Facilitating the development of practice mastery is complex, and often frustrating, particularly in crisis contexts, but only practice mastery – as opposed to content knowledge alone – will have a real and lasting impact.
Every organization and every individual who works for global good has access to Sustainable Learning- professional development that enables them to grow and thrive in their field.
We are on a mission to transform professional learning across sectors to build a more just and educated society.
Whether you are a teacher, farmer, healthcare worker, journalist, or any other kind of professional, many types of knowledge are necessary for you to be successful in meeting the needs of your community and achieving your goals. Success requires the ability to effectively use the tools of your trade or create new ones as the need arises — this is what we call practice mastery.
Practice mastery results from knowledge and skills that enable you to adapt your practice to highly specific contextual factors; navigate institutional, local, state, national and international policy; master codified technical knowledge; create effective program design and generate and analyze data.
Director Dr. Diana Woolis speaking at workshop
“I plan to commit to spending more time getting to know the students in my program, as an administrator this has been a challenge in the past. The course helped me to understand the importance of continuing to build relationships with my students even as an administrator.”
– Course participant in U.S.
MENA Higher Education Pedagogy, Technology and the Refugee Experience
Sustainable Learning Pathways to Teacher Digital Fluency
The Center for Learning in Practice at the Carey Institute for Global Good, UNHCR, and the Connected Learning in Crisis Consortium have joined together to strengthen capacity in the MENA region for faculty to understand and effectively use digital pedagogies, with particular consideration for refugees.
The report shows our findings and analysis after engaging faculty from Egypt, Jordan, and Lebanon to report their experiences. The project ran during the Covid-19 health crisis from June 17–November 30, 2020.
The objective was to deliver a framework for faculty professional development, and a blueprint for action- for delivering inclusive, digitally mediated pedagogies in the MENA context, with special consideration for refugees.
The Carey Institute for Global Good has joined the Covid-19 Global Education Coalition organized by UNESCO.
Prior to Covid-19, skilling up educators was already challenging. While teachers and caregivers desperately seek to support their students’ learning, they lack the resources and skills to do so. This pandemic has exasperated the weaknesses in the broader education system that already existed. The Carey Institute for Global Good focusses on teachers and educators.
#LearningNeverStops • @UNESCO
An announcement by Gareth Crawford, President & CEO, Carey Institute for Global Good
Higher Education Connected & Blended Learning Toolkit
We are delighted to share with you our new Higher Education Connected and Blended Learning Toolkit. This toolkit provides an introduction to connected and blended learning as well as effective practices for designing instructionally sound courses that can be taught in both remote and brick and mortar teaching environments.
Trans-national Perspectives on Access, Equity, and Internationalization
Refugees and Higher Education provides a cross-disciplinary lens on one American university’s approach to studying the policies, practices, and experiences associated with the higher education of refugee background students. The focus is not only on refugee education as an issue of access and equity, but also on this phenomenon as seen through the lens of internationalization.
With editing by CLiP project consultant Araz Khajarian