technical quality of all monitoring, evaluation, research and learning activities at eHealth4everyone. He or she will assist with improving the visibility, utility and quality of health information systems (HIS) assets and data, and will work at the interface of Information Technology, M&E and Healthcare. The officer will be responsible for overall M&E of our projects and will collect, analyse and present findings to show performance of projects. He or she will also interface with key stakeholders.

Business Support Intern or Volunteer

To provide assistance and support to the Business units at eHealth4everyone. Tasks could range from supporting business development and strategic planning to executive support, marketing and digital engagement. The intern may also work on follow-up activities (with partners and clients) and will help support sustainable growth and strong relationships with clients.

Public Health Analyst (Public Health Degree required)

We seek a meticulous tech-enthusiastic public health analyst to focus on public health related eHealth research, as well as to help advise and manage projects focused on technology for public health.

DHIS2 Developer/Intern

To handle data analyses and management, and ensure regular maintenance of databases/information systems, The DHIS2 developer would also support setup, configuration and customization of DHIS2, participate in the development of new DHIS2 applications, develop and conduct DHIS2 competency assessment tests, develop DHIS2 training materials, prepare and deliver training courses on DHIS2 and support the set up and maintenance of consolidated data dashboards.

User Experience Designer

We are looking for a User Experience (UX) Designer who shares our love for great design, has a love for research and data, a strong background in UX for multiple platforms, and is a quick-thinking problem solver who works well with all types of people in an environment that encourages a variety of thought processes. Must have a diverse portfolio demonstrating mastery of craft and a track record of results: the design of engaging experiences that created positive outcomes for both the customer and the business.

Project Management Intern/ Project Assistant / Assistant Project Manager

To provide support and ensure excellent execution of activities within planned timelines and scope, and with high quality. The Project Intern/Manager will oversee any operational aspects and logistics related to execution of activities. In addition, he/she will ensure the collection, management, analyses, and sharing of documents, data and materials to the right personnel, workers, and stakeholders.

Business Developer (Intern)

To grow eHealth4everyone’s value through providing solutions for new clients and customers and by increasing the satisfaction of existing customers and users. The main area of focus will be to generate new leads with the aim of creating more deals. The business developer will also work on follow-up activities. The goal is to drive sustainable growth through boosting deals and forging strong relationships with clients.

Health Informatician (eHealth related degree)

We would welcome a passionate Health informatician to join our team - ideal candidate would be someone who wants to change the world through health IT

WordPress Intern

We are looking for a developer who has a strong understanding of the WordPress back-end, sound knowledge of WordPress functions and popular plugins, and who can serve as support for content managers and editors.

Frontend Developer OR Web Developer Intern

We are looking for a frontend developer who can implement basic functional software using HTML, CSS, Javascript and other related web languages. Focus will be on Ionic and Angular (or React).

Executive Assistant

The Executive Assistant role is to further enhance the CEO’s capability to expand, develop and manage the business efficiently and effectively. The CEO’s executive assistant may at times be required to act on behalf of the CEO as he/she would be the first point of contact with clients, internal staff and other business contacts. We seek someone with a high level of organization and the ability to provide outstanding administrative support to the CEO. The Executive Assistant would maintain diary and meeting schedule for CEO, type documents and letters for CEO, prepare presentations for CEO, file and retrieve corporate documents, pass documents to appropriate departments from CEO, open, sort and distribute incoming correspondence including mail and rendering support to teams as the need arises.

January 29, 2018

2018 British American Tobacco Nigeria Global Graduate Operations Recruitment for Nigerians

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British American Tobacco is a market leading, global organisation with a long, established history and a bright and dynamic future.
The Global Graduate Programme (Operations) enables you develop exceptional skills – a deep understanding of the dynamics of the market you operate in and how the BAT Operations work to achieve outstanding business results. It offers you the opportunity to challenge yourself on international projects, network with graduates from around the world and strengthen your leadership skills, through participation in our Global Academy and with the support of your dedicated Coach and Mentor.
This is a real job from day one. One in a tough and fast-paced environment that will stretch you to the limits – you’ll progress from graduate to manager in 12 months!
Application Deadline: February 28th 2018
Essential requirements
Do you have a university degree in Engineering?

Are you a recent graduate within the last 3 years, with a high-performance academic track record – minimum of Second Class Upper division or equivalent?
Have you completed the National Youth Service (NYSC)?
Do you have excellent verbal and written communication skills in English?
Are you ambitious, resilient and more proactive than others when it comes to learning new things? If yes, an inspiring journey awaits you here at BAT. The question is; Are you up to the challenge?
A global leader with more than 200 brands in over 200 markets; we bring together the world’s brightest and best minds, that’s why we value uniqueness.
BAT are looking for 3 Global Graduates (Operations) : 1 in Manufacturing, 1 in Leaf and 1 in Supply Chain.
If you’re driven, passionate, ambitious and courageous, our Global Graduate Prosgramme will help you achieve your potential.
APPLY NOW

Visit the Official Webpage of the Global Graduate Programme (Operations)

January 29, 2018

Succeeding with resilience – Lessons for schools

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by Johanna Boersch-Supan
Director, Vodafone Germany Foundation – think tank 

Digitisation is expected to profoundly change the way we learn and work – at a faster pace than previous major drivers of transformation. Many children entering school today are likely to end up working in jobs that do not yet exist. Preparing students for these unchartered territories means that we not only have to make sure that they have the right technical capabilities but that we have to strengthen their emotional and social skills. Resilience, the individual capacity to overcome adverse circumstances and use them as sources for personal development, lies at the core of being able to successfully adapt to change and thus actively engage with our digital world.

A special PISA analysis conducted by the OECD in collaboration with the Vodafone Germany Foundation shows that several countries were able to increase the share of academically resilient students with disadvantaged backgrounds over the last decade.* The increase was particularly pronounced –among other countries and economies– in Germany: while in 2006 only a quarter of disadvantaged students performed well in all three academic subjects tested in PISA, by 2015 a third did.


While resilience is foremost an individual characteristic, the in-depth analysis of PISA data from 2012 and 2015 suggests that the school environment can play a key role in mitigating the risk of low achievement among disadvantaged students. To this end, the study was able to identify attributes common to schools in which disadvantaged students succeed. Across the vast majority of education systems examined, the likelihood that disadvantaged students are resilient is higher in schools where students reported a good disciplinary climate, compared to schools with more disruptive environments. This holds even after accounting for differences in students’ and schools’ socio-economic profiles and individual characteristics associated with resilience. Attending orderly classes, in which students can focus and teachers provide well-paced instruction, is beneficial for all students, but in particular for the most vulnerable. 

By contrast, the likelihood of resilience among disadvantaged students is only weakly related to the amount of human and material resources available in their schools, measured through indicators of class size and student-computer ratios. Especially in Germany, however, disadvantaged students are more likely to be resilient in schools that offer a high number of extracurricular activities. The fact that no correlation exists between most resource indicators and the share of resilient students among socio-economically disadvantaged students does not mean that investments in education do not matter. Rather it suggests that resources help disadvantaged students to succeed only if they effectively improve aspects of their learning environment that are more directly linked to their opportunities to learn. Thus, the fact that extracurricular activities are associated with a greater likelihood of resilience may reflect the way in which these investments promote engagement among teachers, students and the students’ families, and can help develop a sense of belonging at school.

The PISA data also offer insight into some specific school policies and managerial practices which can help improve the disciplinary climate at the school level. First, students tend to report a better disciplinary climate in schools with a lower turnover among teachers. Unstable teaching teams may lack cohesion and limit the accumulation of experience that is necessary to establish an environment conducive to learning even in difficult conditions. Teacher turnover can be reduced by rewarding collaboration between teachers and by developing mentorship programmes to ensure that more experienced teachers can support new ones and help them quickly establish strong bonds with the school. A transformational leadership style adopted by principals is a second factor associated with a positive disciplinary climate experienced by students. Transformational leaders foster capacity development and work to promote a high level of commitment among teachers towards a common mission, strategic goals and high academic standards.

The 2017 edition of the OECD Employment Outlook shows rising levels of socio-economic inequality driven, among other factors, by automation in the labour market. Understanding how to support resilience in students is essential not only for equipping them to thrive in a digital future but also for creating more equal opportunities in education and thereby strengthening social cohesion.

*A German version of the study focusing on data from Germany can be found at: resilienz.vodafone-stiftung.de

Links
January 29, 2018

Commonwealth Scholarships (Masters & PhD) in UK for Developing Countries 2018 (FULLY FUNDED)

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Commonwealth Master’s Scholarships are for candidates from low and middle income Commonwealth countries, for full-time Master’s study at a UK university.
Funded by the UK Department for International Development (DFID), Commonwealth Master’s Scholarships enable talented and motivated individuals to gain the knowledge and skills required for sustainable development, and are aimed at those who could not otherwise afford to study in the UK. These scholarships are offered under six themes:
  1. Science and technology for development
  2. Strengthening health systems and capacity
  3. Promoting global prosperity
  4. Strengthening global peace, security and governance
  5. Strengthening resilience and response to crises
  6. Access, inclusion and opportunity

Eligibility

To apply for these scholarships, you must:
  • Be a citizen of or have been granted refugee status by an eligible Commonwealth country, or be a British Protected Person
  • Be permanently resident in an eligible Commonwealth country
  • Be available to start your academic studies in the UK by the start of the UK academic year in September/October 2018
  • By October 2018, hold a first degree of at least upper second class (2:1) honours standard, or a second class degree and a relevant postgraduate qualification (usually a Master’s degree)
  • Be unable to afford to study in the UK without this scholarship
The CSC aims to identify talented individuals who have the potential to make change. We are committed to a policy of equal opportunity and non-discrimination, and encourage applications from a diverse range of candidates. For further information on the support available to candidates with a disability, see the CSC disability support statement.
The CSC is committed to administering and managing its scholarships and fellowships in a fair and transparent manner. For further information, see the CSC anti-fraud policy and the DFID guidance on reporting fraud.


Eligible Commonwealth countries

Antigua and Barbuda
Bangladesh
Belize
Botswana
Cameroon
Dominica
Fiji
Ghana
Grenada
Guyana
India
Jamaica
Kenya
Kiribati
Lesotho
Malawi
Malaysia
Mauritius
Montserrat
Mozambique
Namibia
Nauru
Nigeria
Pakistan
Papua New Guinea
Pitcairn Islands
Rwanda
Samoa
Seychelles
Sierra Leone
Solomon Islands
South Africa
Sri Lanka
St Helena
St Lucia
St Vincent and the Grenadines
Swaziland
Tanzania
Tonga
Tuvalu
Uganda
Vanuatu
Zambia

Terms and conditions

For full terms and conditions – including further details of the scholarship themes, tenure and placement, value of the scholarship, and general conditions – see the Commonwealth Master’s Scholarships 2018 terms and conditions
You should apply to study at a UK university which has a part funding agreement with the CSC. View a full list of UK universities with part funding agreements

Selection process

Each year, the CSC invites selected nominating bodies to submit a specific number of nominations. The deadline for nominating bodies to submit nominations to the CSC is 22 March 2018.

The CSC invites around three times more nominations than scholarships available – therefore, nominated candidates are not guaranteed to be awarded a scholarship. There are no quotas for scholarships for any individual country. Candidates nominated by national nominating agencies are in competition with those nominated by other nominating bodies, and the same standards will be applied to applications made through either channel.
Applications will be considered according to the following selection criteria:
  • Academic merit of the candidate
  • Quality of the plan of study
  • Potential impact of the work on the development of the candidate’s home country

How to apply

You must apply to one of the following nominating bodies in the first instance – the CSC does not accept direct applications for these scholarships:
All applications must be made through one of these nominating bodies. Each nominating body is responsible for its own selection process. You must check with your nominating body for their specific advice and rules for applying, their own eligibility criteria, and their own closing date for applications. The CSC does not impose any age limit on applicants, but nominating bodies may do so in line with their own priorities.
You must make an application using the CSC’s Electronic Application System (EAS), in addition to any other application that you are required to complete by your nominating body.
Your application must be submitted to and endorsed by one of the approved nominating bodies listed above. The CSC will not accept any applications that are not submitted via the EAS.
All applications, including full transcripts detailing all your higher education qualifications (with certified translations if not in English), must be submitted by 23.59 (GMT) on 22 February 2018 at the latest.
You are advised to complete and submit your application as soon as possible, as the EAS will be very busy in the days leading up to the application deadline.
You must provide references from at least two individuals, which must be received by the CSC by 23.59 (GMT)on 22 March 2018 in order for your application to be eligible for consideration.
Please note that the CSC does not charge candidates to apply for any of its scholarships or fellowships through its Electronic Application System (EAS), and it does not charge organisations to nominate candidates.

Choosing a university/course

You may find the following resources useful when researching your choices of institution and course of study in the UK:
The CSC is not responsible for the content of external sites.

Any questions?

All enquiries about these scholarships should be directed to your nominating body.


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