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Day: October 2, 2018

How to Build a Culturally Diverse Educational Setting

Very interesting measures are being taken to ensure that the structure, nature and quality of teacher education programs remain “fit” and encourage cultural diversity and making use of multicultural toys from nursery up. Here is how to build a culturally diverse educational setting.

First: through program review, subject review, student self-assessment and assessment, these teacher training programs provide ongoing systematic analysis of program data. They use this data to plan and take action to improve the student experience, monitor the impact of measures taken to improve the student experience, and identify areas in which programs can be improved.

This is important because it allows schools, collaborative partners and the university to meet the needs of students, employers and programs. For the responsible person, this may involve: a personal commitment to the data collection process by setting dates and times for data collection and analysis, and writing and submitting reports.

By e-mail or face-to-face, by sending a timely reminder to key personnel of dates and times of submission of data and facilitating and / or coordinating data analysis meetings. The person can also be responsible for the construction of the final report and the implementation of actions based on the conclusions and recommendations.

Second:the leadership of these programs ensures the continued contribution of schools and collaborative partners to the delivery development and improvement process to maintain high quality academic training that closely matches local and employer needs. . This is important because it allows schools and collaborative partners to become fully involved in the program, thus helping to make the delivery tailored to the needs of students and employers.

For the responsible person, this may involve: visiting schools and collaborative partners to keep abreast of changes in these institutions; facilitate and / or coordinate joint schools and collaborative partnership meetings; ensure that appropriate recommendations from schools and / or collaborative partners are implemented and establish an open and frequent dialogue with schools and collaborative partners by keeping e-mail and telephone contacts and adopting a policy of open door “. It can also include actions such as quick replies to e-mails and phone calls.

Third: those who run such programs ensure the continued diversity of cohorts. This is important given the emphasis on diversity and broadening participation in British higher education institutions.

For the person in charge, this may include: developing relationships with the institution’s Access and Partnership Unit and participating in their workshops as a representative of teacher training; be a “visual” presence of the program during “open days” or “initiation days” and make appropriate presentations at such events.

Fourth: the direction of these programs ensures continued support to cohorts of students, leading to improvements in retention and success. This is important because retention of students is a concern, as local British students now have to contribute more financially to their education.

For the manager, this may include: developing close relationships with the student support unit. Refer students to the unit for advice and guidance on immigration issues, personal and social issues, chaplain support and guidance, disability issues, health and medical services, and informal advice on harassment.…