Education/Training and Awards/Honors

HomeEducation/Training and Awards/Honors

Education: – Role of Public Education today. The role of public education to us fulfills a number of tasks such as:

(a) Public instruction of literacy and numeracy from early childhood to age 18

(b) Dissemination of information essential for living, such as how to learn, what to learn, how to understand various careers and to research and make job application

(c) Basic instruction in common systems prevalent in the community (such as how government taxation and services work); and

(d) Training of individuals in personal life skills such as how to keep clean (Yourselves and the environment you live in, applying the daily living skills, money and time                  management etc.   Additional but optional subjects such as history, cultures, Native languages or mother tongue,  knowledge on Human Rights issues,  complex             maths, (literature, visual arts, music, drums) are taught after the first skills are established.   At AGL we strive to provide participants with multidisciplinary,   intercultural and ethical understandings necessary to participate, lead and be responsible global citizens

At AGL Culture and Arts is important in our Education programs and activities:  We offer a wide variety of arts and cultural activities and programs, Culture is the behaviors and beliefs characteristic of a particular social, ethnic, or age group.  Art builds creativity and creative minds. Artist create music, paintings, architecture, philosophy, books, movies, and computer design. Engineers have to be half mathematicians and half artist.  Learning art form a historical perspective that helps people to understand their ancestry, history and culture the people once lived in. We visually see how art has evolved from paintings, architecture, music, to even the evolution from the abacus to the computer.

Creativity is a valuable skill that anyone should work to improve and learn “How to Build a Creative Mind That Will Never Run Out of New Ideas” Creativity isn’t just for artists, musicians, or filmmakers anymore, it’s for everyone. We have plenty of new information being shared every day, but the key is applying this information in new and productive ways, with our programs its so important to build creative minds.  Creativity is a governing force in humanity, an innate function of the mind, it is, at its essence, the outward expression of an inward thought or emotion.  Two hindrances that can limit our creativity are: an internal barrier that limits the imagination and inspiration, and an external barrier that limits the expression or presentation of the creativity.

Human-centered:  One very important perspective to creativity is the human-centered perspective, we look at the creation from the perspective of the consumer or end-user.  What type of person are we creating for? How will they interact with our product? What problems might they have with it – and how can we fix the problems?  To answer these questions, we use empathy, stepping inside other people’s minds and seeing our product through their eyes.  The best way to step into our consumer’s mindset is to observe them as they interact with our product, as well as ask plenty of questions to help reveal their inner thought process.

We use Visual literacy that is important as it is the direction our education is moving. People today are visual learners, we watch more TV than reading books or listening to the radio. Our kids today will not really understand what a newspaper is or what textbooks are for. Today’s students don’t use the dewey decimal system, or the card catalog when searching for a book or journal in the library like our parents did. We don’t need encyclopedias in book form anymore.  We help Children to develop aesthetic awareness the same way they develop any skill, with practice. The more they are exposed to art in a visual form the more likely they are to gain from their perceptions.

Visual literacy is the ability to interpret, negotiate, and make meaning from information presented in the form of an image, extending the meaning of literacy, which commonly signifies interpretation of a written or printed text. Visual literacy is based on the idea that pictures can be “read” and that meaning can be communicated through a process of reading.  “Visual literacy refers to a group of vision-competencies a human being can develop by seeing and at the same time having and integrating other sensory experiences.  We define visual literacy as “understanding how people perceive objects, interpret what they see, and what they learn from them.” However, because multiple disciplines such as visual literacy in education, art history and criticism, rhetoric, semiotics, philosophy, information design, and graphic design make use of the term visual literacy, arriving at a common definition of visual literacy has been contested since its first appearance in professional publications.

The Impact of Culture on Education:  Cultural tendencies impact the way children participate in education.  Take a moment and think about how teachers who lack knowledge about culture might interpret the behavior of a child from a collectivist culture.  These differences may cause educators to inaccurately judge students from some cultures as poorly behaved or disrespectful In addition, because cultural differences are hard to perceive, students may find themselves reprimanded by teachers but fail to understand what they did that caused concern. The influence of culture on beliefs about education, the value of education, and participation styles cannot be overestimated.

Environmental education (EE) with organized efforts we teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably.  It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.  

it is education within the school system, from primary to post-secondary. However, we use all efforts to educate the public and other audiences, through printed materials, websites, media campaigns, hands on as planting of trees, cleaning, recycling etc.  We use Environmental Education (EE) in transitioning communities to be knowledgeable of the environment and its associated problems, creating awareness of the solutions to these problems, and motivating them to solve them.

Environmental protection, sustainability and practices to protect environment to combat its degradation.  Environmental degradation is the deterioration of the environment through depletion of resources such as air, water and soil; the destruction of ecosystems; habitat destruction; the extinction of wildlife; and pollution.  It is defined as any change or disturbance to the environment perceived to be deleterious or undesirable.  We are collectively engaged in facilitated different programs for community building and sustainability, striving to be responsive to communities and partner-identified needs through education programs, seminars, dialogue and workshops.  The programs are offered in a variety of ways, focusing on different community topics and issues, recognizing the strength and values of diverse learning styles and experiences.

We deliver educational and training programs to youth and young people via Learning by Doing “Reach One Teach One Process”- where youth are able to share in the creation of both the process and the product of their learning experiences,  reaching and teaching others, with a completely new and engaging way, involving them directly in conversations, planning and decision making processes.   Different factors or challenges always put greater pressure on young people from vulnerable groups such as low income, Aboriginal and Newcomers/Refugee youth that face cultural shock that restrict and prevent them from realizing their full potential, blocking the Entrepreneurial spirit and the creation or enhancement of community building.  The broader goal for our programs is to work with communities on a long-term basis establishing a lasting and supportive network, through collaborations with other local, international and other Community groups to create meaningful education and training for employability and social sustainability.  We mobilize and Engage communities for educational programs and other cultural activities to create or offer a wide spectrum of programming, emphasize on experiential and authentic learning opportunities.

Unleash and Activate Potentials:  Communities learn how to improve their life, professionally and personally, experiencing full inspiration and engagement combined with learning that is implemented immediately. Summits, Dialogue, Forums, Workshops and Conferences are specifically designed to help participants understand that each one of them has the potential and power to achieve a success, that help them activate their power and become fully engaged and energized regardless of their environmental challenges.

“Innovation is often given complex definitions.  We prefer to use the simple one:  ‘New ideas that work.’
The simplicity of the framework (and the broad use of the term “innovation” more generally) the complex set of ideas and methods lie beneath each step in the innovation process.  The most effective systematic innovation efforts usually begin by intentionally setting the conditions and a culture for success.  Our organization is committed to supporting innovation, beginning with building a culture that genuinely supports experimentation and risk-taking. The creation of a culture that is supportive of continuous innovation within our organization underlies all other elements of the innovation process.  
 
Problem and opportunity definition stage of the process is about clarifying the target of our innovation work, whether the focus is on the products and services we create, the processes we use to create them, and  or even the entire business model for our work. At this point, we think about the degree of change we are hoping to create, looking at how we produce incremental improvements, or to entirely retool things with a radical innovation.  Our choice and intentions ultimately influence the methods and tools we choose to use.  Once we have selected the target space for innovation, we begin the process of generating new ideas to address the problems or opportunities. Rather than diving directly into an unstructured creative process, it is helpful we begin generating ideas with a set of questions about who should be involved: Where is innovation needed? What are the key problems that need to be solved? What new opportunities are emerging? Who are the right stakeholders to come up with new ideas? Do we open the process broadly or invite a smaller set of experts? Do we keep the process internal to our organization or do we invite people from outside?  Which tools and methodologies, of the wide range that are available, would work best with the stakeholders we have selected?  Identifying the desirable or needed stakeholders allows us to then determine what approach makes the most sense for developing our new ideas.
 
The ideas we generate in this stage become the raw materials for the rest of the innovation process and after developing a number of ideas, we then identify the most promising options and begin the Iteration a process, either to generate an unbounded sequence of outcomes, or with the aim of approaching a desired goal, target or result, a process of piloting and prototyping to take the ideas into reality.  We create new tools for rapid prototyping that allow us to quickly obtain and integrate feedback to improve ideas early in our development (before it becomes too costly to change them), using slow prototyping approaches that allow us to test and improve more complex, long-term social change strategies over time.  Once an idea has been vetted through repeated testing, the next step is to diffuse and scale the innovation, as appropriate, to others who might benefit from adopting it. Just because a new idea is an improvement over existing ones doesn’t ensure that it will be spread to all who need it.

UN – GOAL 2 – ACHIEVING UNIVERSAL PRIMARY EDUCATION – Target 2. A:  In the developing regions, children in the poorest households are four times as likely to be out of school as those in the richest households.  In countries affected by conflict, the proportion of out-of-school children increased from 30 per cent in 1999 to 36 per cent in 2012.  Education for All (EFA) is a global movement led by UNESCO (United Nation Educational, Scientific and Cultural Organization), aiming to meet the learning needs of all children, youth and adults by 2015.  UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for All. Governments, development agencies, civil society, non-government organizations and the media are but some of the partners working toward reaching these goals.  The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015.  We are all in this.  “Together” LET US take action to ensure primary Quality Education for all.  By 2015 and beyond, children everywhere, boys/girls alike will be able to complete a full course of primary schooling.  Enrolment in primary education in developing regions reached 91 per cent in 2015, up from 83 per cent in 2000.  In 2015, 57 million children of primary school age were out of school.  Among youth aged 15 to 24, the literacy rate has improved globally from 83 per cent to 91 per cent between 1990 and 2015, and the gap between women and men has narrowed. 

Community Training and Learning Development  – At AGL we provide training and development through specialized programs and services which positively influence individual and community growth, with Small Class Sizes, Flexible schedules and personal attention adding up to a rich learning environment.  In an effort to truly capture the value of our society, we encourage the teaching of any modern language in which students are interested and a teacher is available through our learning program.  The Literacy and Basic Skills (LBS) program is designed for adults who need to improve or upgrade their reading, writing, speaking, listening and numeracy skills so that they may participate more fully in their society.  We strive to be accessible even to learners with physical disabilities and small class settings with 6 to 12 students per teacher.  We offer: Employability Skills Training; Youth employment training; Specialty Training; Customized Corporate Training; and Vocational Training and Personal Volunteer Support Worker. For Innovation and Improvement, we provide education programs through our qualified and experienced volunteer instructors,  the majority of the programs are provided in partnership with a variety of Trainers/Consultants in order to move ideas from inspiration to testing to expansion (Locally or internationally).

Our Education long term goal is to open Youth “Information and Communications Technology” Centres that will offer AGL participants access to computers, internet, and e-learning courses.  Addition to the centres to develop economic partnerships between AGL and other organizations including:  Aquaculture projects, hydroponics and fish pond farming projects in schools/communities for youth and young adults.

Basic Training in Infant Mental Health.  Our training aims to raise awareness and understanding of the unique needs of infants and toddlers in order to promote Healthy Social Emotional Development in the early years and reduce the likelihood of poor Mental and Physical Health outcomes in the later years.  The early years have a unique and formative impact on development, relationships, and functioning throughout life.  The literature on early childhood development overwhelmingly confirms that poor parenting, abuse and neglect in the first three years of life have profound and devastating effects on brain development and emotional functioning.  The focus is mainly to address issues on young children as they are more vulnerable to a host of health and emotional problems throughout their lifespan including depression and addictions.  We teach on how to identify risks and disorders early enough in the lives of the young children or in family functioning, for a well-planned and evidence-informed intervention that promotes optimal outcomes.  Understanding how critical early mental health is for a child, a community, and society at large; risks and protective factors that contribute to early mental health and development; Promotion of infant mental health practices within AGL that is shared with families, Government departments and other community agencies; Integration of practices focusing on the prevention of infant mental health trauma; Screening practices for identification in poor mental health in the first three years of life; and Integration of interventions. Add more ???

Poverty:  – Using Programs and Practices to serve Low-income Families in Poverty Neighborhoods, Poverty is often defined as the lack of sufficient income to provide for the basic necessities of life, consistent with the norms of the society in which one lives. This backgrounder adopts the broader definition of poverty used by the Policy Research Initiative, a research institute providing advice to Human Resources and Social Development Canada: “Nationally and internationally, there is growing recognition that poverty involves more than just income deprivation.  It can also extend to (or result from) exclusion from essential goods and services, meaningful employment and decent earnings, adequate and affordable housing, safe neighbourhoods with public amenities, health and well-being, social networks, and basic human rights.

People with mental illness live in chronic poverty, conversely, poverty is due to a significant risk factor for poor physical and mental health. The relationship between poverty and mental illness is both straight-forward and complex in its pervasive reach.  At AGL we understand the broader context that addresses poverty in order to promote mental health and support the recovery of persons with mental illness.  People with serious mental illness face many barriers over their lifetime, including stigma and discrimination, which prevent them from securing adequate education and employment.  Serious interruption of person’s education or career path that result in diminished opportunities and secure employment, affecting one’s ability to earn an adequate income, eventually leaving them to drift into poverty.  They are frequently unable to access community services and supports due to stigma, gaps in service and/or challenges in system navigation, lack of sufficient Primary Health Care and Community Mental Health Services, shortages of affordable housing, and inadequate income support further alienate them from life in the community. Exclusion from these social and economic supports results in social isolation, significantly increasing their risk of chronic poverty.

At AGL we introduced Homeless feeding program at the DTES Vancouver once every month since 2009, encouraging food as an incentive to some of our education programs such as: Youth Tea HIV/AIDS Education in Uganda, and Tae kwondo in Kibabi University Kenya, and Hope club in Port Au Prince Haiti.

Awards and Honors – Every accomplishment, breakthrough, innovation, leap and bound has been fueled by our unwavering determination to make a difference. From our innovative academics and ground breaking research to our record-breaking athletics and top-tier community members —We fund raise to acquire an award to honour in small ways.  This is a long term goal that we are still working on to fully implement.