Very often, it is disheartening to discover colleagues amongst ourselves in education who profess to desire change, yet lack in desire for implementing change. Peter Tabichi is a science teacher from rural Kenya. He is the winner of the 2019 Global Teacher Prize, organised by the Varkey Foundation. The award is presented annually “to an exceptional teacher who has made an outstanding contribution to their profession”. In 2013, the Foundation commissioned a research into attitudes about teaching as a profession, teachers’ salaries, students’ attitudes towards educators, and how people ratedSEE DETAILS

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The above front page headline of the 24 March 2019 edition of the New Sunday Times certainly attracted a lot of attention, especially with the names and faces of all 13 members of the National Education Policy Review Committee (NEPRC) on full display. The committee, which was formed back in October 2018, is scheduled to present their final report to the Minister of Education by the end of April 2019. The NEPRC was given the following mandates: Propose innovative ideas in restructuring the national education system to build a holisticSEE DETAILS

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On 15 March 2019, RITE Education founder, Ms Elmarié Potgieter, delivered a keynote at the 2019 Fieldwork Education International Curriculum Conference in Singapore. Her keynote was titled “Let’s Not Get Lost in Translation: Implementing International Best Practices and Localising Curriculum Content”. Key Takeaways from the Conference (1) Three key elements to successfully implement international best practices or curricula across different countries: “Triplisation” process of education (Cheng, 2003), approaches to localisation and stakeholder buy-in – makes it relevantA growth mindset and effective change management strategies – makes it possibleSustainable professional developmentSEE DETAILS

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On 16 March 2019, members of the RITE Education team participated in a conference “School Leadership and Policy Implementation in Malaysia”. The purpose of this conference was to present the findings from a research project by the University of Nottingham (Malaysia campus) on the implementation of educational policy reform in Malaysia, based on interviews with national, state and district officials, as well as school heads and principals. This research was funded by the HEAD Foundation. Key Takeaways from the Conference 42% of principals in local public schools serve < 5SEE DETAILS

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