Fred Mednick

 

 


 

A few months after I received my doctorate in 1999, I fired myself as the principal of a prestigious school and found myself sitting in a Bedouin tent in the Middle East. I had just founded Teachers Without Borders (2000), a nonprofit devoted to connecting the world’s teachers to information and each other. Fourteen years later, the pace has not let up.

I was an early creator and adopter of open-source online learning platforms. I’m an assistant professor at Johns Hopkins University, where I teach public online courses for teachers in global education, girls’ education, education in emergencies, safe schools, and climate change, as well as in Hopkins’s new online doctoral program. I advise The Organization of American States, the oldest regional association in the world, on education policy for Latin America.

Today, Teachers Without Borders (TWB) claims members in 185 countries. TWB has received both the prestigious “Hero of African Education” award and India’s “Global Education Innovation” award. I didn’t do all this—the membership did. They deserve all the credit.

At over 59 million, teachers are the largest professionally trained group in the world. They know who is sick or missing or orphaned by AIDS. Teacher professional development around the world can be spotty, inconsequential, or missing entirely. We have to fill the gap. Brains are evenly distributed, but education is not. Why not share the wealth? Teachers are the catalyst and the glue that holds society together. They’re more than bumper stickers—they’re action figures!

More info: http://teacherswithoutborders.org/about-us/our-team/staff/dr-fred-mednick




Customize your search:

E.g., 2016-12-08
E.g., 2016-12-08
E.g., 2016-12-08
Oct 6th 2014

The film, “Girl Rising,” opens with Sokha, a Cambodian girl in a golden costume, dancing in slow motion. Suddenly, the camera shifts to her life before she was given the chance to get an education—Sokha’s previous life picking trash. How did she get from the dump to dance?

This course will focus on four themes directly related to the education of girls worldwide: (1) access and equity, (2) public health, (3) education in emergencies, and (4) empowerment. We will examine (a) research: the data around the education of girls, as well as analyses, images, and stories; (b) relationship: how new learning about girls’ education relates to our practice; and (c) results: the capacity to make a measurable difference in and for our classrooms, our communities, and the world.

No votes yet