May 292014
 

Thinking Schools Ethiopia which is part of Eminence Social Entrepreneurs is now collaborating with three education bureaus in three Ethiopian regions:

  • Addis Ababa Education Bureau (AAEB) in the capital city of Ethiopia;
  • the Southern Nations State Education Bureau (SNNPRS) in the south;
  • and a collaboration of the Tigray Development Association (TDA) & the Tigray Education Bureau (TEB) in the north.

Upcoming and recent trainings include:

  • AAEB: 16-17 June 2014 with leadership teams from AAEB schools;
  • TDA & TEB:  13-14 June 2014 with leadership teams from TEB schools and experts from the TEB;
  • SNNPRS:  March 2014 with the SNNPRS Education Bureau Expert team. The whole state initiative is to begin with model schools in September 2014.

For further information on upcoming Thinking Schools trainings please contact Atsede Tsehayou and/or Dagim Melese at Thinking Schools Ethiopia. Go to the contact page on this website for contact information. Further information on the Thinking Schools International trainer Robert Price may be found on the Thinking Schools International website and Robert Price’s website.

Southern Nations Nationalities & Peoples State Education Bureau (SNNPSEB)
Southern Nations website in Amharic & English: www.snnprs.gov.et

…there are many different kinds of trainings… this training is practical, simple, participatory which all participants are engaged in generating ideas and in which large and extensive topics have been able to be grasped easily…

…the team spirit is also high. What you have given us is great and useful in terms of being implemented in our work, lives and home…
SNNPRS Education Experts

Thinking School Ethiopia is collaborating with the educational bureau of the SNNPRS (The Southern Nations, Nationalities, and Peoples Regions). Thinking Schools Ethiopia facilitated a three day training with the Southern Nations, Nationalities and People’s Region (SNNPR) Education Bureau Expert Team in Yirgalem (south of Awassa).  The recent training on The Growing Thinking School Inside Out approach three day training (28 Feb, 1-2 March) was conducted for the Instructional and Administrative Leadership team of the education bureau. The whole school system approach it employs explains why the leadership team initially took the training. Thetraining creates a transparent condition in which the instructional leadership team actually assumes the roles students would play. Educators employ the powerful tools and strategies of the Thinking School Approach in actual class room conditions enabling the leaders to materially witness how students would learn in a teaching for, of, and about thinking.

Addis Ababa Education Bureau (AAEB)

“This training is a pilot project [speaking with AAEB expert team], next we’ll go to schools. We will train teachers and principals. Gradually the program will be at a national level. Let alone your job or other businesses, it helps even in our day to day life [Thinking Schools approach and methods]…”
Dilamo Otore Ferenje – Head of Addis Ababa Education Bureau (AAEB)

TSE (Thinking Schools Ethiopia / International) will be facilitating training for ten+ model schools with the Addis Ababa Education Bureau government schools. The training will include leadership teams composed of the schools leaders and key teachers who will lead the schools on whole school transformational Thinking Schools design. Previously the AAEB Experts Team received learner centered leadership training that parallels the methods for educators and the classrooms with students. This systems approach has been successfully implemented in whole schools, whole countries (Malaysia project), and in many countries.
Key contacts include:

Tigray Development Association in collaboration with Tigray Education Bureau (TDA & TEB)
Tigray Development Association online:  www.facebook.com/TDAINT

Thinking Maps is not found as vocabulary in the field of management, it is a new term. Maybe such vocabulary could be heard in the area of transformational leadership…
SNNPRS Education Expert 

TSE will be facilitating training for whole school change with the TEB experts and leadership teams from TEB schools. TDA is facilitating the collaboration with TEB and TSE.

The Tigrai Development association(TDA) was founded in 1989 in Diaspora during the Ethiopian civil war, as an apolitical,  non profit, tax exempt humanitarian organisation with chapters and support groups in Ethiopia and abroad. Today TDA has become an internationally recognized association with hundreds of thousands of members residing on the remotest areas of Tigrai and elsewhere on the globe. TDA has a vision of seeing a prosperous Ethiopia free of poverty and its mission is to be a strong development arm that supports the development efforts of the people of Tigrai. The trusty areas of intervention include: education with special emphasis on primary education, basic health services with main focus on maternal and child healthcare and targeted skill training for income generation to achieve food security for people living in drought prone areas through continual raising of resources from its members, supporters and donor organizations and with active community participation.

Thinking Schools Overview
Thinking Schools Ethiopia (TSE) has been collaborating with educators and schools in Ethiopia for the past three years using thinking skills that are student centered life long thinking skills for all students, teachers and leadership in the whole school community.

Thinking Schools Ethiopia (TSE) is a student centered approach providing thinking methods for all disciplines and grade levels in schools (K-12 + university) and as a life long learner. The approach provides a common visual language to explore, discover and learn in a collaborative environment that supports and sustains the creativity and innovation of the whole school educational community. Specifically the focus of Thinking Schools Ethiopia is using the Six Starting Points for Thinking, research based methods including:

  1. Reflective Questioning high quality questioning and listening skills (e.g. shared inquiry, questioning for inquiry)
  2. Thinking Skills explicit use of cognitive processes
  3. Visual Mapping the use of visual tools to map out ideas. (e.g. Thinking Maps).
  4. Collaborative Networking between us in pairs, groups, schools, and global networks that includes collaborative learning; collegial coaching
  5. Developing Dispositions characteristics, dispositions, and Habits of Mind are engaged
  6. Structuring a Thinking Environment considering how the physical space is organize and resources used

The Six Starting Points for Thinking are life long skills for use with problem solving in school, life and work. Thinking Schools International projects currently include over 500 UK schools; a whole country project in Malaysia; and additional projects in South Africa, USA, India, Thailand, and other countries. Thinking Schools International has experience in implementation on a school by school basis as well as whole country (iThink in Malaysia).

Support
The Thinking Schools Ethiopia project has received initial support from Thinking Foundation founder David Hyerle, Thinking Maps (use of Thinking Maps in Ethiopia) and Thinking Schools International trainer Robert Price. Thinking Schools Ethiopia is part of Eminence Social Entrepreneurs an Ethiopian organization based in Addis Ababa.

Key Weblinks:
Thinking Schools Accreditation model: www.thinkingfoundation.org

Thinking Schools International: www.thinkingschoolsinternational.com

Thinking Maps Inc.: www.thinkingmaps.com

Thinking Schools Ethiopia: www.thinkingschoolsethiopia.com

Eminence Social Entrepreneurs:  www.eminence-se.org

 

 Posted by at 8:16 pm
May 252014
 

Country: Thinking Schools Ethiopia (Chapter 11)
Pathways to Thinking Schools • Edited by David Hyerle and Larry Alper
Corwin Press • 2014

Some of the early results of the Thinking Schools Ethiopia approach offers an “outside-the-box” view of change that might catalyze change with other nations caught “inside the box” of educational traditions that have become calcified. This is because the design is framed by the idea of collaborative development. What does this mean? International development conventionally involves first-world “developed” countries extending various forms of support to third-world countries in a unilateral relationship. Aid in the way of financial funding, scientific, and intellectual innovations often flow in one direction only, as if peoples with different cultures and who simply have less industrial and/or scientifical development do not have insights into human development. Resources and capacity in development are understood within existing structures as being only in the hands of industrialized nations. Human capacity for innovation and other human resources are often overlooked or devalued.

A model of “multidirectional collaborative development” shifts this assumption and belief system to one where all participants recognize their own capacity for aiding others. Expertise is surfaced, shared, translated, and adapted to other contexts for each partner to use as they determine what is appropriate. Examples might be in environmental protection, education, agricultural sustainability, nutrition, and leadership. If the “world is flat” as Thomas Friedman (2005) has proposed, perhaps the potential of real systems change and innovation might evolve in a seemingly unlikely place (or in reality, likely) as Ethiopia if there is a two-way, leveled collaboration.

An essential dimension of the Thinking Schools approach in Ethiopia and in projects in other parts of the world, such as the country-wide implementation in Malaysia as described in Chapter 1 by David Hyerle, is the effort to network different projects and thus gain not only multidirectional development but also multidirectional knowledge creation and development. Given its history of independence and successful commitment to raising literacy levels, perhaps Ethiopia is an ideal place to begin such an ambitious effort.

Read the whole chapter: Chapter 11 – Country – Thinking Schools Ethiopia (pdf)

“In a global community, countries recognize reciprocal interests and the need and benefit of interdependence. Therefore, this new paradigm of a global community calls for Thinking Schools internationally.”
—Yvette Jackson, Chief Executive Officer
National Urban Alliance
Read the complete forward from Pathways to Thinking Schools by Yvette Jackson (pdf)

Pathways to Thinking Schools – more about the recently published book:
Give students the essential thinking skills they need to thrive.
Content-focused teaching may yield marginal improvements in test scores, but leaves students without the cognitive skills and dispositions for success in an information-overloaded world that requires deep thinking, collaborative problem solving, and emotional intelligence.

David Hyerle has brought exciting models for enabling students to drive their own thinking and learning to schools in every corner of the world, with outstanding results. In this book, Hyerle presents case studies of schools and educators who have applied these models, in some cases system-wide, to ensure every student can thrive in an increasingly complex future. Among his powerful concepts for short and long-term improvement are:

  • Visual Tools for Thinking—The nonlinguistic tools that have made Hyerle’s famous “Thinking Maps” model so successful
  • Dispositions for Mindfulness—a language for students to improve their intellectual-emotional behaviors as they learn
  • Questioning for Inquiry—A system for developing students’ abilities to ask questions in the context of a developing Community of Inquiry, including the use of Bloom’s revised Taxonomy and the Six Hats Thinking® model

Ultimately, Pathways to Thinking Schools synthesizes the potential of smart content-based teaching  with the powerful thinking skills and dispositions that supercharge the educational experience.

Read more about the book online.

 Posted by at 3:07 pm