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  • Greensboro School Is First Public Gaming and Robotics School in the Country – The 74

    Greensboro School Is First Public Gaming and Robotics School in the Country – The 74


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    Historic Foust Elementary School has had a game changing start to the year. School and district leaders, parents, and community members were eager to get inside one of Greensboro’s newest elementary schools for their ribbon cutting ceremony on Feb. 3, 2025 to witness an innovative progression in the school’s history. They were greeted by students and the school’s robotic dog, Astro.

    Foust Elementary School, part of Guilford County Schools (GCS), is the country’s first public gaming and robotics elementary school, according to the district. The school still sits on its original land, but the building has been rebuilt from the ground up. They began welcoming students into the new building at the start of 2025.

    Foust Elementary School’s history goes all the way back to the 1960s. Foust student Nyla Parker read the following account at the ribbon cutting ceremony:

    “Since its construction in 1965, Julius I Foust Elementary School has prided itself in serving the students and families of its community, with the goal of creating citizens who will leave this place with high character and academic excellence. … Now, almost 60 years later, we welcome you to the new chapter of Foust Gaming and Robotics Elementary School. As a student here at Foust, I am excited about various opportunities that will be offered to me as I learn more about exciting industries such as gaming, robotics, coding, and 2D plus 3D animation. Thank you to the voters of our community for saying yes to the 2020 bond that allowed this place to become a reality for me and my fellow classmates. Game on!”

    Foust is a Title I school in a historically underinvested part of Guilford County. Several years ago, the district conducted a master facility study, which resulted in Foust getting on the list to receive an entirely new building.

    “Foust was one of the oldest buildings in the district and it was literally falling apart, so we were on the list to have a total new construction,” said Kendrick Alston, principal of Foust.

    “During that time, we also talked with the district and really thought about, well, building a new school. What can we also do differently in terms of teaching and learning, instead of just building a new building?”

    The mission of Foust is to “envision a future where students are equipped with the skills, knowledge, and tools to lead the new global economy,” according to their website. The new global economy, featuring high projected growth in fields that include technology, was a driving factor for planners as they decided to focus the school on gaming and robotics.

    There are many jobs that can come from learning the skills necessary to build video games and robots. Looking at recent labor market trends, many of those jobs are growing. Web developers and digital designers have an 8% projected growth rate from 2023-2033 with a median pay of $92,750 per year, according to the U.S. Bureau of Labor Statistics.

    “We looked at a lot of studies, we looked at research, and one of the things that we looked at was something from the World Economic Forum that looked at the annual jobs report. We saw that STEM, engineering, those kinds of jobs, were some of the top fastest growing jobs across the world,” said Alston. “When we think about school looking different for our students and being engaging, well, let’s make it something that’s relevant to them but is also giving them a skill set that they can be marketable in the global workforce as well.”

    The team at Foust, including teachers and staff, have spent several months in specialized training on a new and unique curriculum designed to help prepare students for the ever evolving world of work. The building, designed to bring 21st century learning to life, is part of the first phase of schools constructed from a combined $2 billion bond.

    “I am excited for what this new space is going to produce,” said Hope Purcell, a teacher at Foust. “With the continued support from our robotics curriculum, students will have the opportunity to tap into a new world of discovery that will prepare them for the future.”

    Many community and education leaders were present at the ribbon cutting, including several county commissioners and Guilford superintendent Whitney Oakley. Oakley shared excitement about the new school and reminded everyone that the leaders who came before her who advocated for the passing of the bond and were open to the vision of a school like Foust were a huge part of making this new school a reality.

    “Today is not just about celebrating a building,” Oakley said. “It’s about celebrating what this building really represents, and that’s opportunity and access to the tools of modern K-12 education. It represents the culmination of years of planning and conversation and design to make sure that we can build a space that serves families and students for decades to come. The joy on the faces of the staff and the families and the students is just a reminder that teaching and learning is more effective when everybody has the resources that they need to thrive, and that should not be the exception, that should be the rule.”

    Students sometimes need different levels of support and resources in order to thrive. Foust hopes to be a place where all students can succeed. Another school district in New Jersey, the Morris-Union Jointure Commission, is using gaming and technology to engage students with cognitive and behavioral differences. They have created an esports arenadesigned specifically for students with cognitive challenges, like Autism Spectrum Disorder. This is just one example of how gaming can create an inclusive learning environment.

    As Foust settles into its brand new building, they are already planning for new opportunities ahead, including partnerships with the University of North Carolina at Greensboro and North Carolina Agricultural and Technical State University for innovative programming for students and parents.

    This article first appeared on EducationNC and is republished here under a Creative Commons license.


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  • WEEKEND READING: Matt Goodwin’s ‘Bad Education’ isn’t good scholarship, but does that matter?

    WEEKEND READING: Matt Goodwin’s ‘Bad Education’ isn’t good scholarship, but does that matter?

    • Steven Jones is Professor of Higher Education at the University of Manchester and his latest book is Universities Under Fire (2022). This review of Bad Education by Matt Goodwin has been written in a personal capacity.
    • HEPI’s other review of the Matt Goodwin’s book can be accessed here.

    In Bad Education, Matt Goodwin makes the argument that Western universities have moved ‘sharply and radically to the left’ (p.51) over the last six decades, to the extent that diversity is now deemed more important than merit. According to Goodwin, a woke orthodoxy has gripped the sector: free speech is stifled; non-authorised viewpoints are unwanted; and social justice trumps the pursuit of truth. Some minorities flourish within this culture, but other ‘political’ minorities – like the one to which Goodwin claims membership – are structurally disadvantaged. 

    To stand this argument up, Goodwin needs the reader to accept two fundamental premises. The first is that the author’s sense of victimhood is real, while others are imaginary or exaggerated. Goodwin achieves this by attributing his every professional setback – from having journal articles and funding bids declined to being overlooked for invited talks (p.47) – to his whiteness, his maleness, or his political positions, such as his refusal to participate in ‘cult-like worship of the EU on campus’ (p.44). No other explanation is countenanced. 

    The second premise is that the real power in universities is cultural, not economic, and therefore held by diversity champions and other woke activists. The evidence Goodwin offers here is underwhelming. Where academic scholarship is cited, the sources are mostly US-based, and the author shows no curiosity about the think-tanks and lobby groups that funded the surveys in which he places his faith. Critical higher educational research is studiously avoided, though Goodwin does turn to Elon Musk for a quote about the ‘woke mind virus’ (p.104). In places, Bad Education reads as a checklist of debunked myths and personal memoirs (‘as I’ve seen first-hand’ is a familiar clause). Yet in the final chapter, Goodwin addresses the reader directly to assert: ‘I’ve bombarded you at times with statistics and research because I wanted you to read it for yourself and make up your own mind’ (p.198). 

    I tried hard to make up my own mind, but it’s difficult to be persuaded by Goodwin’s case against universities when the bulk of empirical data point in an opposite direction. If recruitment practices are so diversity conscious, why were there only 25 Black British female professors in the UK as recently as 2019? If ‘reverse racism’ is such a problem, why did the awarding gap between White and Black students achieving high degrees stand at 18.4% in 2021? In my experience, and according to my research, minority groups are far from over-represented in senior levels of university management and governance, and board cultures tend to be driven by corporate principles, not woke ideologies. As for no-platforming, fewer than 0.8 per cent of university events or speaker invitations were cancelled in 2021-22. In other words, the truths that Goodwin is so boldly willing to speak may be his truths, but they are not universal.

    Among the fellow marginalised white men willing to support Goodwin is the University of Buckingham’s Eric Kaufmann, who is quoted extensively, and whose back-cover endorsement describes Bad Education as ‘deeply personal and impeccably researched.’ It’s certainly deeply personal. Take Goodwin’s indignation towards a lecturer who unfriended some Conservative voters on Facebook after the 2015 UK general election (p.89). The reader is not told what this incident is supposed to signify, let alone why Goodwin’s cherished free speech principles appear not to extend to academics’ private social media accounts.

    That’s not to say that the sector is always operating to the highest ethical standards. Goodwin is on firmest ground when highlighting human rights violations in China (p.90), and calling out universities for turning a blind eye. But rather than take this argument to its logical conclusion – by critiquing a fee model that leaves sectors reliant on income from overseas students – Goodwin pivots back into anger and anecdote, rebuking universities for being defensive about their historic links with the slave trade (p.91) and sharing stories about junior colleagues too scared to disclose their pro-Brexit leanings (p.94).

    Despite Goodwin’s stated aim to ‘push back against authoritarianism’ (p.208), there are echoes of Donald Trump’s playbook throughout Bad Education. The author’s anti-diversity bombast recalls the President’s recent claim that a fatal air crash near Washington DC was connected to DEI programmes in federal government. It’s not entirely clear to which level of institutional bureaucracy Goodwin is referring when he imagines a ‘hyper-political and highly activist managerial blob’ (p.157), but the language is redolent of that being deployed in the US to justify a purge of federal bureaucrats. According to Goodwin, this ‘managerial blob’ is defined by an insistence on rainbow lanyards and flags on campus, among other things. This is not a characterisation of senior leaders that most university staff would recognise. Could it be that the author is so distracted by empty performative gestures that he fails to see where power is really located?

    Goodwin has now left academia, a story he tells in most chapters, steadily elevating it to the level of Shakespearean tragedy: ‘my professorship – everything I had ever wanted, everything I had worked for – was over’ (p.195). At a time when 10,000 jobs are on the line at UK universities, such self-indulgence is unfortunate. Goodwin’s contrast between the ‘luxury beliefs’ of academics and the ‘real world’ he claims to inhabit (p.78) encapsulates what makes Bad Education read like a ‘prolonged gripe,’ as another reviewer put it. Paradoxically, Goodwin now enjoys a range of high-profile platforms from which to air his grievances about being no-platformed, regularly appearing on television to blame wokeism for various social ills. Why is it that only ‘cancelled’ academics seem to have media agents?

    Bad Education builds towards what Goodwin calls a ‘manifesto’ for universities (pp.217-19) that want to have ‘good, not bad, education’ (p.217). It’s a simplistic way to wrap up any book, comprising a bullet-pointed list of the same few complaints expressed in slightly different terms. Those of us in higher education will quickly recognise Bad Education’s distortions: universities haven’t lurched radically left and there’s no woke coup. But does that matter? Are we the target readership? Or is the book speaking to external audiences? What if a review like this merely confirms what Goodwin and his fellow academic outcasts have been saying all along?

    Since accepting the terms of the market, English universities have struggled to articulate their role in society. Academic expertise has been devalued and the status of higher education as a public good compromised, with universities increasingly embroiled in unwinnable culture wars. These are perfect conditions for someone like Goodwin to ‘blow up’ his own career (p.4), break the ‘secret code of silence’ (p.3) and position himself as the fearless ‘rogue professor’ (p.16). In such ways, important debates become framed by individuals with the shallowest insights but the deepest grudges. Bad Education does a passable job of confirming suspicions about what really goes on inside a secretive and often aloof sector, guiding its readers further down an anti-university, anti-expert rabbit hole. If we continue to leave vacuums in the discourse, then diversity-blaming narratives like Goodwin’s will continue to fill them.

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  • Carousel Digital Signage Integrates with CrisisGo to Empower Safer School Communities

    Carousel Digital Signage Integrates with CrisisGo to Empower Safer School Communities

    MINNEAPOLIS, MINNESOTA – Carousel Digital Signage announces a new technology partnership with CrisisGo that enables K-12 schools and businesses to deliver emergency alerts and other safety messages to digital displays with immediacy. The integration is enabled through an open API that triggers visual alerts, interactive maps and more to Carousel Cloud digital signage networks via the Common Alerting Protocol (CAP), a global standard that supports the digital exchange of emergency alerts and public warnings over multiple networks.

    CrisisGo’s Safety iResponse platform offers a comprehensive suite of advanced alerting software and tools that empower school districts to create safer and more secure learning environments. Its features include real-time alerting, incident management and parent notification, all of which combine to help schools respond to emergencies in an efficient and effective manner. The platform also immediately shares emergency alerts with local law enforcement when police assistance is needed.

    Direct integration of the two software platforms on a common IT network ensures consistent monitoring of incoming triggers from Safety iResponse to Carousel Cloud. Upon recognizing an incoming alert, Carousel Cloud disseminates the active alert as a priority for instant takeover of all  targeted screens. Upon resolution, Carousel Cloud immediately removes the alert and resumes normal operations, eliminating the need to schedule expiration times or manually clear the system. That accelerates the important process of reunification to ensure all students, teachers and other staff members are accounted for and safe.

    “Carousel Cloud’s ability to recognize an all-clear message is a differentiator from other digital signage solutions that we have evaluated,” said Jacob Lewis, Chief Security Officer, CrisisGo. “Carousel Cloud will also recognize the type of event our system is addressing and exactly where the alerts need to go, which could be select screens, schoolwide, or across an entire multi-campus network. This seamless interoperability represents an important step in our multimodal strategy for mass notification, which also includes delivery to all computers and mobile devices that are connected to our software.”

    The CrisisGo partnership represents the latest technology integration between Carousel Digital Signage and emergency alerting platforms aimed at strengthening school safety in K-12 environments. Lewis says that while K-12 remains the top priority for CrisisGo’s integrated solution with Carousel, he anticipates potential expansion into other verticals including corporate enterprise and manufacturing.

    “Our collaboration with CrisisGo represents the next step in our efforts to keep students and faculty informed, safe and resilient across all grade levels,” said Eric Henry, SVP of Business Architecture, Carousel Digital Signage. “Carousel Cloud’s open platform enables clean and reliable interoperability with CrisisGo, and our common integration with the CAP protocol ensures immediate dissemination of important visual alerts that will help school districts keep all campuses safe and secure.”

    About Carousel Digital Signage

    Carousel is Digital Signage Content Management Software that is easy to use, scalable, and reliable. With a deep feature set and strong technology partnerships Carousel gives you the most value in digital signage. Carousel Digital Signage is a division of Tightrope Media Systems. You can reach the Carousel team at (866) 866-4118, or visit  www.carouselsignage.com.

    About CrisisGo

    CrisisGo has been leading the K-12 industry since 2013, setting the standard for school safety. Our comprehensive emergency and safety management platform empowers schools with real-time alerting, incident management, visitor management, threat and behavioral intervention features, and reunification solutions. CrisisGo also offers comprehensive training to equip staff and teachers with handling emergencies. CrisisGo consistently innovates to enhance K-12 security, partnering with educators and administrators to create safe and nurturing learning environments and redefining school safety for a brighter future in education.

    eSchool News Staff
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  • Parents, Medical Providers, Vaccine Experts Brace for RFK Jr.’s HHS Takeover – The 74

    Parents, Medical Providers, Vaccine Experts Brace for RFK Jr.’s HHS Takeover – The 74


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    While Robert F. Kennedy Jr. ‘s Senate confirmation to head the Department of Health and Human Services was not unexpected, it still shook medical providers, public health experts and parents across the country. 

    Mary Koslap-Petraco, a pediatric nurse practitioner who exclusively treats underserved children, said when she heard the news Thursday morning she was immediately filled with “absolute dread.”

    Mary Koslap-Petraco is a pediatric nurse practitioner and Vaccines for Children provider. (Mary Koslap-Petraco)

    “I have been following him for years,” she told The 74. “I’ve read what he has written. I’ve heard what he has said. I know he has made a fortune with his anti-vax stance.”

    She is primarily concerned that his rhetoric might “scare the daylights out of people so that they don’t want to vaccinate their children.” She also fears he could move to defund Vaccines for Children, a program under the Centers for Disease Control and Prevention that provides vaccines to kids who lack health insurance or otherwise wouldn’t be able to afford them. While the program is federally mandated by Congress, moves to drain its funding could essentially render it useless.

    Koslap-Petraco’s practice in Massapequa Park, New York relies heavily on the program to vaccinate pediatric patients, she said. If it were to disappear, she asked, “How am I supposed to take care of poor children? Are they supposed to just die or get sick because their parents don’t have the funds to get the vaccines for them?” 

    And, if the government-run program were to stop paying for vaccines, she said she’s terrified private insurance companies might follow suit. 

    Vaccines for Children is “the backbone of pediatric vaccine infrastructure in the country,” said Richard Hughes IV, former vice president of public policy at Moderna and a George Washington University law professor who teaches a course on vaccine law.

    Kennedy will also have immense power over Medicaid, which covers low-income populations and provides billions of dollars to schools annually for physical, mental and behavioral health services for eligible students.

    If Kennedy moves to weaken programs at HHS, which experts expect him to do, through across-the-board cuts in public health funding that trickle down to immunization programs or more targeted attacks, low-income and minority school-aged kids will be disproportionately impacted, Hughes said. 

    “I just absolutely, fundamentally, confidently believe that we will see deaths,” he added.

    Anticipating chaos and instability

    Following a contentious seven hours of grilling across two confirmation hearings, Democratic senators protested Kennedy’s confirmation on the floor late into the night Wednesday. The following morning, all 45 Democrats and both Independents voted in opposition and all but one Republican — childhood polio survivor Mitch McConnell of Kentucky — lined up behind President Donald Trump’s pick.

    James Hodge, a public health law expert at Arizona State University’s Sandra Day O’Connor College of Law, said that while it was good to see senators across the political spectrum asking tough questions and Kennedy offering up some concessions on vaccine-related policies and initiatives, he’s skeptical these will stick.

    “Whatever you’ve seen him do for the last 25 to 30 years is a much, much greater predictor than what you saw him do during two or three days of Senate confirmation proceedings,” Hodge said. “Ergo, be concerned significantly about the future of vaccines, vaccine exemptions, [and] how we’re going to fund these things.”

    Hodge also said he doesn’t trust how Kennedy will respond to the consequences of a dropoff in childhood vaccines, pointing to the current measles outbreak in West Texas schools.

    “The simple reality is he may plant misinformation or mis-messaging,” he said.

    During his confirmation hearings, Kennedy tried to distance himself from his past anti-vaccination sentiments stating, “News reports have claimed that I am anti-vaccine or anti-industry. I am neither. I am pro-safety … I believe that vaccines played a critical role in health care. All of my kids are vaccinated.”

    He was confirmed as Linda McMahon, Trump’s nominee to head the Department of Education, was sitting down for her first day of hearings. At one point that morning, McMahon signaled an openness to possibly shifting enforcement to HHS of the Individuals with Disabilities Education Act — a federal law dating back to 1975 that mandates a free, appropriate public education for the 7.5 million students with disabilities — if Trump were to succeed in shutting down the education department.

    This would effectively put IDEA’s $15.4 billion budget under Kennedy’s purview, further linking the education and public health care systems.

    In a post on the social media site BlueSky, Randi Weingarten, president of the American Federation of Teachers, wrote she is “concerned that anyone is willing to move IDEA services for kids with disabilities into HHS, under a secretary who questions science.”

    Keri Rodrigues, president of the National Parents Union and a parent of a child with ADHD and autism, told The 74 the idea was “absolutely absurd” and would cause chaos and instability. 

    Kennedy’s history of falsely asserting a link between childhood vaccines and autism — a disability included under IDEA coverage — is particularly concerning to experts in this light.

    “You obviously have a contingent of kids who are beneficiaries of IDEA that are navigating autism spectrum disorder,” said Hughes, “Could [we] potentially see some sort of policy activity and rhetoric around that? Potentially.”

    Vaccines — and therefore HHS — are inextricably linked to schools. Currently, all 50 states have vaccine requirements for children entering child care and schools. But Kennedy, who now has control of an agency with a $1.7 trillion budget and 90,000 employees spread across 13 agencies, could pull multiple levers to roll back requirements, enforcements and funding, according to The 74’s previous reporting. And Trump has signaled an interest in cutting funding to schools that mandate vaccines.

    “There’s a certain percentage of the population that is focused on removing school entry requirements,” said Northe Saunders, executive director of the pro-vaccine SAFE Communities Coalition. “They are loud, and they are organized and they are well funded by groups just like RFK Jr.’s Children’s Health Defense.”

    Kennedy will also have the ability to influence the makeup of the committees that approve vaccines and add them to the federal vaccine schedule, which state legislators rely on to determine their school policies. Hodge said one of these committees is already being “re-organized and re-thought as we speak.”

    “With him now in place, just expect that committee to start really changing its members, its tone, the demeanor, the forcefulness of which it’s suggesting vaccines,” he added.

    Hughes, the law professor, said he is preparing for mass staffing changes throughout the agency, mirroring what’s already happened across multiple federal departments and agencies in Trump’s first weeks in office. He predicts this will include Kennedy possibly asking for the resignations “of all scientific leaders with HHS.” 

    Kennedy appeared to confirm that he was eyeing staffing cuts Thursday night during an appearance on Fox News’s “The Ingraham Angle.”

    “I have a list in my head … if you’ve been involved in good science, you have got nothing to worry about,” Kennedy said.


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  • New accommodation scholarship for UK-bound Indian students

    New accommodation scholarship for UK-bound Indian students

    Student accommodation platform University Living and the National Indian Students and Alumni Union (NISAU) have launched the Living Scholarship – worth £12,000 (INR 13,10,832). 

    The scholarships will be provided to 10 “outstanding students” from India, who are planning to pursue higher education in the UK.

    “Accommodation is the second-largest expense after tuition for students studying abroad, and we believe financial challenges should not be a barrier to achieving academic dreams,” said Saurabh Arora, founder and CEO, University Living. 

    “Through this scholarship, we are committed to providing meaningful support to Indian students so they can focus on their education and future careers with greater confidence.”

    Beyond financial assistance, recipients will benefit from exclusive mentorship, participation in student ambassador programs, and access to internship opportunities, through the organisations, all aimed at fostering their professional growth and future career success.

    Accommodation is the second-largest expense after tuition for students studying abroad, and we believe financial challenges should not be a barrier to achieving academic dreams
    Saurabh Arora, University Living.

    NISAU has long worked to ensure Indian students in the UK are set up for success, and the Living Scholarship is a vital step in reducing financial stress for them,” said Sanam Arora, chairperson, NISAU UK. 

    “Together with University Living, we aim to empower students with not just financial aid but also networking and professional growth opportunities.”

    The Living Scholarship will open for applications on February 14, 2025, with more information available on www.universityliving.com.

    Indian students and alumni are recognised as an integral part of the UK higher education system, with organisations like NISAU celebrating their achievements annually through events such as the India-UK Achievers Honours and Conference, which took place in central London on January 13.

    Despite the UK emerging as one of the most sought after study destinations among students from India, in recent years poor job prospects, and stricter rules on students bringing dependents into the country with them have led to falling numbers. 

    As per a report by the Times of India, students from India have seen the largest drop, falling from nearly 140,000 in 2022/23 to 111,329 in 2023/24 – a decrease of over 20%. 

    Applications from other major sending countries such as Bangladesh and Nigeria have also fallen.

    However, new data from the UK Home Office reveals that 28,700 sponsored study visa applications were submitted in January 2025 – a 12.5% increase compared to the 25,500 applications recorded in January 2024.

    Though there are encouraging signs, Home Office data continues to show a broader downward trend over the past year with applications from main applicants totalling 411,100 in the year ending January 2025 – a 13% decrease compared to the previous year.

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  • Leverage expands services to Türkiye

    Leverage expands services to Türkiye

    “The Turkish young, sitting at the centre of Europe and Asia, are true globalists. Their appetite for winning on the international stage is a delight to watch,” said Akshay Chaturvedi, CEO of Leverage Edu announcing the news that the edtech firm, which specialises in study abroad services, will be launching its services in Türkiye.

    “To fuel those dreams, we are incredibly excited to launch LeverageTürkiye — starting with our AI tools for counsellors, the Leverage Edu consumer app for students, Student-ops 360 for partners, and a line-up of special exclusive products tailored to meet that ‘education to career’ arc.”

    With over 50,000 Turkish students pursuing higher education abroad in 2024 – a number that continues to climb – the country has emerged as a critical player in the global education landscape.

    Leverage Edu CEO and founder, Akshay Chaturvedi with Ali Can Cirak, regional manager, business development.

    Factors fuelling this growth include Türkiye’s youthful population, where more than 50% of its citizens are under 30, and an increasing demand for globally recognised degrees in fields such as engineering, medicine, and business.

    The Turkish young, sitting at the centre of Europe and Asia, are true globalists
    Akshay Chaturvedi, Leverage Edu

    “Türkiye represents a very dynamic opportunity, just given where it sits on our planet,” said Chaturvedi. “As a country with a vibrant young population and increasing global mobility, it not only offers immense potential for growth but also serves as a bridge linking two of the most dynamic educational ecosystems in the world – the East and the West – hence an important first-level brick on top of which we’d like to build much more.” 

    To support its Turkish students and partners, Leverage is deploying a dedicated team on the ground in Türkiye, including a country manager to oversee operations and drive business success in the region. Additionally, several university representative desks will be dedicated to Turkish students.

    In the coming months, Leverage’s ancilllary services Fly Finance and Fly Homes will also be available in Türkiye.

    “We are committed to creating many win-wins, for students and institutions alike,” Chaturvedi added.

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  • Can regional leaders help bring peace to DR Congo?

    Can regional leaders help bring peace to DR Congo?

    Critics abroad and in Congo accuse DRC president Tshisekedi and his government of being distant, corrupt and ineffective and continually failing to meet promises or even talk to the rebels. 

    “I am exhausted with Tshisekedi’s governance,” said one Congolese citizen.

    There have been strong and repeated accusations by the United Nations and others that the M23, which is now part of the broader Alliance Fleuve Congo (AFC), receives both funding and tangible support from Rwanda and its army, that it has been responsible for excessive violence — including reports of rape in a Goma prison last week — and that it has benefited from the increasing control of lucrative mineral mines in the region.  

    A multinational push for peace

    The actual truth is much more complex, nuanced and difficult to distinguish, especially given the direct involvement of national army soldiers on the ground, not just from the DRC and Rwanda but from other countries, such as Burundi, South Africa and Tanzania. 

    There are also about 14,000 UN peacekeeping forces in the region, as well as more than 100 other militia groups and even mercenaries from Eastern Europe. Rwanda recently ensured the safe repatriation of 300 of them back to Romania.

    And then there are powerful political and business leaders in the United States, Europe, Russia and China who somewhat cynically want to ensure the continued supply of precious minerals — such as cobalt, coltan and tantalum — for their cars, cellphones and computers. 

    On a more personal level, I live with my Rwandan wife and young son in a newly-built house just south of Rwanda’s capital city of Kigali, which lies only 150 kilometres away from the current conflict zone and which has been repeatedly threatened by DRC president Tshisekedi and leading government officials.

    Just last week, Rwanda’s ambassador to the UN in Geneva, James Ngango, accused the DRC of amassing a stockpile of weapons — including rockets, kamikaze drones and heavy artillery guns — that are pointed straight at Rwanda.

    Fears that violence will cross borders

    My wife Merveille — whose father and three brothers may well have been murdered by some of the current FDLR militia fighters in eastern DRC — still has nightmares about them possibly attacking or even taking back Rwanda.

    A Rwanda security expert texted me that the threat to “attack Rwanda immediately” was real before the M23 rebels took over Goma and there are still concerns about large weapon stockpiles in South Kivu province. He added that if the M23 can now secure the regional capital of Bukavu and the nearby Kavumu airport “all security risks against Rwanda will be reduced/mitigated.”

    This will allay our personal concerns but we are still worried about the security of some close friends in Goma, who fell silent for five whole days after the M23 rebels took control of their city in late January but thankfully got back in contact right after power and WiFi service were restored.

    Daily life in Goma has returned to something like normal over the last week or so but the nighttime is different.

    One of our friends texted me on Tuesday: “Safety in Goma is degrading day in, day out. Getting armed looters at night. From this night alone we register more than seven deaths. A friend was visited as well. He let them in and his life was spared and his family. He said this morning that it was hard to determine their identity because they had no military uniforms but we all suspect they are they are the Wazalendo or prisoners who escaped from Munzenze prison. They come in to steal, rape and kill who ever shows resistance.”

    The Wazalendo — meaning “patriots” or “nationalists” — are a group of irregular fighters in North Kivu province, who are allied with the Congolese army and opposed to the M23.

    Our friend in Goma said that he still has enough security in his house but when asked about the potentially revitalised multilateral peace process, he said: “I am actually speechless right now, I don’t know what to think about all this. So much has happened.” 

    The weekend summit’s joint communiqué did call for an immediate end to the violence and for defense ministers to come up with concrete plans for sustainable peace measures, such as the resumption of “direct negotiations and dialogue with all state and non-state parties,” including the M23 that DRC president Tshisekedi has long tried to resist.

    Observers see this as a positive sign and there are renewed hopes — along with lingering doubts after so many earlier failed initiatives — that this unusual and timely degree of coordinated Africa-based action and support at the highest levels could mean that the fighting, killing and disruption may wane soon and a long-lasting, peaceful solution can be reached.

    In the words of the sadly-departed Rabbi Lord Jonathan Sacks of the UK: “The greatest single antidote to violence is conversation, speaking our fears, listening to the fears of others, and in that sharing of vulnerabilities, discovering a genesis of hope.”


     

    Three questions to consider:

    1. Why is the situation in Eastern DRC so difficult to sort out?
    2. Think of a time when you, someone you knew or someone you respected used “direct negotiations and dialogue” to achieve a positive outcome to a challenging problem.
    3. What would you say or do if you were one of the regional African leaders trying to achieve a sustainable, non-violent solution to the Eastern DRC crisis?


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  • Reaching peak engagement in K-12 science education

    Reaching peak engagement in K-12 science education

    Key points:

    More than half of science teachers believe the most important value of science education is how it contributes to students’ curiosity, critical thinking, and creativity, according to a new report from LEGO Education. But are today’s students truly engaging with science education?

    LEGO Education’s State of Classroom Engagement Report: Science Edition surveyed more than 6,000 global teachers, parents, students, and U.S. administrators to gather data that can offer insight to support educators as they strive to engage their students in science learning.

    Science learning builds life skills students will use even if they do not pursue the science in college or as a career. It also increases student engagement and well-being, but here’s the catch: Students have to feel connected to the material in order to build these skills.

    Just over half of global science teachers say their students are engaged in science, which points to a critical need to boost engagement in the subject, according to the report. Interestingly, students say they are more engaged in science than they are in school overall. Only one-third of teachers worldwide indicate that their students are engaged in the classroom. Schools could leverage students’ interest in science to build schoolwide engagement–a key factor tied to student well-being.

    When students aren’t engaged in science, what’s behind that lack of engagement? Often, they’re intimidated before they even learn the material, and they assume the topics are too challenging. Students lose confidence before they even try. Of students who say science is their least-favorite topic, 45 percent say science is too hard and 37 percent say they are bad at science. What’s more, 77 percent of global teachers say they believe students struggle because of complex concepts and curricula, and they’re searching for for impactful resources that support every student’s success.

    “If students think they’re not good at the subject or avoid it, we risk losing an entire generation of innovators and problem solvers,” said Victor Saeijs, president of LEGO Education, in the report.

    How can educators reach students who struggle to engage with science? Hands-on science learning is the key to piquing student curiosity, prompting them to engage with learning material and build confidence as they explore science concepts. Sixty-two percent of science teachers say hands-on activities drive student engagement in science. Seventy-five percent of science teachers who do incorporate hands-on activities believe this approach leads to higher test scores and grades.

    More students need access to hands-on science learning. Only 55 percent of students say they regularly get hands-on experiences–these experiences usually require extra time and resources to plan and execute. Eighty-two percent of science teachers say they need more ways to teach science with play and hands-on methods.

    Having access to hands-on science learning experiences increases students’ confidence, giving them the boost they often need to tackle increasingly tough-to-learn concepts:

    • 73 percent of students with access to hands-on learning opportunities report feeling confident in science
    • Just 52 percent of students who do not have access to hands-on learning report feeling confident in science

    Hands-on experiences in science drive:

    • Learning outcomes: 71 percent of science teachers who incorporate hands-on, playful learning believe the methodology supports higher test scores and grades
    • Engagement for all learners: 84 percent of U.S. teachers and 87 percent of administrators think that hands-on experiences help all types of learners engage with science concepts
    • Love of science: 63 percent of students who love science credit their passion to regular hands-on experiences
    • Confidence: 79 percent of students who have hands-on science experiences are confident in the subject

    Administrators and science teachers are short on time and need hands-on tools and resources to quickly engage students in learning:

    • 59 percent of U.S. administrators and 54 percent of science teachers say they need more tools to engage students in science
    • Nearly one-third of U.S. students do not get hands-on science experiences.
    Laura Ascione
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  • Trump’s transgender sports ban challenged in expanded New Hampshire lawsuit

    Trump’s transgender sports ban challenged in expanded New Hampshire lawsuit

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    Dive Brief:

    • Two transgender high school athletes are challenging in federal court President Donald Trump’s Feb. 5 executive order banning transgender girls and women from participating in sports aligned with their gender identity.
    • Originally filed against a New Hampshire state law that bars transgender girls in grades 5-12 from playing school sports, the lawsuit filed by Parker Tirrell and Iris Turmelle, is expanding to include Trump and the federal departments of justice and education among the defendants.
    • Tirrell and Turmelle, represented by GLAD Law and the ACLU of New Hampshire, allege Trump’s executive order is discriminatory and violates their federal equal protection guarantees under the 14th Amendment and their rights under Title IX. 

    Dive Insight:

    Henry Klementowicz, deputy legal director at ACLU of NH, said in a Wednesday statement that every child in the state deserves “a right to equal opportunities at school.”

    “We’re expanding our lawsuit to challenge President Trump’s executive orders because, like the state law, it excludes, singles out, and discriminates against transgender students and insinuates that they are not deserving of the same educational opportunities as all other students,” Klementowicz said. 

    The U.S. District Court for the District of New Hampshire previously ordered in September that the two students could play sports on teams corresponding with their gender identities while Tirrell and Turmelle v. Edelblut advanced. 

    Trump’s “No Men in Women’s Sports” executive order, which is now being targeted by the lawsuit, calls for a recission of all federal funds from educational programs that allow transgender girls and women to participate in girls’ sports. The order also directs the U.S. secretary of education to zero in on Title IX enforcement against K-12 schools and colleges where girls and women are required “to compete with or against or to appear unclothed before males.”

    The day after Trump issued that executive order, the U.S. Department of Education opened Title IX investigations into a middle and high school athletics association in Massachusetts, as well as two universities, on the basis that they allowed transgender girls and women to play on teams aligned with their gender identity. 

    Trump’s order further directs the U.S. Department of Justice to abide by the nationwide vacatur from a recent court order by a federal judge who struck down the Biden administration’s Title IX rule in January. The Biden-era Title IX rule was the first time protections were codified for LGBTQI+ students and employees at federally funded schools under the anti-sex discrimination law. 

    After that January court decision, the Education Department said it would enforce the Title IX regulations finalized in 2020 during the first Trump administration.

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