The Ethics Education Fellowship made its debut in Seychelles with a national Teacher Training Workshop, held from 20 to 24 February 2023, which brought together 20 primary and secondary school teachers. The program, endorsed by the President of Seychelles and approved by the Cabinet of Ministers, aims to extend its reach to over 450 children across 15 schools.
The Ethics Education Fellowship Program
The Fellowship Program is a collaborative initiative involving the ministries of education from Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles. The program seeks to enhance the sustainable implementation of ethics education programs in formal education settings, promoting intercultural and interreligious learning and dialogue, as a contribution to global citizenship, and building more inclusive and peaceful societies.
By building the capacities of educators in each participating country, the program equips them with the skills to design and facilitate transformative learning journeys for children. This approach places learners at the center of the educational experience, fostering critical thinking, ethical decision-making, and collaborative problem-solving to empower them to make positive contributions to their communities.
Ms. Diana Monthy, a Lecturer at the Seychelles Institute of Teacher Education and a Fellow of the program, highlighted the importance of ethics education for the country. Referring to the national Constitution’s preamble, she emphasized that the program presents a timely opportunity to assess the national commitment and progress in creating “a just, fraternal and humane society in a spirit of friendship and co-operation with all peoples of the world… and where Seychelles serve as an example of a harmonious multi-racial society.”
The Training Workshop for Teachers
Ms. Merna Eulentin, the Principal Secretary for Education of Seychelles, took the stage at the opening ceremony of the training workshop for teachers, setting the tone for the upcoming days. In her opening remarks, Ms. Eulentin emphasized the Government of Seychelles’ commitment to ethics education and its importance as a means to strengthen educational programs: “Ethics education is the focal point at this critical untimely topic, it is a means to strengthen education programs that foster ethical values in an inter-cultural learning context,” she said. She also highlighted how this initiative aligns with Sustainable Development Goal 4.7, promoting a culture of peace, global citizenship, non-violence, and appreciation of cultural diversity.
The event was attended by the Executive Director of the Office of the Minister of Education, members of the National Assembly, the Dean of the University of Seychelles, as well as students and teachers.
Facilitator Mr. Suchith Abeyewickreme from Arigatou International delivered a keynote address, emphasizing the necessity of ethics education in a world that is increasingly diverse and interconnected. Mr. Abeyewickreme highlighted the need to acknowledge and engage with the diversity within classrooms and among teachers, making it an essential aspect of education.
Hosted at the University of Seychelles, the workshop was led by the national team of fellows with support from Mr. Abeyewickreme. The participants consisted of school teachers specializing in Personal Social Education and Catholic Religious Education.
Throughout the five-day workshop, participants familiarized themselves with the Ethics Education framework presented in the program. The framework is centered around three pillars: relationships, ethical reflections, and collective action. This approach enables learners to develop positive relationships, engage in ethical reflection and dialogue, and enhance their ability to live together harmoniously. By cultivating these skills, the program aims to empower children to effect positive change within their communities, fostering their personal growth and contributing to their societies.
Reflecting on the workshop, one participant shared, “If I hadn’t attended this workshop on ethics education, I wouldn’t have noticed several things that I’m aware of now. This workshop has had a direct impact on me. I now find myself automatically thinking, reflecting, and seeing things differently.”
Launch of the Implementation in Schools
The Fellowship Program was officially launched in Seychelles on 31 March 2023 in a formal ceremony, marking the beginning of its implementation with children from local schools.
The ceremony started with an address from Dr. Justin Valentin, Minister of Education of Seychelles, followed by Mrs. Vicky Michel, Secretary General of the Seychelles National Commission for UNESCO, and Ms. Maria Lucia Uribe, Executive Director of Arigatou International – Geneva.
During the ceremony, the team of fellows presented the Ethics Education Fellowship highlighting its pillars and transformative pedagogical approach. Subsequently, certificates were awarded to the trained teachers.
Mr. Ahmed Afif, Vice President, and Mrs. Linda Ramkalawan, First Lady of the Republic of Seychelles, also attended the event. Artistic performances, including a song and a Creole dance performed by children, added to the celebratory atmosphere of the ceremony.
A Collaborative and Multistakeholder Journey
The Ethics Education Fellowship program is built on a fellowship model, with five representatives from each country collaborating to lead the national efforts. These representatives include educators and ministry officers who organize training workshops for teachers, monitor the successful implementation of ethics education programs for children, and advocate for the crucial role of ethics education at a national level.
Furthermore, the fellows have established a Global Community of Practice to foster collaboration, share experiences and work together for the expansion of the program.
The program is a collaboration between the ministries of education, together with Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, and UNESCO, represented by the UNESCO Regional Office for Eastern Africa and the UNESCO New Delhi Cluster Office. The process is supported by the National Commissions for UNESCO of Indonesia and Kenya.
We extend our heartfelt appreciation to the dedicated fellows: Ms. Betty-Mai Sofa, Ms. Sharon Frederic, Ms. Diana Monthy, Ms. Sandra Jeanne and Ms. Erica Derjacques-Inacio. We thank them for their invaluable contribution in conducting this teacher training workshop. We would also like to express our sincere gratitude to the partners and organizations involved, whose collaboration and support have played a pivotal role in ensuring the sustainability of this program.
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In commemoration of the World Environment Day, the SDGs Academy ‘Model Classroom’ organised a learning and tree planting session with 24 students from Maris Stella College Negombo, Sri Lanka.
The session, which in part took place within the Academy premises took the students through an understanding of SDGs 6 (Clean Water and Sanitation), 13 (Climate Action), 14 (Life Below Water) and 15 (Life on Land). The choice of these SDGs was informed by their close relation to the environment and the different ecosystems. Addressing these SDGs in particular, among other goals, will go a long way in preserving and enhancing the environment and the global climate scourge in general.
“The Model classroom is the classroom we are looking for in our school. A friendly space for us to learn, be innovative, and be ourselves with our fresh ideas. Thank you Arigatou International for creating that space for us to learn SDGs and be innovative in our own way” – Venuja, 15 years old boy from Sri Lanka.
Discussions around these SDGs were linked to the Day’s theme: Solutions to Plastic Pollution – a call for global action to end plastic pollution. This was informed by worrying reports that each year, an estimated 11 million tonnes of plastic waste flows into the world’s oceans; this volume is expected to triple by 2040.
Discussions in the SDGs Academy for Children were followed by tree planting activities. The students and staff from the Academy/Sarvodaya Shramadana Movement planted mango trees signifying their commitment to conserve the environment and enhancing food production through fruits born out of the mango trees.
Further, the students pledged to take deliberate and continued action towards achieving the SDGs, after an exciting enlightenment about the global goals at the Academy. The Model Classroom aims to keep and advance such partnerships with institutions in order to raise more awareness about the SDGs and the need to involve young people in achieving the goals.
“This is not only a space or a learning course for children to learn about SDGs: This is something beyond that, where children could learn about their lives and change their way of living for a better world that we are dreaming of as adults. This is a place even adults could learn and contribute to a better world with children” Jude Preman, teacher, Maris Stella College, Negombo
Declared by the United Nations in 1972, the World Environment Day to highlight that the protection and health of the environment is a major issue, which affects the well-being of peoples and economic development throughout the world. The celebration of this day provides us with an opportunity to broaden the basis for an enlightened opinion and responsible conduct by individuals, enterprises and communities in conserving the environment.
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Religion is the set of beliefs and practices that people use to help make sense of their lives. It often involves a belief in a supreme being or creator and may include prayers, rituals, teachings, rules of behavior, and social institutions like churches, synagogues, temples, mosques, and gurus. It can also refer to a specific group of believers, such as Christians or Muslims. It can also describe a belief in something that exists beyond the physical world, such as heaven or hell.
One major theory is that religion evolved out of human curiosity about life and death and fear of uncontrollable forces. It transformed this curiosity and fear into hope for a better afterlife and a purpose to living. This hope is believed to be a universal human need that is not met by science or other forms of spirituality.
Although there are many different religions in the world, most of them share similar characteristics, including a concept of salvation; a set of sacred places and objects; religious teachings; a belief that some acts or rituals are more important than others; a belief in a god or group of gods; a priesthood or clergy to lead followers; and codes of ethical behavior. Religious people also vary in how much their faith alters their thinking, behaviors and relationships. Some are ‘intrinsically religious,’ meaning their faith is at the core of their identity and they follow their religion strictly. Others are ‘extrinsically religious,’ meaning they do not adhere to their faith as a matter of principle but rather because it brings them benefits such as social status and respectability.
Scientists have found that people who are ‘intrinsically religious’ benefit most from religion. They are less likely to be depressed or anxious and have stronger ties to family and friends. They are also more likely to be altruistic and work for positive social change. However, there is a downside to religiosity: It can lead to depression, anxiety, substance abuse, and narcissism. It can also be a source of conflicting truth claims and irrational beliefs, such as creationism, homeopathy, and astrology.
Some critics have argued that the word “religion” is an invented category. These critics suggest that the modern semantic expansion of the term went hand in hand with European colonialism and that it should be abandoned as a category altogether. However, other scholars have argued that it is useful for classifying social formations and that it can be used to distinguish the world’s great religions from each other.
The concept of religion can be difficult to define, since it is a complex collection of cultural and psychological processes. Unlike the scientific method, which has clearly defined methods and aims, there is no such thing as a “religion test” that can be used to validate a particular faith or disprove it. Nonetheless, it is possible to analyze religious practices and belief systems to understand what they are doing to promote moral/ethical, social, and economic well-being.
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Poker is a card game that involves betting between players based on the value of their hand. Players can use chips, which are made of plastic or ceramic, to place bets and can be exchanged for cash at the end of the game. This is a form of gambling that requires skill and luck to win. If you’re interested in learning poker, you can begin by playing for fun at home with friends or family members. You can also find online poker sites where you can play for real money. However, you should only bet with money that you can afford to lose. This will help you learn the rules and strategies of poker without sacrificing your financial security.
One of the most important skills to learn is how to assess risks. Emotional and superstitious players almost always lose or struggle to remain even, while those who are able to take a step back and view the game in a more cold-hearted, mathematical, and logical way tend to win at a much higher rate. This is a skill that can be useful in the workplace, especially for managers and leaders who are responsible for making decisions about risky projects or strategies.
Another important skill in poker is learning how to read your opponents. A good player will be able to see the weakness of their opponent’s hands and use that information to their advantage. They’ll know when to bet and when to fold, and they’ll have a wide range of poker hands that they can use to beat their opponents. This is why so many commentators gush when they watch an elite poker player lay down a three-of-a-kind or low straight because they know their hand has been beaten.
Learning poker strategy is a process that takes time and practice. You can start by observing experienced players and thinking about how they would react in certain situations. Then, you can try out different poker strategies and see which ones work best for you. Keep in mind that you should never stop learning and keep improving your game.
You should also familiarize yourself with poker’s rules, like knowing which hands beat which, and the importance of position. Position refers to where you are in relation to other players at the table. A good player will be in late position (EP) most of the time, meaning that they’ll have a lot of chances to make a strong pre-flop hand by calling bets from their opponents who are in early position.
This will help them to make a big pot quickly and encourage competition in the pot. This will give them a huge advantage over their weaker opponents. The game of poker teaches you how to think fast, act quickly, and stay calm in stressful situations. All of these traits can be extremely useful in the workplace and in your personal life. In fact, they’re the key to being successful in any situation.
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A group of 38 teachers from Bangladesh recently participated in a 5-day training workshop as part of the Ethics Education Fellowship program. The workshop aimed to equip these educators with the necessary skills to implement the program in 19 schools, benefiting approximately 1,200 children across the country.
The Ethics Education Fellowship program is a collaborative initiative between the governments of Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles. Its objective is to foster ethical values in children, promote global citizenship and build a more peaceful and inclusive society. The Directorate of Secondary and Higher Education – DSHE, under the Ministry of Education of Bangladesh, is responsible for coordinating the program in the country.
Program Launch in Bangladesh
On 22 January 2023, the Ethics Education Fellowship program was officially launched in the People’s Republic of Bangladesh. Dr. Dipu Moni, the Minister of Education of Bangladesh, participated in this occasion. In her keynote speech, Dr. Moni emphasized the crucial role of ethics education in transforming education, stating, “Ethics education is at the center of our planning. It is much more important to have ethics at the core of education than to focus solely on infrastructure, teacher training, books, and modern technologies.”
The launch ceremony also saw the participation of Mr. Mohibul Hassan Chowdhury, Deputy Minister; Mr. Suleman Khan, Secretary, Secondary and Higher Education Division, Ministry of Education; Prof. Nehal Ahmed, Director General, Directorate of Secondary and Higher Education; Ms. Susan Viz, Officer in Charge of UNESCO Bangladesh, representatives from partner organizations, as well as teachers and children.
Training Workshop for Teachers
The training workshop for teachers took place from 22 to 26 February 2023. The local fellows, a group of five educators and ministry representatives, facilitated the workshop. The fellows play a pivotal role in leading the training, delivery, and advocacy efforts within the country.
Additionally, Ms. Eleonora Mura, Senior Expert on Monitoring, Evaluation, and Learning from Arigatou International, provided support and guidance to the fellows during the workshop.
The opening ceremony of the training workshop featured keynote speeches by Dr. Suleman Khan, Secretary for Secondary and Higher Education, and Mr. Md. Belayer Hossain Talukdar, Additional Secretary. They emphasized the importance of ethics education in fostering critical thinking, and positive relationships, and implementing Global Citizenship Education. They also highlighted how the ongoing curriculum reform in Bangladesh has integrated ethics as a vital component, which is being incorporated into grades 1 and 2, as well as 6 and 7.
During the workshop, participants explored the Ethics Education Conceptual Framework, centered around three pillars: Relationships, Ethical Reflection and Dialogue, and Collective Action. Ms. Amina Begum, Senior Teacher of Bengali at Biddamoye Govt. Girls School, shared her perspective, stating, “The concept of dialogue and a safe learning environment are very meaningful aspects that will help me prepare and implement ethics education with children.”
A Transformative Impact on Teachers
After completing the workshop, the trainees expressed how the transformative pedagogy approach presented in the program empowered them to critically question their assumptions and biases. They felt encouraged to examine the root causes of social injustices and take action to create a more just and equitable society. The teachers recognized their potential as powerful advocates for change within their schools and communities, driving improvements in education at all levels.
Mr. Joydip Dey, one of the program fellows, highlighted the significant benefits brought about by the program. He pointed out, “In our previous education system, there was a heavy emphasis on rote learning, resulting in students being fed pre-structured ideas. Unfortunately, this approach sometimes contributed to increased intolerance in society. However, with the introduction of the new curriculum, we are now prioritizing independent thinking among learners, which strongly aligns with the principles of ethics education. It is indeed a crucial time to implement ethics education in Bangladesh.” Mr. Dey is an Assistant Professor at the Government Teachers Training College in Dhaka and a member of the subject committee of the National Curriculum Framework.
The implementation of the program with children in schools began in March, yielding highly positive responses from teachers, with significant engagement observed among the participating children.
We extend our sincere appreciation to the dedicated fellows: Ms. Geetanjali Barua, Mr. S.M. Shafiul Alam, Mr. Zonayed Ahmed, Mr. Joydip Dey, and Dr. Syed Mizanur Rahman. We also thank all the individuals and organizations involved in the successful execution of the Ethics Education Fellowship program in Bangladesh, and the teachers for their commitment and enthusiasm.
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