Surval News – Christmas 2020
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Agents Workshop Tours 2019
WEBA - AGENTS HANDBOOK AGENTS HANDBOOK International Agents Workshops Agents Workshop Tours 2019 s Tours 2016 Agents (Organiza�on in Charge for the recuritment of students) Phone : +41 79 730 34 73 E-mail : interna�[email protected] www.webaworld.com WEBA World Annual Workshops and Fairs give you the opportunity to meet with top quality recruitments agents from all over the world or to meet and recruit directly students internationally. Welcome to the WEBA Agents Workshops Handbook attending upcoming events as well as useful articles on education abroad. For more information on our tours and how to register for our events please visit www.webaworld.com . institutions on our tour and are able to reap the rewards from the The guide will provide you with information on participating schools and details of our events. We hope to see you soon and wish you every success. Richard Affolter Owner and Executive Director of WEBA Contents Agents Workshops Dates and Location ... ... ... ... ... ... ... ... ... ... ... 03 Oxford International Study Centre - UK ... ... ... ... ... ... ... ... ... .. 47 Merit Academy: Education for Excellence -USA ... ... ... ... ... ... ... 05 Blake Hall College - UK . ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... 49 SHML, Hotel School Management School -Switzerland ... ... ... ... 05 Cherwell College Oxford - UK ... ... ... ... ... ... ... ... ... ... ... ... ... ... 51 European School of Economics - Italy ... ... ... ... ... ... ... ... ... ... ... .. 07 University of New York in Prague - Czech -
Agenda E Brochure
International Agents Workshops WEBA W WORLD AGENTS HANDBOOK Agents Workshops Tours 2015 - 2016 Agents (organization in charge for the recruitment of students) Phone : + 41 79 730 34 73 E-mail : [email protected] www.webaworld.com WEBA W WORLD 25year Anniversary 1988-2013 Welcome to the WEBA Agents Workshops Handbook Within the electronic publication you will nd proles of schools that are attending upcoming events as well as useful articles on education abroad. For more information on our tours and how to register for our events please visit www.webaworld.com . We hope that you will embrace the opportunities on oer from the institutions on our tour and are able to reap the rewards from the oerings from many of the high quality schools. The guide will provide you with information on participating schools and details of our events. We hope to see you soon and wish you every success. Richard Affolter Owner and Executive Director of WEBA WEBA Contents W WORLD 25year Anniversary 1988-2013 Agents Workshops Dates and Location ... ... ... ... ... ... ... ... ... ... ... ... ... 04 Cherwell College Oxford - UK ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .. 51 SHML, Hotel School Management School -Switzerland ... ... ... ... ... 05 University of New York in Prague - Czech Republic . ... ... ... ... ... ... ... 53 European School of Economics - Italy ... ... ... ... ... ... ... ... ... ... ... ... ... ... 07 Catholic University San Antonio Murcia - Spain ... ... ... ... ... ... ... ... ... 55 West Vancouver School -
An Orientation Guide for New Or Transferring IOM Staff Members
ME TO THE CO IO EL M W Orientation Guide IN E D M UC AM TION PROGR An orientation guide for new or transferring IOM staff members This Orientation Guide is designed to be a dynamic and informative document that will be updated at regular intervals. This document provides an overview of the policies and procedures applicable at the International Organization for Migration (IOM) and reflects the IOM statutory texts at the time of writing; however, the Guide is not meant to replace the existing body of IOM regulations, rules and instructions. In case of any conflict between this Guide and the regulations, rules and instructions, the latter prevail. IOM is committed to the principle that humane and orderly migration benefits migrants and society. As an intergovernmental organization, IOM acts with its partners in the international community to assist in meeting the operational challenges of migration, advance understanding of migration issues, encourage social and economic development through migration, and uphold the human dignity and well-being of migrants. Publisher: International Organization for Migration 17 route des Morillons P.O. Box 17 1211 Geneva 19 Switzerland Tel.: +41 22 717 91 11 Fax: +41 22 798 61 50 Email: [email protected] Website: www.iom.int © 2018 International Organization for Migration (IOM) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publisher. 26_18 WELCOME TO THE IOM Orientation Guide An orientation guide for new or transferring IOM staff members This document presents an overview of the work of the International Organization for Migration (IOM), for new or transferring staff members. -
Surval News – Winter 2021
S U RVA L N E W S Winter 2021 Celebrating Excellence in Girls' Education for over 55 years www.surval.ch “This term’s success is thanks to a whole School effort, with everyone rising to challenges, showing aspiration, tenacity and compassion in all endeavours. Our girls have appreciated the Surval Experience more than ever” Welcome from The Principal It’s been a very, very positive term – one of the most memorable Winter Terms in my time here, with the best snow conditions ever! And thankfully in Switzerland, we have been able to capitalise on that. I have even seized the opportunity myself to take up skiing – it’s never too late to give new things a whirl. The girls subsequently told me “we’re so proud of you Mrs Woodhouse” - which meant the world! Simple words can mean so much, and the care we show for others defines our Surval family. As with all our new starters this year, physically being True to form, we have not closed over the Easter at school has made a huge difference to so many. break, Surval has proven a much-loved comfortable Girls have loved being able to enjoy their special family home for those unable to return home and Swiss setting, the live lessons in classrooms, and those having to arrive in Switzerland early to be ready our lively and vibrant community, living together for the start of term. I hosted lunch at my Chalet on with their friends. They have loved being able to get Easter Sunday for the Boarding House Residents; it out and about, travelling within Switzerland safely, was a joy, with roast spring lamb, fun Easter Egg Hunt adhering to all the measures; enjoying freedom they and glorious sunshine. -
Les Écoles Privées À L'épreuve Du Coronavirus
Vous méritez Votre une place prochain au sommet rendez-vous Pour réserver cet emplacement Le Temps - publicité formation: Tél. Lausanne: +41 58 909 98 23 Tél. Zurich: +41 58 909 98 10 vendredi E-mail: [email protected] CarrièresÉCOLES PRIVÉES www.letemps.ch/pub 24 avril VENDREDI 27 MARS 2020 Supplément du journal Le Temps – Ne peut être vendu séparément www.letemps.ch/carrieres Les écoles privées à l’épreuve du coronavirus ÉDUCATION Comme les écoles publiques, les établissements privés, fermés, font face à l’épidémie. Mais leurs moyens financiers et leur dimension souvent internationale impliquent des enjeux et des solutions particuliers JULIE EIGENMANN Gabirout, directrice des ressources t @JulieEigenmann humaines du collège. Les élèves suivent désormais les cours en Il était en avance. A la mi-jan- direct sur Microsoft Teams.» Les vier déjà, l’Aiglon College, à Che- étudiants en internat à Champit- sières, s’inquiétait du coronavirus. tet sont aussi en majorité rentrés Cet internat accueille environ 380 chez eux. élèves, de plus de 60 nationalités. Pour les professeurs et les élèves, Et parmi eux, plus de 40 élèves le quotidien a peu changé, sans bou- chinois. leversement soudain. «Nous avons «Pour les vacances de février, au mis en place un pilote durant deux vu de ce qui se passait en Chine, semaines, avant la fermeture de nous avons gardé nos logements l’école, raconte Aurore Chestier, ouverts pour que ces étudiants enseignante de français et de puissent rester en Suisse et éviter latin au Collège Champittet. Nous la quarantaine en revenant de chez avons testé Microsoft Teams alors eux», raconte Richard McDonald, que j’étais dans une salle et les directeur. -
Les Grands Investisseurs Internationaux Stimulent L'envolée Des Écoles Privées
LE TEMPS Vendredi 11 avril2014 • Supplément du journalLe Temps-Ne peut être vendu séparément www.letemps.chfcarrieres Les grands investisseurs internationaux stimulent l'envolée des écoles privées >Education directeur de Champittet Même renseignement libre chose pour La Côte International School, qui inaugure son nouveau est une industrie campus à Aubonne en septembre. lucrative Ces fonds servent aussi à augmen ter les capacités d'accueil, comme en plein essor celles du Collège du Léman qui dé nombre aujourd'hui plus de 2000 > Les établissements élèves, contre la moitié il y a quinze ans. Plus gros, ces établissements entrent en bourse sont aussi plus puissants afin de re cruter les meilleurs directeurs et en ï;;;ï;~ii~-;::~~~ët····································· seignants, à en croire Nord Anglia, qui établit aussi des formations Les collèges vaudois de Cham <<maison>> pour les dirigeants et les pittet, La Côte International School enseignants. <<Le partage des bon et Beau-Soleil sont désormais cotés nes pratiques est d'une qualité que en bourse. Ils ont été rachetés en je n'ai jamais vue ailleursn, indique 2010 par Nord Anglia Education, Steffen Sommer. Enfin, ces ressour société introduite au New York ces soutiennent un marketing in Stock Exchange le 26 mars dernier. ternational efficace pour la con Le groupe d'origine britannique quête de nouveaux clients venant (27 écoles dans 11 pays, plus de de partout 17 000 étudiants) est une de ces en tités internationales spécialisées dans l'enseignement qui se déve Un réseau mondial loppent à la vitesse du marché des écoles privées dans le monde: trois d'établissements est ouvertures en cours à Hongkong, perçu comme un atout Dubaï, Chicago pouvant accueillir jusqu'à 1500 élèves. -
Schweizerische Privatschulen Ecoles Privees En Suisse Ecoles Privees En Suisse En Privees Ecoles • Istituti Privati in Svizzera Private Schools in Switzerland
Information und Beratung Information et conseils Informazione e consultazione Information and advice Información y consulta «Gute für die ganze Schweiz Service Scolaire de la FSEP pour toute la Suisse Case postale per tutta la Svizzera CH-3001 Berne for the whole of Switzerland Tél. +41 31 328 40 50 COLEGIOS PRIVADOS EN SUIZA 2018–2019 SUIZA EN PRIVADOS COLEGIOS • para toda la Suiza Fax +41 31 328 40 55 www.swiss-schools.ch [email protected] Noten für für die Region Lausanne/Vaud Association Vaudoise des Ecoles Privées (AVDEP) pour la région Lausanne/Vaud Case postale 1215 per la regione Lausanne/Vaud CH-1001 Lausanne for the region Lausanne/Vaud Tél. +41 21 796 33 00 para la región Lausanne/Vaud Fax +41 21 796 33 11 PRIVATE SCHOOLS IN SWITZERLAND SCHOOLS PRIVATE • www.avdep.ch die PKG*» [email protected] für die Region Genève Association Genevoise des Ecoles Privées (AGEP) pour la région Genève 98, rue de Saint-Jean per la regione Genève Case postale 5278 for the region Genève CH-1211 Genève 11 para la región Genève Tél. +41 58 715 32 30 *Mitglieder des Verbandes Schweizerischer Privat- IN SVIZZERA PRIVATI ISTITUTI • Fax +41 58 715 32 13 schulen (VSP) können sich der PKG Pensionskasse www.agep.ch [email protected] zu Vorzugskonditionen anschliessen. SCHWEIZERISCHE PRIVATSCHULEN ECOLES PRIVEES EN SUISSE ECOLES PRIVEES EN SUISSE ECOLES • ISTITUTI PRIVATI IN SVIZZERA PRIVATE SCHOOLS IN SWITZERLAND PKG Pensionskasse COLEGIOS PRIVADOS EN SUIZA 6000 Luzern 6 Tel 041 418 50 00 [email protected] · pkg.ch Printed in Switzerland/06.2018 9'000 SCHWEIZERISCHE -
Action Plan on Bullying – Report of the Anti
Action Plan On Bullying Report of the Anti-Bullying Working Group to the Minister for Education and Skills January 2013 Anti-Bullying Action Plan – Design Template Table of Contents Programme for Government Commitment ................................................................ - 5 - Welcome from Minister ................................................................................................ - 6 - Executive Summary ...................................................................................................... - 8 - Introduction and Background .................................................................................... - 11 - What is bullying? ......................................................................................................... - 15 - Impact of bullying ...................................................................................................... - 31 - What do children and young people say about bullying? .................................... - 45 - What are schools already required to do? .............................................................. - 51 - Do we need more legislation? .................................................................................. - 69 - Responses to bullying in schools............................................................................... - 75 - This is not a problem schools can solve alone ........................................................ - 93 - Action Plan on Bullying ........................................................................................... -
Counter-Bullying Policy
COUNTER-BULLYING POLICY CONTENTS OVERVIEW 1 AIMS 1 LAW AND GUIDANCE 2 CRIMINAL LAW 2 WHAT IS BULLYING? 2 CYBER-BULLYING 3 PREVENTION 3 INVOLVEMENT OF PARENTS 3 WHAT DOES THE SCHOOL DO? 3 INVOLVEMENT OF PUPILS 4 WHAT DOES THE SCHOOL DO? 4 REGULAR EVALUATION AND UPDATING 5 WHAT DOES THE SCHOOL DO? 5 IMPLEMENTATION OF DISCIPLINARY SANCTIONS 5 WHAT DOES THE SCHOOL DO? 5 OPEN DISCUSSION OF DIFFERENCES 5 WHAT DOES THE SCHOOL DO? 5 CHARITABLE WORK – ENHANCEMENT OF CHARACTER 6 WHAT DOES THE SCHOOL DO? 6 PROVISION OF EFFECTIVE STAFF TRAINING 6 WHAT DOES THE SCHOOL DO? 6 LIAISON WITH LOCAL EXTERNAL AGENCIES 6 WHAT DOES THE SCHOOL DO? 6 CLEAR AND EASY LINES OF COMMUNICATION FOR BOYS 6 WHAT DOES THE SCHOOL DO? 7 CREATION OF AN INCLUSIVE ENVIRONMENT 7 WHAT DOES THE SCHOOL DO? 7 PROCEDURES FOR HANDLING BULLYING 7 WHERE BULLYING HAS SEVERE IMPACT 7 INTERVENTION – DISCIPLINE AND TACKLING UNDERLYING ISSUES OF BULLYING 8 DISCIPLINE AND SANCTIONS 8 TACKLING UNDERLYING ISSUES 8 APPENDIX A: PROCEDURES FOR DEALING WITH BULLYING TYPE BEHAVIOUR 9 APPENDIX B: COUNTER-BULLYING GUIDANCE FOR BOYS 1 OVERVIEW The School recognises that it has a duty of care to maintain a working environment for its staff and a learning environment for its pupils in which honesty, integrity and respect are reflected in personal behaviour and standards of conduct, where the welfare of pupils is paramount and where the working environment is safe. In turn, members of staff must recognise that that they are each accountable for their actions. They have a duty not only to keep young people safe but also to protect them from physical and emotional harm. -
General Practice Nursing Induction Template
General Practice Nursing Induction Template 1 CONTENTS Background 3 Introduction 3 Aims and Objectives 4 Glossary of Terms 4 General Practice Nursing 5 Orientation 32 Employers 34 Education 41 Resources 49 Acknowledgements 49 External Review Panel 50 References 51 2 Background The General Practice Nursing 10 Point Plan (GPN10PP) (https://www.england.nhs.uk/ leadingchange/staff-leadership/general-practice-nursing/) has given an investment of £15 million from the General Practice Forward View (GPFV) funding allocation, to support action which will address the significant workforce challenges and support improvements in General Practice nursing (GPN) by 2020. The plan was initially led by Professor Jane Cummings, Chief Nursing Officer for England and its overarching focus is to build and develop the capacity and capability that is needed across the whole primary care workforce, as well as building GPN capability to support improved and innovative approaches in delivering health and wellbeing. The basis of this work has now been taken up by the new CNO, Dr Ruth May, who maintains that: “Nursing staff will be at the heart of all plans to provide care fit for the 21st century and the nurse leadership voice is crucial to the broad health and care policy debate.” Nursing in Practice (2019) Within General Practice, it has been identified that there are significant variations between different practices in relation to orientation and induction of GPNs into this new work environment. Some nurses are offered structured courses that develop and steer them into the role gradually, while others are given as little as a week’s induction before being expected to work alone. -
Probationary Policy
PROBATIONARY POLICY RATIFIED BY THE TRUST BOARD IN: APRIL 2020 NEXT REVIEW DATE: APRIL 2020 April 2020 1 PROBATIONARY POLICY Person responsible for this policy: Angela Ransby Policy author: Angela Ransby Date to Trust Board: April 2020 Date Ratified: April 2020 Date to be Reviewed: April 2021 Policy displayed on website: Yes CEO Signature: A Ransby Trust Board Signature: R Fern Updates made: Date: Appendix 1 – updated induction programme 23 October 2020 added P3 – extension period amended to 9 months in 28 June 2021 line with contracts Introduction It is the Raedwald Trust’s policy to operate probationary periods for all new employees, and in some cases, at the Trust’s discretion, in respect of employees who have been transferred or promoted into different posts within the school. This policy allows both the employee and Raedwald Trust to assess objectively whether or not the employee is suitable for the role. The Raedwald Trust believes that the use of probationary periods increases the likelihood that new employees will perform effectively in their employment. April 2020 2 The Head Teacher is responsible for ensuring that all new employees are properly monitored during their probationary period. If any problems arise, the Head Teacher should address these promptly and in accordance with the policy. The employee should be made aware that some aspects of their performance or conduct is unsatisfactory. This will help prevent the problem from escalating and hopefully lead to sufficient improvements. Where the employee is the Head Teacher, the CEO shall be responsible for managing the probation process and determining whether their employment is confirmed or their employment is terminated. -
An Analysis of the Influence of Induction Programmes on Beginner Teachers’ Professional Development in the Erongo Region of Namibia
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Stellenbosch University SUNScholar Repository An analysis of the influence of induction programmes on beginner teachers’ professional development in the Erongo Region of Namibia by Twahafifwa Ndahekelekwa Tupavali Nghaamwa Thesis presented in partial fulfilment of the requirements for the degree Masters in Public Administration in the faculty of Management Science at Stellenbosch University Supervisor: Dr Zwelinzima Ndevu March 2017 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (safe to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Date: March 2017 Copyright © 2017 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za Abstract This empirical study is based on the need to analyse how induction programmes influence the personal growth and professional development of beginner teachers in the Erongo Region, Namibia. This perceived need prompted the interest to carry out an empirical study to ascertain how induction programmes in the Erongo Region influenced the personal and professional growth of novice teachers. In order to augment the study, the following research objectives were formulated with an aim to determine the extent to which induction programmes influence the beginner teachers’ personal growth and professional development. In operationalising the study, the qualitative research methodology in which a phenomenological research design was used, was utilized to come up with the intended outcomes.