Adonis Diaries

Archive for the ‘education methods/programs’ Category

Education system in Germany

There are No private schools or universities in Germany: the rich and poor attend the same educational institutions and are distributed according to their capacities for higher education.

سر تقدم المانيا

اعلامية مغربية في المانيا تكتب عن سر تقدم دولة المانيا تقول : سأخون ألمانيا اليوم و اخبركم عن سبب تقدمها .. سبب تقدم المانيا ليس الفوسفات او الثروات السمكية او البترول او المعادن او المقالع ..

سبب تقدمها هو النظام التعليمي نظام تعليمي يتساوى فيه الغني مع الفقير التعليم الخاص ممنوع وهو في حكم الجريمة في المانيا .. ابن رئيس الشركة يجلس على نفس الطاولة التي يجلس فيها ابن رجل النظافة هكذا اسمه وليس الزبال .. لان الزبال من يرمي الزبالة ..

هذا النظام مقسم كالاتي : المرحلة الابتدائية ومدتها اربع سنوات .. بعدها يبدأ تقسيم الاطفال الى مجتهدين جدا .. ومجتهدين .. ولا بأس به .. ومتوسط .. وضعيف ..

المجتهدون جدا والمجتهدون يتم ارسالهم إلى الثانوي gymnasium .. لا بأس بهم يتم ارسالهم الى الاعدادي الثانوي realschule .. المتوسطون يتم ارسالهم الى المدارس الرئيسية او المهنية hauptschule .. الضعفاء يتم إرسالهم الى مدارس خاصة sonderschule ..

خلا ل المرحلة ما بين القسم الخامس والقسم الثاني عشر وهي سنة الباكلوريا يمكن لاي تلميذ تحسن مستواه ان ينتقل الى المدرسة الافضل ..

والذي كان في المدرسة الاحسن وضعف مستواه سينتقل حتما الى مستوى اقل .. فالاهم ان لا ينقطع التلميذ عن المدرسة .. السنوات الالزامية لاي تلميذ في المدرسة هي تسع سنوات .. وبعدها لديه الحق في الانقطاع عن المدرسة .. ولكن يجب عليه ان يبحث عن مدرسة مهنية او تكوين مهني ..

اذا غاب اي تلميذ عن المدرسة في السنوات التسع الأولى فقط لخمس دقائق تتصل المدرسة بالمنزل لتستفسر عن سبب غيابه .. ان رفض التلميذ اللجوء الى المدرسة يتم احضاره عن طريق الشرطة مع تكليف علماء النفس وعلماء الاجتماع اضافة الى الدولة المكلفة في شخص مكتب الشباب لمعرفة السبب .. فان كان السبب اسريا .. يتم حله حبيا و ان كان غير ممكن حله يتم اخذ الطفل من الوالدين لكي ينموا الطفل في ظروف طبيعية ..

لكل طفل الحق في الترفيه والرياضة وطعام صحي واستقرار اسري .. ان اكتشفت الدولة ان سببا من هذه الأسباب فيه خلل تتدخل .. مرحلة الجامعة : هي مكمن وسر تقدم المانيا .. تنتشر الجامعة في المانيا في كل مدينة صغيرة كيف ماكان نوعها .

كل زاوية من زوايا أي مدينة خاضعة لبحوث جامعية من حيث الاقتصاد والتقنيات والجغرافية وعلم النفس وعلم الاجتماع .. لا يمكن فصل أي فرد من المجتمع عن البحوث العلمية الجامعية ..

اما الجامعات الطبية فهي موجودة في مستشفى وفي كل دار للعجزة ويدرس الأخلاق والرحمة قبل أن يصبح الدكتور دكتورا .. ويجب عليه اولا ان يقوم بتمرين تطبيقي اولي لمدة ثلاثة أشهر في دار العجزة لكي يمسح غائط الرجل والمرأة المسنة

ولا يعمل الطبيب في المانيا بالمستشفى فقط بل في دور العجزة كذلك وفي مستشفيات الاطفال ومستشفيات الامراض النفسية والعقلية .. المستشفيات منتشرة على ربوع المدينة وهي متساوية تقريبا كلها في التجهيزات والاطر لان هذه الاطر هي ابناء الشعب .. ولا يمكن ان يتدخل وسيط او دفع رشوة لكي يدرس تحد الطب .. المانيا تستثمر في الانسان لانه هو مستقبلها ..

الطالب او القاضي او الشرطي او الوزير او البرلماني .. لا يحتاج وساطة ولا يولد في ألمانيا طفل وفي فمه ملعقة من ذهب بل ولدوا جميعا متساوون امام القانون ولديهم جميعا الحق في التعليم والصحة والطب والشغل .. هذا سر تقدم المانيا

Can you get in this state of mind: Never letting your associates fail? Any any cost?

By Dan Rockwell?

If you hear the train’s whistle and see the light in the tunnel you know the trains coming. If you let a train wreck happen without saying something, at best you’re foolish, at worst you’re cruel.

Letting people fail isn’t:

  1. Saying nothing when a wreck is around the corner.
  2. Standing on the sidelines gloating.
  3. Forgetting about financial costs.
  4. Ignoring the negative ripple effect of failure.
  5. Passive resignation to inevitable defeat.

Never let anyone fail before you’ve done
everything appropriate to help them succeed.

If you’ve shared your insight and experience and they reject guidance, let them fail, reassign them, or fire them.

But remember, if they could be right, trust them; take risks with them.

Consequences:

Expect people who fail to learn, make it right, and not repeat the same failures again.

Bring consequences on repeated failure.

Correcting failure isn’t punishment it’s responsibility.

Letting people fail isn’t burying your head in the sand.

However:

Repeated failure may indicate employees aren’t properly assigned. Reexamine job responsibilities with employee aptitude and skills in mind. Repeated failure points to leaders as much as employees.

After not before:

Letting people fail is best seen in your attitude, after failure not before.

Never punish sincere failure; always learn.

Stand with people not against. Leaders fail when they don’t develop and implement failure policies.

Benefits of failure:

  1. Learning.
  2. Humility.
  3. Open minds.
  4. Support.
  5. Connecting.

How have you seen failure handled poorly?

How have you seen failure handled effectively?

Note: I guess giving repeated chances is far fetched, unless the employee is a special case and has exhibited willingness to change is “unproductive” behaviors and the boss has plenty of time to invest in his personnel?

 

First general exam (Brevet): A necessity or a futility?

Le BREVET : Une nécessite ou une futilité?

Hier et Aujourd’hui, nos chers apprentis se confrontent à la première épreuve nationale dans leur vie scolaire.
Quels sont les enjeux ? Est-ce indispensable ou non ?
Tout d’abord, il faut mettre au clair certains points :


-En premier lieu, le brevet comme toute épreuve (le mot est très révélateur) est une des étapes formatrices dans la vie de l’élève. Elle lui permet de mettre en œuvre une stratégie de révisions et de s’organiser en conséquent pendant son année scolaire.


-En second lieu, l’élève fait une première expérience dans des conditions réelles d’un examen national. Ceci l’exposera à la gestion de son stress et à vivre une expérience commune qui lui permet d’éprouver le sentiment d’un destin collectif.


-En troisième lieu, elle lui permettra d’élaborer des éléments de réponses, de sélectionner et de trier des informations de justification et de gérer des documents afin de s’imprégner d’un sujet sans se perdre dans les questions. Il s’appuiera sur les compétences, les savoirs, les savoir-faire acquis durant sa scolarité.

Mais la grande question qui se pose au Liban, repose sur la pertinence des programmes proposés et leur rôle dans la construction des connaissances et des compétences à valider.

D’un point de vue pédagogique, ça n’a rien de glorieux. De même, les conditions dans lesquelles se passe cet examen sont loin d’être alignées avec le statut de l’étudiant et cette étape de sa vie.

Au lieu que ça soit un rite initiatique comme son objectif devrait être, il est devenu une expérience non valide et non structurante et même cruelle, terrifiante et coûteuse (pour lui et pour l’état).

Dans cette épreuve rentrent différents enjeux politiques, régionaux et même psychologiques et budgétaires très controversés. L’expérience du premier jour en dit long et surtout dans l’improvisation de solutions et le manque d’information. Ce n’est pas l’installation de logistiques de contrôle qui vont garantir l’équité dans la prestation mais une profonde réflexion sur la réforme de tout le système éducatif dans toutes ses dimensions et ses enjeux.

Revenons sur cette question d’initiation ou rite de passage qui existe dans chaque culture. Tout rite initiatique permet de se mettre à l’épreuve pour avoir la preuve de ce qu’on est d’après le psychiatre Boris Cyrulnik car « il n’y a pas de pire que l’absence d’évènement dans une vie ». (It is an event)

Malheureusement, la sélection aujourd’hui c’est l’immobilité physique, la mémorisation de certaines informations non pertinentes et quelques règles de langues ou autres. Trouver une initiation moderne tels les pays de l’Europe du Nord est devenu très urgent.

Dans ce contexte, l’état Libanais est appelé à se mobiliser intensément et prioritairement sur la question de la validité des programmes scolaires et leur teneur dans la construction humaine et éducative du citoyen libanais.

Et pourquoi ne pas penser à exclure le brevet, et réformer même le bac libanais pour qu’il soit vraiment un rite de passage valide et validant par rapport aux exigences et aux attentes du monde actuel.

Peut-être aussi que cette réforme qui ira vers le cœur du capital humain libanais nous aidera à sortir des répétitions qui ont handicapé l’histoire du peuple libanais et l’ont empêché de cheminer vers sa vraie potentialité et vers un destin humanisant, digne et prometteur

Note: There is no need for a general exam before university (Matheleme…) Let a preparatory year at the university decide the qualification for higher studies. This exam ruined my summer, my university admittance and altered my life.

5 SMALL HABITS THAT REFORM JERK-HOLES

Defeat comes in tiny steps. Jerk-holes usually become jerks slowly.

You show up five minutes late for a meeting, but no one says anything.

You lose your temper and like a toddler having a tantrum, you get what you want.

Anger eventually becomes your default strategy for pressuring people into conformity.

You lose respect incrementally.

Second and third chances seem like permission.

But kindness and compassion are opportunities to improve, not permission for persistent irresponsibility.

You send a text message in a meeting. Before long, its common.

People feel devalued because you exempt yourself from common courtesy.

You come to expect special consideration. Ego blinds you to the tolerance of others. After all, you’re the boss.

Kindness evokes gratitude in the humble and entitlement in the arrogant.

5 small habits that reform jerk-holes:

Small blemishes grow into giant boils. But small improvements eventually blossom.

#1. Act like it’s your first day on the job.

Three or four times a week, dedicate one hour to reconnecting with your inner novice. Show up five minutes early for meetings, not five minutes late, for example.

#2. Become the boss you wish you had. If you work for an incompetent leader, learn behaviors to avoid. Stop interrupting, for example.

#3. Never give yourself permission to do anything you wouldn’t honor if your subordinates did it.

Would you tolerate a subordinate answering an email while you are talking to them? What gives you permission to do the same?

#4. Apologize.

Humility says, “I screwed up.” Arrogance minimizes small indiscretions.

#5. Recommit to learning and development.

  1. Read books.
  2. Get a coach.
  3. Seek feedback.

Tip: Stop thinking of another person while reading this post.

You cannot habitually violate the rules of influence and succeed. You might get results. You might make money. But every time you disrespect others – you diminish yourself.

What small allowances diminish a leader’s influence?

What small improvements expand a leader’s influence?

Working backward to solve problems?

Kind you solved it and trying to figure out how you did it?

Patsy Z and TEDxSKE shared a link.
Imagine where you want to be someday. Now, how did you get there? Retrograde analysis is a style of problem solving where you work backwards from the…
Share. ed.ted.com

WHY YOUR DOCTOR SHOULD ALSO BE A SCIENTIST

Scientists practiced in applying the experimental mind?

physician-scientists represent just one out of every 100 doctors.

RESEARCHERS AT THE University of Maryland recently announced a potential breakthrough in the fight against “neuropathic” pain— pain that results from malfunctioning or damaged nerves.

Neuropathic pain afflicts 100 million Americans and costs the nation over half a trillion dollars every year.

WIRED OPINION

Kurt Amsler, PhD, is a professor of biomedical sciences at the New York Institute of Technology’s College of Osteopathic Medicine.

Though the condition isn’t caused by physical trauma, it can nonetheless create a phantom sensation ranging from mild discomfort to debilitating agony.

The Maryland researchers developed a new technique that uses ultrasound waves to neutralize this pain.

That research team has a distinctive feature: It’s composed of physician-scientists. These specialized health care providers treat patients while also conducting research to develop new medicines and procedures.

Unfortunately, the physician-scientist is an endangered species—our country is suffering a severe and growing shortage of them. If we don’t reverse this trend, patients could lose out on the next generation of life-saving treatments.

Physician-scientists are defined by their formal training, which includes both a medical degree and a PhD in the biological and/or physical sciences.

Unlike typical lab researchers, physician-scientists have an intimate perspective of the patient experience. They witness firsthand the interaction between different drugs, the success of key surgical techniques, and patterns among patients. They bring those insights into the laboratory, where they guide research and accelerate the discovery process.

Shortly after the University of Maryland team announced its breakthrough, a physician-scientist at Cedars-Sinai Medical Center, a large research hospital in Los Angeles, discovered a blood protein that is linked to a common type of heart failure.

Other research teams had failed to find such a clear bio-marker. This finding will likely be used to create a simple blood test to determine patients’ risk of developing a catastrophic heart condition.

Other examples abound.

In June, a group of physician-scientists at Oregon Health & Science University published research on a compound that could stop cancer cells from spreading throughout the body. A few years ago, physician-scientists at the Scintillon Institute in San Diego uncovered a molecular link between Alzheimer’s and type 2 diabetes.

Such monumental discoveries are the specialty of the physician-scientist.

This is the benefit of blending practical medicine with academic research.

Physician-scientists also help patients make informed care decisions. They’re well-equipped to see through flashy pharmaceutical and medical device marketing that saturates the health care industry.

Consider the story of Dr. Jalees Rehman, a physician-scientist at the University of Illinois.

In Scientific American, Dr. Rehman recalled a patient asking him about a controversial heart procedure offered by a private clinic in Thailand. For a small fortune, Thai doctors would treat the patient’s advanced heart disease with a bone marrow injection. The stem cells in the marrow would, supposedly, heal damaged valves, chambers, and nerves.

Dr. Rehman’s research specialty—studying the therapeutic application of stem cells to heart conditions—was directly relevant. He knew the procedure was bogus: Bone marrow actually contains very few stems cells and the injection process presented enormous health risks. He successfully deterred the patient from undergoing the procedure.

It’s increasingly difficult for patients to receive such informed advice.

Between 2003 and 2012, the already meager population of physician-scientists shrunk by nearly 6 percent, according to a survey from the American Medical Association. Today, physician-scientists represent just one out of every 100 doctors.

For the sake of medical innovation, it’s imperative to grow a new crop of physician-scientists.

More federal funding for young physician-scientists would help tremendously. Currently, most funding goes to physician-scientists who are already well established in their respective fields.

From 2012 to 2017, nearly six in 10 NIH pediatric research grants went to senior-level physician-scientists, according to a JAMA study. When young physician-scientists can’t secure grants, they often decide to abandon their research interests and practice medicine full-time.

Funding more research grants, and earmarking them for young physician-scientists, could lead to breakthrough treatments for cancer, Alzheimer’s, and other diseases.

Institutions of higher education also have a role to play. Schools that only offer traditional medical degrees could create physician-scientist programs to attract more bright young people to the profession. My school—the New York Institute of Technology College of Osteopathic Medicine—recently launched a seven-year DO/PhD program.

Physician-scientists bridge the gap between scientific theory and practical medicine. We need to boost their ranks.

Re-designing: opportunity to reframe problems and solutions.
Today’s problems are increasingly complex. Take health for example. In a country where access to healthcare costs the same for everyone, we are seeing more inequality than ever.

The wider determinants of health developed by Public Health England show that in fact, things like someone’s education, their job, who their friends are, how they get on with family, and where they live can actually determine how long they will live – even if they’re using the same doctor as someone living down the road but who is likely to live 10 years longer.

In the last two decades, design has been demonstrating a refreshing approach to addressing such complex problems.

This is because design provides the opportunity to reframe problems and solutions. It explores ways of doing things that haven’t been tried before, to address problems that haven’t been well understood before.

In this age of complexity and multiple dependencies, problems are constantly and rapidly changing, and so must solutions. We need to move away from the romantic notion that a solution – whether it’s a service, product or policy – needs to go through a one-off and well-polished design process, beyond which it will continue to be relevant forevermore.

Reality is very different. So we’re making the case here that as designers, we have a mission to build the capabilities of non-designers who work within the organisations that are transforming our future.

This means they are equipped with the problem-solving mindset to constantly interrogate, improve and innovate as realities quickly evolve, and things that worked yesterday soon become obsolete.

image: https://www.uscreates.com/wp-content/uploads/2017/11/uscreates_asset_mapping_2-1024×683.jpg

Asset MappingWhy this is important

Urgency for prevention and early intervention:

There is a sense of urgency to pre-empt problems before they happen in order to save time, resource and often even lives. The recent NHS Sustainability and Transformation Partnerships (STPs) demonstrate this urgency.

With an ever-increasing population, public services are at breaking point. But since two-thirds of deaths among those under 75 are a result of preventable illness, there is a growing recognition that keeping as many people as possible healthy is the most sustainable investment.

This is where a lot of the STP plans are focusing their energy. Because design offers a lens into the future and a provocation for possible realities, it provides those committed to prevention and early intervention with the ability to understand future problems and to design solutions that can forestall them.

Systemic complexity

We can no longer think of products, services and policies outside of the systems they exist within and interact with. For example, we worked with the Healthy London Partnership on a deep dive to understand the root causes of childhood obesity and to try out new ways of addressing this chronic challenge.

Our insight revealed that a one-pronged approach will never do. We need to create positive and synchronised triggers at different points in the system: we need behavioural nudges that change the habits of individuals, we need social movements that influence and inspire whole communities, we need levers that transform physical obesogenic environments, and we also need legislation and regulation such as the Sugary Drink Tax to reduce temptation.

Design invites diverse people across the system to confront problems collaboratively, by creating solutions that leverage the collective power of everyone’s experience, expertise, resource and authority.

Ongoing transformation:

In a time of austerity, we just can’t afford to keep slowly chipping away at the problem through little tweaks and tricks in the hope that it will one day disappear. We need to completely and continuously re-imagine how things might work better. When working with a national charity, we realised that funding for children’s centres was at risk, and that they were struggling to reach diverse families.

This meant we needed to completely transform the service, into one where children’s centres can go (literally ‘in a box’) into the homes of those who most need them, for a ninth of the cost and nine times the reach.

A design approach to problem-solving offered staff the opportunity to experiment with transformational ideas at a small and safe scale, fail quickly, learn fast and build confidence in the direction of travel.

What capabilities

Organisations need to develop a number of problem-solving capabilities to future-proof their solutions. In a recent Touchpoint article, my colleagues Jocelyn Bailey and Cat Drew argue that these capabilities are presumably less about skill and more about mindset and culture.

Armed with the right mindset, organisations can then develop (and even invent) the unique skills, methods and tools to solve all types of diverse problems. This mindset is characterised by:

Deep human understanding

the approach invites curiosity and determination to explore what lies beneath people’s actions, decisions and perceptions.

Reframing challenges

the insight revealed through deep human understanding can help reframe the challenge to get to the bottom of the hidden root causes, rather than the visible symptoms.

Working with others

a design approach to problem-solving is humble. We admit that we don’t know it all, and we invite others who have experienced the problem in different ways or who are experts in related issues across the system, to come on board and shape the journey.

Learning by doing

the only way to test innovation is to give it a go. Design is a process of solving problems through doing, learning, improving and scaling. Starting small and imperfect can mitigate the risks of failure, and with every iterative cycle and every improved version, more investment and scale can be justified.

image: https://www.uscreates.com/wp-content/uploads/2017/11/uscreates_prototyping-1024×683.jpg

 

How to go about this

There are various ways that organisations can build the problem-solving capabilities of their workforce. Last year, I wrote an article with Joyce Yee in the Service Design Impact Report that reviewed different design capability models that the public sector draws on. There is not a one-size-fits-all model, and each presents its own benefits:

Structured training: this varies from one-day workshops to bootcamps. These are best for beginners who would like a taster of the mindset to assess whether it provides potential for the nature of their organisation’s challenges.

Experiential learning: in other words, learning on the job. Often this takes the form of design experts facilitating a series of problem-solving sprints within an organisation, based on a real challenge. Staff are invited to shadow the process, reflect on learning, and experience the benefits first-hand.

Coaching: this model is suited for more experienced organisations who have potentially benefited from structured training and/or experiential learning. They would be keen to lead the problem-solving process themselves, with the support of a design coach for strategic guidance, alignment, and constructive provocation.

Internal disruption: a popular example of this is the lab model, where an organisation invests in an innovation team embedded within, with a role to create and grow a movement and a culture that embraces a design mindset to problem-solving.

In today’s complex and rapidly evolving world, organisations need to start thinking differently about how they are future-proofing what they do and how they do it. They need to invest in people, not solutions. By better equipping their people with a problem-solving mindset, they are creating the enablers for ongoing improvement, innovation and future relevance.

Joanna is Design Director at Uscreates. She is a social designer, author, speaker and lecturer with over 15 years of practical experience in the UK, the Middle East and the United States.

She leads on the development and delivery of service design, user centred innovation, design research, business modelling, communication and digital design projects. Joanna has worked with over 50 public and third sector organisations – including Nesta, The Healthy London Partnership, the Health Foundation and South London and Maudsley NHS Foundation Trust – to help them better understand and address their challenges.

She has expertise across a broad range of social challenges including health and wellbeing, social integration, social action, employment, education and social enterprise.

Joanna has a Ph.D. in design for social integration in design for social integration and is an RSA fellow. She is an associate lecturer at the University of the Arts London, Kingston University and Ravensbourne University.

Read more at https://www.uscreates.com/capability-training/#rtyugoxJFYpkkelH.9


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