The Building Business Champions Training Institute will use experience-based guidance, examples, and strategies to train child development leaders and others to build other own country-based networks of business champions for child development.
The transformative potential of partnerships: Explore how strategic collaborations can drive meaningful change in both business and child development sectors.
Bridging Professional Cultures: Learn techniques to harmonize the differing cultures of business and child development professionals for effective collaboration.
Building and Sustaining Partnerships: Acquire practical skills and strategies for creating and sustaining partnerships.
Overcoming Common Challenges: Identify and address typical obstacles in creating and sustaining business-child development partnerships.
The comprehensive curriculum will draw on the CBC staff’s decades of experience in building effective and lasting business-child development partnerships in multiple countries.
By the end of the course, participants will be prepared to design and develop a partnership tailored to their country’s or city’s specific context and goals. Participants will also form valuable connections and receive follow-up support for their initiatives.
The Building Business Champions Training Institute will launch in early 2025 and will include virtual sessions with experts and guest speakers. Participants will access resource materials and learn from examples of successful partnerships, as well as receive individualized support and feedback. The program will also introduce participants to a global peer-support network, fostering intentional collaboration and ongoing learning in this field.
More details are forthcoming. If you would like to learn more, please sign up to express your interest in the institute. Signing up does not indicate a commitment to attend; details will be sent in October or November to anyone who signs up to learn more.
This course is intended to give participants ideas about how to weave differentiation into their own teaching practice when working with displaced or refugee learners. It is a continuation of the general Differentiated Instruction for Quality Holistic Learning course and focuses more on how teachers can differentiate in displacement contexts and when working with refugees and other vulnerable populations.
By the end of this micro-course, you will:
● Have a working understanding of what differentiated instruction is and why it is important to learn about
● Learn strategies for differentiating in displacement contexts.
● Think of ways in which you can apply differentiation strategies in your own teaching setting.
This open, self-paced course was designed by teachers for teachers, especially those working with refugee and vulnerable learners around the world. It is intended to provide an overview of key terminology, concepts, and practices related to asset- or strength-based pedagogies. It is a continuation of the general Asset-Based Pedagogies course.
By the end of the course, you will:
● Have a working understanding of what asset-based pedagogies are and why they are important.
● Be able to identify ways in which asset-based pedagogies are particularly important in the education in displacement context.
● Apply asset-based pedagogies to your own work in displacement.
● Recognize the challenges of applying asset-based pedagogies in displacement and strategize on potential solutions.
● Assess your implementation of asset-based pedagogies.
This online course and accompanying facilitation guide were created with Project Fellows in Lebanon. The course assumes that learners have some familiarity with SEL and PSS and focuses on the why and how of SEL integration in lessons, including a look at evaluation of materials, adaptation of resources for specific contexts, and assessment of learning. It is recommended that this course be taken with a facilitator, but it can be self-paced. The course and facilitation guide are available in both English and Arabic.
Educators who complete this online course will be able to:
Define the concepts PSS and SEL.
Integrate PSS and SEL in lesson plans.
Create safe spaces for displaced learners, refugees, and other vulnerable students.
Reflect on tools and teaching pedagogies when implementing PSS and SEL activities.
Evaluate their adaptation and implementation of PSS and SEL activities.
It will take 8-10 hours, on average, to complete this course. It is entirely self-paced. There is a micro-credential opportunity shared at the end of the course for those interested in demonstrating their competency and earning a digital micro-credential and badge.
This self-paced (non-facilitated) course introduces teachers, especially those working with refugee and vulnerable learners around the world, to asset- or strength-based pedagogies. It provides an overview of key terminology, concepts, and practices related to asset- or strength-based pedagogies.
Educators who complete this short online course will:
gain a working understanding of what asset-based pedagogies are and why they are important
be able to identify ways in which asset-based pedagogies can be applied in the classroom
examine how to apply asset-based pedagogies in the context of their own work
It will take 3-4 hours, on average, to complete this course. A certificate of participation will be issued upon successful completion. Thank you for your interest and for your commitment to your professional learning and to teaching!
This course is part of the Quality Holistic Learning (QHL) Project. Learn more about the project here. Your participation in this activity is an important part of our process of ensuring that all QHL resources created by teachers for teachers directly speak to the professional learning interests and needs of educators working with displaced, migrant, refugee, and other vulnerable and/or marginalized learners globally. We are grateful for your interest and enrollment in this course. We value your participation and your feedback as you move through the course. Thank you in advance for participating in course surveys to help us improve these courses. All QHL resources will be available as Open Education Resources (OERs).
Introduction to Social and Emotional Learning & Psychosocial Support for Quality Holistic Learning (full course title)
This online course was developed based on the workshop materials designed with Quality Holistic Learning (QHL) Project Fellows in Niger. This course introduces social and emotional learning (SEL), psychosocial support (PSS), and safe, holistic learning spaces. This is a self-paced (non-facilitated) learning resource.
understand the importance of creating a safe and inclusive environment for children’s well-being and learning in emergency situations
understand the basic principles of Psychosocial Support (PSS) and Social-Emotional Learning (SEL) and their role in supporting students in displaced contexts, especially considering the educator’s unique students and learning context
integrate simple and applicable PSS interventions and SEL activities into their lesson plans to ensure Quality Holistic Learning
It will take 4-5 hours, on average, to complete this course. A certificate of participation will be issued upon successful completion. Thank you for your interest and for your commitment to your professional learning and to teaching!
An offline, PowerPoint guided workshop series, upon which this course is based, is available for training purposes as well. Please contact qhl.support@ceinternational1892.org to discuss piloting of that workshop material.
This course is part of the Quality Holistic Learning (QHL) Project.Learn more about the project here. Your participation in this activity is an important part of our process of ensuring that all QHL resources created by teachers for teachers directly speak to the professional learning interests and needs of educators working with displaced, migrant, refugee, and other vulnerable and/or marginalized learners globally. We are grateful for your interest and enrollment in this course. We, also, value your participation and your feedback as you move through the course. Thank you in advance for participating in course surveys to help us improve these courses. All QHL resources will be available as Open Education Resources (OERs).
*This is a CPL course. To take the course, you will be required to create an account on learning.careyinistute.org once you click “Enroll.”
The content for this course is adapted from the TiCC Training Pack for Teachers in Crisis Contexts and was modified for online learning in collaboration with JRS staff as part of their Teacher Formation Programme. We are thankful to these organizations for making this content open and available for use across crisis, emergency, and displacement contexts.
The course is entirely self-paced and is offered free, without facilitation. If you are interested in a facilitated version of this course for your professional development program, please contact our Refugee Educator Academy Program Manager, Julie Kasper, at the Center for Professional Learning at jkasper@ceinternational1892.org.
Includes:
2 min 26 sec of video
7 supplemental resources
Certificate of completion
What does it mean for children to understand themselves?
Multi-layered levels of identity
Learning about identity through relationships
Adult identity development
How do children understand themselves?
In today’s world, young children need a strong, solid sense of who they are in order to adjust to the constant changes occurring in the world around them. Knowing themselves, being self-aware, provides children with a point of reference to understand and interact in their families, communities and society and they can draw upon their strengths to respond to challenges with resilience, an increased sense of safety which can expand feelings of hope and optimism.
Over the course of 3-5 hours, participants will gain a valuable understanding of how to support young children with a secure sense of identity that corresponds with their needs to understand themselves at various ages and stages of development. For young children to know who they are, we must try to see and understand the world through their eyes.
At the conclusion of the Identity Development online course, you will receive a Certificate of Completion from Childhood Education International (CE International). Should you experience any technical difficulties while taking this course, please send an email message to support@ceinternational1892.org.
*Course is hosted on learning.careyinstitute.org and requires the user to create a free profile to take course*
Course Topics:
The impact of trauma on children’s physical, cognitive, and emotional development
Holistic child development as it relates to well-being
Changes in child brain development
The importance of safe and secure learning environments
Teaching strategies that address a child’s holistic well-being.
Early childhood is a critical stage of development and lays the foundation for life. Children experience tremendous brain development between birth and 8 years old. At this age they take in new information that is critical to the formation of active neural pathways. The people and environments that surround children are highly influential at this point in their development. As a result, it is critical that they feel safe and supported in order to grow and thrive. Children of all abilities can only develop optimally if their social, emotional, and educational needs are met. Commitment to such healthy development is the focus of our Health and Well-Being Practice Area.
Over the course of 4-5 hours, course participants will gain a critically valuable understanding of the impact trauma has on a young child’s development. Participants will also learn teaching strategies that address a child’s complete physical, cognitive, and emotional well-being.
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