catalogue erasmus+ joint internship master...

ERASMUS+ JOINT MASTER DEGREE

2018 INTERNSHIPCATALOGUE

IN EDUCATION POLICIES FOR GLOBAL DEVELOPMENT

Associate Partner LocationMandatory

Language Valued language Internship Supervisor Seats E3 Edition 1 Student Edition 2 Student

GEPS - REFORMED Bellaterra - Barcelona- English Toni Verger 2 - Laura Mentini ([email protected])

Independent Diplomat Brussels - Belgium- English Nour Bakr 2 - Peter James Hughes ([email protected])

UNESCO IBE Geneve - Switzerland- English Castellano / Français Giorgia Magni 1 - Mariana Citrinovitz ([email protected])

IIEP UNESCO Paris - France- English Muriel Poisson 1 Tzu-Yi Yin ([email protected]) -

Universidad Iberoamericana Mexico D.F. - Mexico- English Castellano Silvia Laya Marisol 1 - Jayshree Pande ([email protected])

Deakin University Victoria - Australia- English Radhika Gorur 2 - -

KH Freiburg Freiburg - Germany- English Florian Kiuppis 1 Charissa Tan ([email protected])

Education International Brussels - Belgium- English Nikola Watcher 3 Jennifer Ulrick ([email protected]) Haleema Masud ([email protected])

Melane Manalo ([email protected]) Paola Vasquez ([email protected])

Al Qassimi Foundation Ras Al Khaimah -United Arab Emirates- English Caitrin Mullan - Natasha Ridge 1 - -

ACEH Banda Aceh - Indonesia- English Teuku Zulfikar 3 - -

Norwegian Refugee Council Oslo -Norway- English Annelies Olieuz 2 - -

Education Development Trust Reading - UK- EnglishCharlotte Jones - Kieran Cooke - Callum

Clay1 Ana Aguilera ([email protected]) -

UNESCO Liaison Office Addis Ababa Addis Ababa -Ethiopia- EnglishSamuel Asnake, Jessica Diano, Yumiko

Yokozeki1 - Muluken Feyera ([email protected])

UNESCO IIPE Buenos Aires - Argentina- Castellano Néstor López 2 Vanessa Rubio ([email protected]) Camilla Bellatalla ([email protected])

- Paloma Lainz ([email protected])

UNESCO Institute for Lifelong Learning Hamburg - Germany- 2 Spanish/ 2 English Christiana Winter 4 Ai Tam Pham Le ([email protected]) Pachara Sungden ([email protected])

- Adesola Sekumade ([email protected])

EACH Rights Nairobi -Kenya- English Linda Oduor Noah 2 - Ummy Amin ([email protected])

KOPIN Valetta -Malta- English Federica di Giulio 1 Jessie Seal ([email protected]) -

Universidad Porto Porto -Portugal- Portugues Antonio Magalhaes, Isabel Neves 1 - -

CLADE Sao Paulo -Brazil- English Castellano / Portugues Camilla Croso 2 - -

Ashoka Mena Cairo - Egypt English Mariam Tag 3 - -

Kiron International Berlin/München -Germany- English Camila Sarmanho 1 - Racheal Opiyo ([email protected])

UNESCO IICBA Addis Ababa -Ethiopia- English Binyam Sisay 2 - Beth Leah Roseman ([email protected])

UNESCO Higher Education Paris -France- English Paz Portales 1 - -

Universidad de la República Montevideo -Uruguay- Castellano Miguel Serna 1 - -

LNM Monash Melbourne - Australia- English Mike Phillips 3 - -

FUNPROEIB Oruro - Bolivia Castellano Marcia Mandepora 1 - -

EU SchoolNET Brussels English Hans Martens 1 - -

UNESCO Paris Paris -France- English Francesc Pedró 3 Seun Adebayo ([email protected]) Klaudjo Kavaja ([email protected])

Lina Jiang ([email protected]) Nazek Magdy ([email protected])

Jyoti Rahaman ([email protected]) Michell Mpike ([email protected])

Yusra Akhtar ([email protected])

Ashoka Romania Bucarest - Romania- English Corina Murafa 1

ENQA Brussels - Belgium- English Maria Kelo 1 - -

TOTAL 51

GLOBED- EDUCATION POLICIES FOR GLOBAL

DEVELOPMENT

TERMS OF REFERENCE FOR “GLOBED-INTERNSHIPS“

Official name of the institution/organization

Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research

Brief description of the institution/organization

The Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research was established in 2009 to aid in the social, cultural, and economic development of Ras Al Khaimah, a northern emirate in the United Arab Emirates (UAE). Established through Emiri decree by His Highness Sheikh Saud bin Saqr Al Qasimi, UAE Supreme Council Member and Ruler of Ras Al Khaimah, the Foundation is a non-profit, quasi-governmental organization. The Al Qasimi Foundation seeks to generate a world-class body of research on Ras Al Khaimah and the broader UAE, develop local capacity in the public sector, and engage the community in its work. Focused on education, the Foundation has expanded its priority areas to include health and wellness, urban and community development, and arts and culture. Signature initiatives include competitive international research grants, teacher and student professional development programs, and the annual Ras Al Khaimah Fine Arts Festival.

Dates/duration 2-3 months between June 18th – September 30th 2018

Supervisor Dr. Soohyun Jeon

Contact e-mail Caitrin Mullan, Director of Community Engagement & Outreach

[email protected] Number of places (preferably, between 1 to 3)

1

Location of the internsip/fieldwork offered

Ras Al Khaimah, United Arab Emirates

Tasks assigned to the students

The Foundation is currently conducting research in three main areas: Arab males (e.g., Arab father involvement); 2) developing successful schools and students (e.g., public school culture); and 3) philanthropy in education. The specific projects and tasks associated with the internship will be determined based on the successful applicant’s background and on-going needs of the various research streams. Examples of tasks or projects that may be assigned include: - Literature reviews - Data collection and analysis - Writing a short report - Editing papers and/or conference proceedings

GLOBED- EDUCATION POLICIES FOR GLOBAL DEVELOPMENT


Dates/duration Minimum 3 months, starting by end June 2017

Supervisor Francesc Pedró

Number of places

(preferably, between 1

to 3)

Up to 3

Tasks assigned to the

students

Under our supervision, the GLOBED student(s) will (please, tick in the

appropriate box and add any other possible tasks; the first one is not eligible since it is an essential aspect of our partnership):

Connect his/her research proposal with the objectives of the

organization

☐ Other tasks (please detail):

1. Provide technical support to one education policy review (to choose among Thailand, Zambia, Tunisia, Saint Kitts and Nevis or Albania), under the supervision of a senior analyst and in constant contact with the UNESCO regional and/or field office, if applicable.

2. Conduct a desk review to gather key national or international reports on the issues of access, quality, performance and efficiency in the corresponding education system.

3. Compile and analyze data, presenting the country’s situation in an international and comparative perspective.

4. Contribute to the drafting of the key outcomes of the policy review, notably the policy evaluation and the set of policy recommendations.

5. Participate in other research and dissemination activities carried out by the Education Policy Team at UNESCO Headquarters.

6. Alternatively, from 1 to 5, provide technical support, conduct desk review and compile and analyze data for a comparative report on emerging policy issues in developing countries.


DEVELOPMENT


Official name of the

institution/organization

Research Institute for Educational Development (INIDE) of the Iberoamerican

University of Mexico City

Brief description of the


It is a Research Institute founded in 2005 concerned with doing high level research

with a definite commitment towards the vulnerable sectors in society. The idea is to

generate knowledge that may contribute to face problems that come as a result of

educational inequity and inequality, and to make an impact on the policy making

process.

Dates/duration

Supervisor Enrique Pieck, PhD, Sociology of Education.

Research within the “Education, Work and Poverty” research line.

4 months, which is the duration of both the spring and autumn term (2018)

Number of places

(preferably, between 1 to

3)

One place

Location of the

internsip/fieldwork

offered

Field work could be developed in different parts of Mexico, depending on the location

of work training institutions.


students

Tutorship on their projects.

Possibility of being part of the projects that are being carried out.

Possible tasks: doing field work, data analysis.

Field reports.

GLOBED- EDUCATION POLICIES FOR GLOBAL DEVELOPMENT



Ashoka gemeinnützige GmbH


Ashoka's mission is to build a society where everyone has the opportunity, skills and support to create meaningful social change. Ashoka does so by investing in and collaborating with social entrepreneurs who combine vision, creativity and passion with an unparalleled drive to bring sustainable and systemic change to the social problem of their focus. Over the past 35 years Ashoka has grown to become one of the driving forces of social innovation in the world, with a network of 3600 leading social entrepreneurs globally, whom we support financially and non-financially.

Dates/duration three to six months

Supervisor Corina Murafa

Contact e-mail [email protected]

Number of places (preferably, between 1 to 3)

1

Location of the internship/fieldwork offered

Bucharest, Romania


• translation and development of internal and external material, presentations and projects • organizing events and workshops, identifying suppliers and negotiating contracts with them • managing the list of participants for the events • involving in local programs like Localizer, Impact Programme, Venture • Ashoka Fellows research and analysis • research about local social innovators • introducing data in both internal and external platform • desk research • participating at events, meetings or workshops organized by Ashoka


DEVELOPMENT


Official name of the organization

Norwegian Refugee Council (NRC) – Global Education Team

Brief description of the organization

NRC is an independent humanitarian organisation. We deliver high-quality aid where needs are greatest, protecting people forced to flee and supporting them as they build a new future. Today, we have around 6,000 staff, who work in both new and protracted crises across 31 countries, where we provide clean water, education, food assistance, legal aid, and shelter. In 2016, we assisted more than 6,8 million people worldwide.

The NRC Education Core Competency aims to ensure that all displaced children and youth enjoy quality education that is relevant to their psychosocial, emotional and cognitive development, from the start of emergencies. NRC provides opportunities for school-aged children (6-18) and youth (15-24, depending on the country) to complete a full cycle of basic education. We have a particular focus on those who are out of school or

have had their education interrupted. Young women and men are provided with opportunities for post-primary education, including technical and vocational education and training, agricultural training, and tertiary educational opportunities.

Dates/duration Flexible

Supervisor Annelies Ollieuz, Global Education Team Leader


Number of places 1 or potentially 2

Location of the internship offered

Oslo


• Contribute to NRC’s Global Education Team’s management of different

Education grants and associated donor reporting.

• Contribute to the implementation of an internal communication strategy in the

Education Core Competency covering country, regional and head office level

(including but not limited to regular Newsletters and two-way communication on Workplace).

• Contribute to the implementation of the Education Core Competency’s

knowledge management plan aimed at facilitating peer-to-peer learning across NRC Country Offices. This will include the collection, analysis and systematising of Education in Emergencies specific knowledge in order to establish a repository with vetted resources on the new NRC document management system

(Office365).

• Update and expand the mapping of education donors and funding

opportunities/calls (calendar of 2018/2019 funding calls with deadlines, brief profile of education donors and calls with links etc.)

• Stay updated on trends and initiatives across the various platforms in the

education sector, with a particular focus on education in crisis and conflict. Based on this, update important education figures, and contribute to webstory development.


DEVELOPMENT



Education Development Trust


An education charity based in Reading, UK. We work with governments and schools across the world to provide evidence-based solutions to help develop their education systems and provide excellent teaching and learning provisions for children inside and outside the classroom environment.

Dates/duration Negotiable (June to August 2018 preferable)

Supervisor Callum Clay



1


Head Office. Reading, UK.


- Developing capacity statements for the organisation. - Providing administrative and research support to live bids and projects. - Providing support to market research activity. - Support in quality checking the various internal reports produced by the

Research & Consultancy (R&C) department circulated within the organisation.

- Proofreading and sense-checking new and existing bids as well as project reports.

- Providing administrative support when and where applicable for the R&C group.


DEVELOPMENT




Deakin University



With over 40 years of experience as one of Australia’s leading tertiary education

providers, Deakin has won numerous awards and teaches over 53,000 students each

year. We offer our students world-class programs and endless opportunities.

We’re known as a globally connected university, with five popular campuses –

including our online Cloud Campus – and technology-rich learning centres across

outer metropolitan Melbourne.

The Internship will be offered by a Strategic Research Centre within Deakin’s School

of Education, Research for Educational Impact (REDI), led by Director, Professor

Julianne Moss and Deputy Director, Professor Catherine Beavis. We comprise a

number of widely published and highly esteemed professors, researchers and visiting

fellows, as well as administrative staff who all work with the common goal of

ensuring our research has a practical and sustained impact.

Dates/duration Flexible – June/July/August, with the internship between Australia and India may be

most suitable.

Supervisor Dr Radhika Gorur


Number of places


3)

1-2

Location of the

internsip/fieldwork

offered

Australia and/or India


students

I am currently engaged in a project that is exploring global networks of accountability

in the pursuit of SGD4, and in particular, the day-to-day accountability practices in

two locations – India and Cambodia. Within India, I am looking at national reforms

(Delhi) and at reforms in the state of Karnataka.

I have a particular interest in some focused work on the following (interns can choose

what they want to pursue):

1. The ramifications of the Right to Education Act – in particular on the de-facto

‘voucher system’ that has been created.

2. Tracing the increasing use of technology in education reform in India (Karnataka) –

the use of whatsapp, GIS etc. in regulation and reform

3. The role of English in aspirations and reforms in schools in Karnataka

Depending on the time available, interns could develop a research project around one

of these issues (or a related issue of mutual interest) and then conduct fieldwork in

India independently or in collaboration with Dr Gorur, and then return to Australia to

analyse and co-author a paper with Dr Gorur. Depending on the actual study chosen,

research tasks may involve gathering and analyzing policy documents and media

coverage of relevant material and interviews with teachers, parents, and/or policy

makers, independently or together with Dr Gorur.

Interns will have access to a hot desk at Deakin, and will be encouraged to participate

in student life at the University, attending seminars and other events arranged for our

Higher Degree by Research students, and will have access to the University library.


DEVELOPMENT



Kopin (Koperazzjoni Internazzjonali – Malta)


Kopin is a Maltese NGO working for human rights and children’s rights with the aim to empower its beneficiaries who key agents for social change and advancement. It is a hybrid, operating in three interconnected fields: international sustainable development cooperation, refugee support and education. Its team is made up of professionals with diverse backgrounds providing an innovative package of services – Kopin engages in the arts, supports marginalised communities where other institutions struggle and provides its services in a sustainable way, is a main provider of Development Education in Malta and one of the few Maltese entities focusing on children’s rights.

Dates/duration September to December 2018 (minimum of 3 months)

Supervisor Federica Di Giulio



1


Kopin Office – 195, Suite 2b, Naxxar Road, San Gwann, Malta


The intern will receive a detailed Training Agreement prior to the commencement of the internship; tasks assigned will be based on the student’s background and interests as well as on the nature of ongoing projects and activities within the organisation. These will in any case be related to our projects focusing on Development Education and Awareness Raising (DEAR), Global Education (GE) or Refugee Support.


DEVELOPMENT




IIPE UNESCO Buenos Aires



Latin American Office of a UNESCO institute specialized in educational planning

Dates/duration 3 months, at any time between March and November

Supervisor Néstor López / Equity and education research coordinator / IIEP UNESCO

Buenos Aires


Number of places 2

Location of the

internsip/fieldwork

offered

Buenos Aires, Argentina


students

Under our supervision, the GLOBED student(s) will

• Connect his/her research proposal with the objectives of the

organization

• Conduct a policy or literature review

• Participate in internal meetings of some of our projects

• Collaborate in one of the research areas of the IIEP UNESCO


DEVELOPMENT




UNESCO International Institute for Capacity Building in Africa


institution/organization The International Institute for Capacity Building in Africa (IICBA), one of the

seven UNESCO’s education institutes and centers, was officially established

by the UNESCO General Conference in October, 1999. The institute is

headquartered in Addis Ababa, Ethiopia. As the only UNESCO Institute in

Africa, it is mandated to strengthen the capacities of teacher education

institutions of its 54 Member States.

IICBA expresses UNESCO’s commitment in capacity building in Africa. The

Institution believes that effective capacity building targets at both institutions

and individuals, while building institutional capacities takes priority. Here

“institutions” include not only educational establishments such as teachers’

colleges and universities, but also the important principles, values, knowledge

and processes which form the foundation of education. At the same time,

capacity building must be done at a number of levels: national, provincial,

district and local. It is when such knowledge and skills become common

currency at local level, particularly at school level that capacity building makes

a difference.

IICBA implements its plans on capacity building mainly through:

Technical assistance at the country level. It is about tailored programs to meet

countries’ specific needs. Special programs have been launched to assist

governments that are confronted with emergency situations;

Trainings: many programs for standard setting are ongoing in all RECs and

AUC;

Research at the continental level as results will provide methodological and

technical support to policy-makers while generating knowledge for

dissemination.

Dates/duration Anytime of the year

Supervisor Dr. Binyam Sisay Mendisu


Number of places


3)

2

Location of the

internsip/fieldwork

offered

Addis Ababa, Ethiopia


students

- participate and support in projects and activities on teacher

education and curriculum development

- participate and support in research in teacher education in

Africa

- participate and support project designing and implementations

- attend meetings and participate in relevant workshops

- support the relevant documentation and reporting of projects,

meetings and/or workshops

-perform any additional activity that may be assigned by the

immediate supervisor or the Supervisor and /or Director of UNESCO-IICBA


DEVELOPMENT



Faculty of Psychology and Education Sciences of the University of Porto


The Faculty of Psychology and Education Sciences is the school of the University of Porto that carries out teaching and research in the areas of Psychology and Education Sciences. FPCEUP was created in 1980 and currently nearly 2000 students are attending our graduate programmes, integrated master, masters and doctoral programmes. Our graduates are employed both in the public and private sectors in fields as diverse as education, psychology, justice, health, central and local public administration, sociocultural development. FPCEUP is committed to providing services to the community. The faculty supplies counselling and therapy in psychology, consulting services, training, lifelong learning and other services in education and family, aiming to respond to the professional, civic and cultural needs of today’s society. Our Faculty is engaged in R&D activities. FPCEUP has two research centres, funded by the national research agency (FCT), and several laboratories and research structures (observatories, resources centres). Internationalisation plays an important role at FPCEUP visible in the increasing number of projects and partnerships with foreign institutions, and in the growing number of foreign students and of the exchange of academic staff and researchers through mobility programs. With more than 30 years of history, FPCEUP looks towards the future committed to quality education and to the promotion of an institutional culture of research and social progress.

Dates/duration 1st September 2018 to 30th November 2018

Supervisor António M. Magalhães



1


Faculty of Psychology and Education Sciences of the University of Porto


Contact and meetings with researchers of the Centro de Investigação e

Intervenção Educativas (CIIE) of the Faculty of Psychology and

Education Sciences of the University of Porto and the Centro de

Investigação de Políticas do Ensino Superior (CIPES);

Review of the research literature produced by these Centres in the field

of the student’s research;

Participation in the relevant the academic events of the University of

Porto;

Contacts with Portuguese higher education institutions under the

student’s research project.;

Meetings with the supervisor.


DEVELOPMENT



International Institute for Educational Planning (IIEP-UNESCO), Paris, France


As the only specialized organization with the mandate to support educational policy, planning and management, IIEP plays a unique role within the United Nations system. It was established in 1963 as an integral part of UNESCO. The Institute is fully aligned with the objectives of the organization and contributes to its education planning. It develops the capacities of education actors to plan and manage their systems through its programmes of training, technical assistance, policy research and knowledge sharing. For more details, see: www.iiep.unesco.org

Dates/duration 02 July to 31 October 2018 (4 months)

Supervisor Muriel Poisson, Programme Specialist, Research and Development



1


7-9, rue Eugène Delacroix 75016 Paris France


The intern will have the opportunity to support the work of the International Institute for Educational Planning (IIEP-UNESCO) in the area of ethics, transparency and integrity in education. Under the supervision of the Senior Programme Specialist, the intern will: � Conduct applied research on the issue of open education data and open

government with the help of our experts in that field, as well as IIEP’s widely developed documentation centre and its highly experienced staff;

� Participate in the design and preparation of policy fora, seminars, online training courses or other meetings organized in the field;

� Assist in the development of the ETICO resource platform, which is a worldwide reference in the domain of ethics and corruption in education and participate in the design of the ETICO communication strategy (including on social media);

� Liaise with various international partners (development agencies, international organizations, civil society institutions, etc.) as needed;

� Assist in other programme activities as required. The intern will be able to develop and exercise his/her skills in the following areas, with adequate technological support from competent colleagues:

� Applied research and training; � Web content management; � Web and social media strategy development; � Networking with various international partners; � Working in an international environment; � Working within the UN context.


DEVELOPMENT



UNESCO Education Sector

United Nations Educational, Scientific and Cultural Organization


UNESCO is responsible for coordinating international cooperation in education, science, culture and communication. It strengthens the ties between nations and societies, and mobilizes the wider public so that each child and citizen: a) has access to quality education; a basic human right and an indispensable prerequisite for sustainable development; b) may grow and live in a cultural environment rich in diversity and dialogue, where heritage serves as a bridge between generations and peoples; c) can fully

benefit from scientific advances; d) and can enjoy full freedom of expression; the basis of democracy, development and human dignity.

Dates/duration 3 months

Supervisor Paz Portales



1


UNESCO HQ, 7 Place de Fontenoy 75352, Paris, France


Under the overall authority of the Director PLS, and under the direct supervision of Chief of Section ED/PLS/HED, the incumbent will perform the following tasks:

1. Assisting the Section’s team in the regular monitoring, management, and follow-up of programme activities and extra-budgetary projects.

2. Assisting the Programme Specialist responsible for managing “ICT and inclusion in higher education” line of action, particularly regarding “inclusion for indigenous people populations in higher education”. Main tasks will include:

o Preparing concept notes, reference frameworks, information and data,

particularly on indigenous people related matters o Preparing briefs, reports, documents, agendas and general documentation o Collaborating in the networking activities

o Collaborating in all the activities related to the Education Sector Working Group on Indigenous People

o Managing administrative tasks during the process as necessary o Attending meetings o Following up all the activities related to “inclusion in education” line of

action

3. Perform any other relevant professional task that the Chief of Section deems appropriate.


DEVELOPMENT



institution/organizatio

n

Ashoka Arab World


institution/organizatio

n

Ashoka is the global association of the world’s leading social entrepreneurs—men and

women- with system changing solutions for the world’s most urgent social problems.

Social entrepreneurs are individuals with innovative solutions to society’s most pressing

social problems. Ashoka operates programs in 89 countries with staff serving in 36 offices

worldwide. It is non-sector specific and addresses every area of human need.

Ashoka started operations in the Arab World in 2003 with the Arab World office based in

Cairo, Egypt. From its regional office, Ashoka Arab World creates a competitive,

entrepreneurial, and globally integrated citizen sector and develops the profession of social

entrepreneurship. Ashoka currently works with over 100 Fellows located in Egypt, Jordan,

Lebanon, Palestine, Morocco, Tunisia, Libya, Kuwait and Saudi Arabia.

Dates/duration July/August/September of every year (3-month internship), but we are open to receiving

interns throughout the year

Supervisor - HR Manager

- Direct Supervisor based on department s/he will be part of

Contact e-mail Temporary email: [email protected]

Number of places

(preferably, between 1

to 3)

3

Location of the

internsip/fieldwork

offered

Ashoka Arab World Regional Office, Cairo, Egypt


students

1. Fellowship Internship

Provide support to Ashoka Fellows in the Arab World

Monitor progress and performance of Ashoka Fellows using Ashoka Arab

World’s Monitoring and Evaluation System

Update Fellow’s performance sheets

Assist in developing Ashoka’s Fellowship monitoring tools for monitoring and

evaluating the social impact of social entrepreneurs’ ideas and projects

Assess Ashoka Fellows’ needs

Develop and implement engagement plans of Ashoka Fellows based on their

needs assessments

Map training providers and consultants, who can provide trainings and

mentorship to Fellows based on needs

Establish partnerships between Ashoka Arab World and capacity building

providers and consultants for Ashoka Fellows

Conduct field visits to Ashoka Fellows

Conduct an Impact Assessment Survey

Analyze all data collected from the Impact Assessment Survey and Monitoring &

Evaluation systems

Gather updated information about Fellows from all internal and external sources

Create different maps of Fellows

Update current one-pagers with recent information about Fellows

Write stories and create video blogs on Ashoka Fellows’ work

2. Venture Internship

Conduct background research on potential candidates (their initiatives, the

uniqueness of their ideas, Social issues they’re addressing, eco-system,

competitors)

Assess initiatives against Ashoka criteria

Under the supervision of the venture assistant, create candidates’ board profiles to

be submitted to Ashoka’s Global Board (New Idea, Strategy, Problem, Personal)

Conduct field visits to candidates, and submit field visit reports

Help with all panel logistics (choosing panelists, invitations, etc.)

Any other tasks as assigned by Regional Director or Venture Assistant

3. Development Internship

Create, monitor and update a donor relationship tracking system of Ashoka Arab

World’s donor history with updated information of time-line, grant purpose, grant

amount, funding cycles and donor reporting deadlines

Under the supervision of the Development Officer, prepare all due reports for

donors and partners as required. This includes narrative, graphics, and financial

reports

Follow-up with any ad-hoc requests for information about Ashoka Arab World

activities from current donors and partners

Research prospective donors (philanthropic organizations, foundations,

corporations and other grant-giving entities)

Create, monitor and update a suitable donor mapping tool to compile and track

research

Assist with the drafting of funding proposals (graphics, narrative, budgets) as

required

Prepare all development narrative reports and updates for Ashoka’s headquarters

as required

Provide support to fundraising events and other Ashoka Arab World events as

needed

Any other tasks as assigned by Partnership & Communication Officer

4. Communications & Media Internship

Under the supervision of the Communication and Partnership Officer;

- Assist with the production of donor and partner reports, concept notes and

any other documentation as required (narrative and graphics).

Under the supervision of the Media and Marketing officer;

- Assist in producing/creating content for Ashoka Arab World’s website

- Contribute towards articles and blog entries to promote the work of AAW

and our Fellows

Research and approach media outlets for future partnerships.

Assist in creating social media campaigns relevant to Ashoka Arab World’s scope

of work;

Develop content and materials for AAW campaigns

Develop designs for our campaigns

Provide support to fundraising events and other Ashoka Arab World events as

required

Any other tasks as required within the scope of the work of the communications

team

5. Collaborative Platforms Internship

Assist in the day to day implementation of the street children initiative’s activities

Assist in field visits to street children NGOs

Assist in the follow up with NGOs implementing direct work with street children

to ensure quality implementation of activities

Map potential funding opportunities interested in supporting the education

Collaborative Platform/Empathy project

Prepare a list of potential donors to contact including a summary of the type of

projects/initiatives these donors could support/fund

AAW Internship

Terms

Internships are non-remunerated;

Any work related expenses are covered;

We are based in Manial, Cairo, Egypt;

Our working week is Sunday through Thursday from 9 AM - 5 PM;

We accept interns on a rolling basis throughout the year;

We offer internships for a minimum duration of 3 months, full time;

Interns are requested to bring their own laptops.

Internship Benefits Interns are offered first-class immersion into the social entrepreneurship scene in Egypt,

being exposed and connected to the world’s leading social innovators and getting involved

with a team fully committed to positive social changemaking.

Interns are treated like staff members and, consequently, have similar responsibilities.

They are given the opportunity to attend all meetings, conferences, and events, and are

encouraged to share their insights and ideas with regards to any and all office operations,

procedures and programs

GLOBED- EDUCATION POLICIES FOR GLOBAL DEVELOPMENT TERMS OF REFERENCE FOR “GLOBED-INTERNSHIPS“


Campaña Latinoamericana por el Derecho a la Educación


The Latin American Campaign for the Right to Education (CLADE for its acronym in Spanish) is a civil society network, integrated by national coalitions in 16 countries of Latin American and the Caribbean region, as well as regional networks and INGOs. Its mission is to defend the human right to transformative, free, public education for all and throughout life. CLADE has official relations with UNESCO Headquarters and has recently obtained ECOSOC consultative status with the United Nations. Moreover, the Campaign has developed initiatives with IIPE-UNESCO/Buenos Aires, OREALC/UNESCO Santiago, UNICEF, ECLAC and other UN Bodies, particularly in the build-up of the Sustainable Development Goals (SDGs), adopted in 2015, process in which the Campaign has been actively and deeply involved. Among other issues, CLADE has been working with education financing, the strengthening of public education systems, the right to participation of civil society organizations and education actors in policy making, human rights education, lifelong learning and non-discrimination and inclusive education.

Dates/duration 1st July to 31 September (TBC by Globed)

Supervisor Camilla Croso



2


São Paulo


Systematize information and prepare a report, under CLADE’s supervision, on the World Bank’s, the Inter-American Development Bank’s and the Organisation for Economic Co-operation and Development’s education policies for Latin American and the Caribbean (LAC) and how these actors are influencing the national education policies in the region. Systematize information and prepare a report, under CLADE’s supervision, on “Baby PISA” in LAC and support an advocacy campaign to halt it. Systematize information, under CLADE’s supervision, on privatization trends in and of education in the region to help update the hub #Contracorriente (http://privatizacion.campanaderechoeducacion.org/)


DEVELOPMENT




EAST AFRICAN CENTRE FOR HUMAN RIGHTS (EACHRights)



The East African Centre for Human Rights (also known as EACHRights), is a non-partisan, regional Non-Governmental Organisation that seeks to promote, protect and enhance human rights in East Africa with an emphasis on economic and social rights among vulnerable and marginalized groups. The Education Support Programme (ESP) seeks to promote the realization of the right to education in Kenya and East Africa through research and advocacy, policy reform, community engagement, partnerships and public interest litigation. The programmes specific focus area is children in low income communities/ settlements. Overall objective: To ensure that the state fulfils its obligation to provide free and basic primary education in line with its obligations as laid out in national, regional and international laws, treaties and conventions. Specific objectives

I. An improved public education system: This involves working with the Ministry of Education and other stakeholders to reflect on and interrogate factors that hasten or impede the rate and impact of education privatisation such as: the level of the sectors resourcing and associated fiscal framework and plans to progressively establish or improve public schools where they are needed.

II. A clarified and enforced legal framework clearly outlining the role and impact of complimentary or non-formal education.

III. The establishment of national and regional networks of civil society partners actively working together to address and mitigate the impact of education privatization.

IV. Empowered community members able to actively demand and seek for better public education and the proper regulation of private actors.

Dates/duration 2018

Supervisor Linda Oduor-Noah

Contact e-mail [email protected], [email protected], [email protected]

Number of places (preferably,

between 1 to 3)

1 or 2 per cycle

Location of the

internsip/fieldwork offered

Nairobi


• Research and writing up of briefs

• Logistics: Involvement in our community engagement work

• Communication and social media ADVOCACY/engagement


DEVELOPMENT




Education International


institution/organization Education International is the voice of teachers and other education

employees across the globe. A federation of 396 associations and unions in

171 countries and territories, it represents some 32.5 million educators and

support professionals in education institutions from early childhood to

university.

Dates/duration 2-3 months

Supervisor Nikola Wachter

Undarmaa Batsukh

Louise Hoij Larsen


Number of places


3)

3

Location of the

internsip/fieldwork

offered

5 boulevard du Roi Albert II

B-1210 Brussels, Belgium


students

In general:

• Participate in internal meetings of some of our projects

• Contribute to external communication actions (press releases, policy

notes, briefings, etc.)

• Review reports and provide feedback

• Administrative support

The specific tasks will depend upon research, policy and campaign initiatives

underway at EI at the time of the internship. So far we have always been able

to accommodate the interests and needs of internship candidates.

Research Unit (Nikola Wachter)

The tasks might include review of data collection instruments, draft reports,

etc.. Thematic areas of work for the Research Unit in the following year

include (but are not restricted to): privatization and commercialization of

education; teacher working conditions; people with disabilities; open

educational resources & copyright.

Education & Employment (Louise Hoj Larsen)

The tasks will consist of providing support to the work and activities of the

Education and Employment unit, including but not limited to, preparatory

work for a global conference on Higher and Further Education and Research,

ongoing work on tertiary education, progressive taxation and privatisation &

international trade and investment issues in education and public service.

Education & Employment (Undarmaa Batsukh)

The tasks will consist of providing support to the work and activities of the

Education and Employment unit, including but not limited to Early Childhood

education, school leadership and education resilience.

Global Response to the Commercialisation of Education (Mar Candela)

The tasks will consist on assisting in the implementation of EI’s Global

Response project and related activities dealing with the rapidly expanding for-

profit corporate sector involvement in education and its negative implications

for teaching and learning. A specific knowledge on any the following countries

will be highly valued: Liberia, Nigeria, Nepal, Ghana, Kenya, Uganda,

Philippines, Ivory Coast, Argentina, Nigeria.

Proficiency in French and/or Spanish would be an asset.


DEVELOPMENT



European Association for Quality Assurance in Higher Education (ENQA)


ENQA is an umbrella organisation which represents quality assurance organisations from the European Higher Education Area (EHEA) member states. ENQA promotes European co-operation in the field of quality assurance in higher education and disseminates information and expertise among its members and towards stakeholders in order to develop and share good practice and to foster the European dimension of quality assurance.

The mission of the European Association for Quality Assurance in Higher Education

(ENQA) is to drive the development of quality assurance by representing agencies internationally, supporting them nationally, and providing them with comprehensive services and networking opportunities. ENQA promotes the enhancement of quality and the development of a quality culture in higher education. ENQA works to contribute to a European Higher Education Area in which students have

access to high quality education and can achieve qualifications that are respected world-wide.

ENQA is open to the diversity of higher education systems and quality assurance approaches and adheres to the following values:

� Transparency: ENQA publishes its policies, procedures and criteria for decisions and reports.

� Independence: ENQA actively promotes the operational independence of quality assurance agencies and supports the autonomy of higher education institutions.

� Collaboration: ENQA works in a consultative manner with its members and affiliates, European partners and fellow associations.

� Integrity: ENQA operates with integrity and in a fair, equitable, impartial, objective

and professional manner.

Dates/duration June-September 2018

Supervisor Maria Kelo


Number of places 1

Location of the internsip

Brussels-Belgium


Intern will support ENQA Secretariat by conducting research-related activities on

quality assurance in higher education. The tasks may include gathering and analysing data as well as reporting results on topic(s) determined together with the intern and ENQA Secretariat / based on the needs of ENQA.


DEVELOPMENT



EUN Partnership aisbl (European Schoolnet)


European Schoolnet is the network of 34 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in

teaching and learning to our key stakeholders: Ministries of

Education, schools, teachers, researchers, and industry partners. We are driven by our mission to support education stakeholders in Europe in the transformation of education processes for 21st century digitalized societies. We do this by identifying and testing promising innovative practices, sharing evidence about their impact, and supporting the mainstreaming of teaching and learning practices aligned with 21st century standards for inclusive education. Since its founding in 1997, European Schoolnet has used its links with education ministries to help schools become effective in the pedagogical use of technology, equipping both teachers and pupils with the necessary skills to achieve in the digital society. More information is available at: www.eun.org.

Dates/duration 3 to 6 months (to be negotiated)

Supervisor Hans Martens (PhD)



1


Brussels


The student will participate in EUN’s Digital Citizenship Team projects and activities. As part of the Better Internet for Kids project (www.betterinternetforkids.eu), the student will help to develop and implement a capacity building programme for online safety stakeholders/organisations outside Europe (with particular focus on the Global South), with the overall objective:

• To foster knowledge sharing and capacity building on successful initiatives on online safety for children and young people, at regional and/or global level.

• To promote the development and implementation of innovative actions to increase the participation of third country organisations in online safety initiatives and best practices, in particular education programmes and awareness-raising campaigns, as well as helpline and hotline services, while identifying possible areas for exchange and mutual learning.

• To address common challenges in the field of online safety for children and young people by promoting cooperation with the current Insafe-INHOPE network, aiming for a closer integration of these initiatives in global actions.

In addition, the student will help to establish a more thorough evidence base for a range of ongoing Digital Citizenship projects, initiatives and activities, including EUN’s Digital Citizenship Working Group (with Ministries of Education), an Education Task Force against Online Hate Speech (with Ministries of Education, social media platforms and other public and private experts on online hate speech), and so forth. Tasks assigned to the student will include:

• Desktop research

• Draft a literature review / research report

• Develop and implement an online capacity building programme, while fostering the relationship with global stakeholders

• Draft a proposal on how EUN can further develop and extend its global role in Digital Citizenship matters


DEVELOPMENT



Fundación para la Educación en Contextos de Multilingüismo y Pluriculturalidad FUNPROEIB ANDES


FUNPROEIB Andes, es una organización civil internacional, con sede en Cochabamba, Bolivia, que implementa proyectos socioeducativos orientados a contribuir al mejoramiento de la calidad de vida de los pueblos y organizaciones indígenas, en coherencia con sus necesidades y demandas políticas, educativas, culturales y lingüísticas; desarrollando acciones de investigación desde la perspectiva indígena.

Dates/duration

Junio a Diciembre de 2018

Supervisor

Carlos Esteban Callapa Flores

Contact e-mail

[email protected] [email protected]


Son 3 comunidades de Lago Poopó: Vilañeqe, Puñaca Tinta María y Llapallapani


El trabajo se realizará con la Nación Originaria Uru, específicamente con la comunidad de Lago Poopó, ubicado en el departamento de Oruro.


Apoyar en el proceso de investigación – acción y participativa


DEVELOPMENT



UNESCO Institute for Lifelong Learning


UNESCO Institute for Lifelong Learning (UIL), located in Hamburg, Germany, is one of UNESCO’s key education-related institutes and is the only organizational unit in the UN family that holds a global mandate for lifelong learning. Taking a holistic and integrated, inter-sectoral and cross-sectoral approach to lifelong learning as the guiding paradigm for 21st century education, UIL promotes and supports lifelong learning with a focus on adult learning, continuing education, literacy and non-formal basic education. Its activities place

particular emphasis on furthering educational equity for disadvantaged groups and in the countries most afflicted by poverty and conflict.

Dates/duration June-September 2018 September – December 2018

Supervisor Christiana Winter

Contact e-mail /

Number of places 2 � Period I (June to Sept). One seat for general students + One seat for native Spanish speaker student. + 2 � Period II (Sept to Dec). One seat for general students + One seat for native Spanish speaker student. The lifelong learning policies and strategies programme area (LLPS) is preparing a publication on

recognition, validation and accreditation of the outcomes of non-formal learning in Latin America

and the Caribbean countries. Spanish-speaker student will work on that publication.


Hamburg-Germany


Lifelong learning policies and strategies programme area

• UNESCO Global Network of Learning Cities (GNLC):

Support the UNESCO GNLC’s work in providing guidance and knowledge

exchange on the implementation of the SDGs at local level.

Support the preparation of the application materials/procedure for the Learning

Cities-Award 2019. Support the preparation of a capacity building workshop for Learning Cities.

• Lifelong learning policies and strategies:

Support the preparation of a capacity building workshop for National Lifelong

Learning Policy Development and Implementation.

• Recognition Validation and Accreditation of non-formal and informal learning

Support the preparation of a publication on the practices of recognition,

validation and accreditation of the outcomes non-formal and informal learning in Latin American and Caribbean countries (Spanish native speaker required).

Adult learning and education

• Fourth Global Report on Adult Learning and Education (GRALE 4): Support

the preparations as well as the analysis of data received from national reports

(survey).

• CONFINTEA VI Term-Review: Support the follow up of the conference.

• CONFINTEA Fellowship Programme: Support the follow up of CONFINTEA

fellowship programme (including technical support to UNESCO Member States).

• Support the programme specialists on their request in further activities of the ALE

Programme as necessary and appropriate.

Literacy and Basic Skills

• UNESCO Effective Literacy and Numeracy Practices

Database (LitBase): Prepare case studies on selected

programmes on the basis of available material.

• Contact literacy providers and experts to obtain,

refine or validate information on effective literacy and numeracy programmes in all world regions.

• Support the migration of LitBase to the new platform.

• Conduct desk-research on educational policies and practices of related

countries.

• Family literacy project: Support related work by developing the

online tool, proposal writing, workshop preparation etc.

• Support the programme specialists in research and any other activities related to UIL’s Literacy and Basic Skills Programme.

Public Relation’s unit � Plan and develop and/ or edit news texts, event announcements, synopses of

publications and other content for the UIL website to highlight the Institute’s work in a creative and journalistic manner.

� Share UIL’s work via its social-media channels, including the production of short and snappy messages, infographics and audio-visual materials (photos and videos).

� Compile, design and distribute UIL’s quarterly newsletter, NEXUS, while carrying out quality control for other newsletters for UIL programmes/ projects.

� Edit and manage the development of communication materials for UIL, including annual report, flyers, banners, etc.

� Maintain the back-end of the UIL website; ensure and monitor UIL’s inter-

programme-balanced update in English, French and Spanish. � Work with other units and programmes to organize and provide PR support for various

in-house events.


DEVELOPMENT




International Bureau of Education of UNESCO (IBE-UNESCO)



The International Bureau of Education is an institute of UNESCO, which mission is

that of providing technical support to UNESCO Member States in the implementation

of education reforms.

Dates/duration All year long, with a duration ideally of 4 months

Supervisor Renato Opertti


Number of places


3)

1

Location of the

internsip/fieldwork

offered

Geneva, Switzerland


students

Research activities related to a variety of topics (GCED, inclusive, youth education,

STEM, etc.) in curriculum, learning and assessment;

Edition of research documents;

Drafting of reports and presentations;

Supporting the organization of workshops.


DEVELOPMENT



International Center for Aceh and Indian Ocean Studies


The International Centre for Aceh and Indian Ocean Studies serves as the institutional foundation to maintain a permanent international scholarly presence in Aceh, facilitating ongoing research on both this region, and broader thematic issues that can be fruitfully examined in the context of contemporary Aceh. Furthermore, the Centre provides a valuable resource for the Acehnese intellectual community. ICAIOS hosts research projects and individual scholars in Aceh, and provides essential academic infrastructure. It uses its resources to develop and maintain a quality library, website and database on Acehnese society, culture and history, in cooperation with local educational and cultural institutions. For more information about ICAIOS, please visit our website at http://acehresearch.org.

Dates/duration 3-4 months

Supervisor Dr. T. Zulfikar



3 students


Banda Aceh, the capital city of Aceh-Indonesia


DEVELOPMENT



Independent Diplomat


A diplomatic advisory groups supporting the voice and aims of marginalized groups within the international system.

Dates/duration 01/02/2018

Supervisor Nour Bakr



1-2


Brussels


1. Palestine:

• Support team in outreach to Palestinian civil society groups across

Europe and in OPTs.

• Research and produce:

o EU Member States position table of Palestine;

o EU funding options / opportunities for Palestine and for ID

project support.

• Accompany Policy Officers/Director to meetings with key European

stakeholders where relevant to Palestine.

• Identify key EU contacts (Commission/Parliament/NGOs) on Palestine,

and proactively seek out opportunities for ID Brussels to engage with

them.

2. Western Sahara:

• Support Brussels WS lead on implementing WS-EU strategy in close

coordination with NY Western Sahara project team

• Identify and lead on opportunities to raise public profile of Western

Sahara in Brussels (EU Parliament, think-tanks etc.)

• Help arrange meetings for Polisario EU Representatives with key EU

institutions and Member States, and help prepare high-quality briefings

in advance for the client.

• Keep up to date EU Member State position table on Western Sahara (on

VPN)

• Where appropriate, accompany Brussels lead in direct diplomacy with

relevant EU policymakers.

• Proactively suggest ideas to ID's Social Media lead (Arran Skinner) for

graphics, videos, and social media campaigns on Western Sahara.

3. Syria

• General support to Syria project team (Brussels & NY) on ad-hoc basis

(drafting/arranging meetings/EU outreach)

• Identify and lead on opportunities to raise public profile of Syrian

clients in Brussels (EU Parliament, think-tanks etc.)

• Identify and lead on opportunities to expand European language media

contacts on Syria

4. Prospectives / Research:

• Support team on EU-level research for prospective clients / thematic

project opportunities for ID.

• Proactively research other prospective opportunities for ID to engage

with, and report to wider team.

5. Miscellaneous:

• Ad-hoc support to general office administration

• To start work in the office no later than 09:30 each work day.

• To actively engage in personal development opportunities, and

participate in ID internal discussions, conference calls etc.

• Actively seek out networking opportunities through events/seminars in

Brussels.

• Review progress and development every month with Line Manager

(Nour Bakr)


DEVELOPMENT



Catholic University of Applied Sciences Freiburg (Katholische Hochschule Freiburg)


The Catholic University of Applied Sciences Freiburg (Katholische Hochschule Freiburg or short: KH Freiburg) is a modern university for health and social care offering located in a friendly environment in the southern part of Germany.

Dates/duration to be defined precisely once an UAB student is interested

Supervisor Florian Kiuppis, Ph.D (Professor of Inclusive Education)



1


Catholic University of Applied Sciences Freiburg, Karlstraße 63, 79104 Freiburg (city centre), Department of Inclusive Education


The internship is meant to be fieldwork experience for a student who plans to write a MA-thesis in the disciplinary context of comparative inclusive education. The goal is to work on (the foundation of) a study that focuses on a thematic aspect of inclusive education (eventually to be chosen in correspondence between student, supervisor and internship/fieldwork supervisor) and analyzes it in an international/intercultural perspective. While the student is expected to develop an individual research plan (incl. e.g., development of research question; communication with potential informants; choice of theoretical framework and method; conducting interviews; transcription; interpretation), we offer considerable support during the process. One context we can particularly recommend for the student to involve in is an global educational project of inclusive Basketball, called “Baskin”. A small team of 10 students is carrying-out this project on a weekly basis as an open service in the community. The intern is very welcome to join this endeavor; there are a lot of interesting fieldwork opportunities “waiting” in this context. The supervisor is experienced in MA supervision and served a couple of years ago already as Fieldwork Coordinator for a GLOBED student. He is working closely with leaders of the international program “Baskin at the University”, incl. universities in Barcelona, Lyon and Milan.


DEVELOPMENT



Monash University


At Monash, the desire to make a difference informs everything we do.

But we go beyond good intentions. We make an impact, both locally and internationally. We are a global university with a presence on four continents. And our plans for the future are ambitious.

Optimism

Making a difference takes energy and idealism as well as experience and wisdom. As a young university, our outlook is progressive and optimistic. We aren't mired in cynicism, tradition or convention.

We attract the best scholars, but we're not elitist. We open our doors to anyone who is prepared to work hard to make a difference.

We have seen the good achieved by Monash people in areas like green chemistry, sustainability, and accident and trauma. We are encouraged by their successes and the role we have played in them.

Culture

We have five local campuses throughout Victoria, two international locations in Malaysia and in South Africa, and centres in the People's Republic of China, Italy and India. Each provides an environment that identifies and nurtures talent – and turns that talent into ability.

We believe the best way to help our people meet the challenges they face is to provide a supportive environment. We champion and support our students so they have a memorable university experience. It's a friendly university – no matter which campus you attend.

Collaboration

From collaborative research opportunities, to building community relationships, our focus is always on how we can empower our people to make a positive impact on the world. Things like the bionic eye and the anti-flu drug Relenza.

Shared ambitions move us forward, faster. The more relevant, useful and powerful connections we can make, the greater our impact will be.

Still learning

Our motto Ancora Imparo ("I am still learning") reminds us that the search for knowledge never ends. We are fired with a restless ambition that pushes us to do things better, to set new benchmarks and to break new ground.

In order for our students and staff to positively impact their communities and the world, we must equip them and inspire them – so they can be agents of change.

Our history

We are a product of a proud history. If you'd like to find out more about where we've come from, you can find out more about our history.

Dates/duration July – September (negotiable with students)

Supervisor Dr Michael Phillips



1-3


Monash University 19 Ancora Imparo Way, Clayton, 3008. Victoria, AUSTRALIA.


Students will be given the opportunity to work with members of the Digital Education Research Group to develop two areas of their own thesis (for example: literature review, methodology, data analysis) determined in the initial interview process.

In addition, students will engage with the broader Monash Graduate Research community through participation in a range of seminars including the delivery of a presentation focused on the student’s research project.

Students will also be involved with members of the Digital Education Research Group in research projects already underway. This may involve assistance with data collection, analysis or publications.


DEVELOPMENT



United Nations Educational Scientific and Cultural Organization /UNESCO/


UNESCO is a specialized agency of the United Nations (UN) based in Paris. Its declared purpose is to contribute to peace and security by promoting international collaboration through educational, scientific, and cultural reforms in order to increase universal respect for justice, the rule of law, and human rights along with fundamental freedom proclaimed in the United Nations Charter. It is the successor of the League of Nations' International Committee on Intellectual Cooperation. UNESCO has 195 member states and ten associate members. UNESCO Liaison office Addis Ababa in addition to the national programe, represents AUC and ECA. UNESCO pursues its objectives through five major programs: education, natural sciences, social/human sciences, culture and communication/information. Projects sponsored by UNESCO include literacy, technical, and teacher-training programs, international science programs, the promotion of independent media and freedom of the press, regional and cultural history projects, the promotion of cultural diversity, translations of world literature, international cooperation agreements to secure the world's cultural and natural heritage (World Heritage Sites) and to preserve human rights, and attempts to bridge the worldwide digital divide. It is also a member of the United Nations Development Group. UNESCO's aim is "to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information".[7] Other priorities of the organization include attaining quality Education For All and lifelong learning, addressing emerging social and ethical challenges, fostering cultural diversity, a culture of peace and building inclusive knowledge societies through information and communication

Dates/duration July- September /October 2018

Supervisor Wollie, Samuel Asnake , Coordinator Education Section



One


Addis Ababa , Ethiopia


• Study strategic plans, documents, projects and produce critical comments , suggestions on improving performances, approaches

• Assess the project progress and performances in relation to national, continental and global ( SDG 4 ) agenda;

• Comment and suggest possible ways of linking the projects within and between UNESCO functions

• Produce articles newsletter and brochures on projects

• Prepare proposals for fund raising , defend and improve based on comments

• Prepare workshop proceedings , summary reports and articles

• Perform other tasks as requested by colleagues within education team


DEVELOPMENT




Universidad de la República



http://cienciassociales.edu.uy/

Dates/duration 01/08/2018 – 1/12/2018

Supervisor Miguel Serna


Number of places 1

Location of the

internsip/fieldwork

offered

Montevideo, Uruguay.


students

Under our supervision, the GLOBED student will

☐ Conduct a policy or literature review

� ☐ Participate in internal meetings of some of our projects

☐ Evaluate a project or intervention of our organisation

� ☐ Review a project proposal

☐ Other tasks:

- Department of Sociology

- Research lines sociology of education

- Academic performance of university student

- Institutional evaluation of higher education

- Coexistencce, youth and school

- School dropout, academic careers and social mobility

- Program International Student Assessment (PISA )


DEVELOPMENT




UAB/Reformed Project



The REFORMED project (Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector) is an European

Research Council-funded project that analyzes how and why accountability policies are being adopted in education, and re-formulated by policy actors operating at different scales (from international bureaucrats to teachers). REFORMED inquires into the institutional frameworks and policy enactment processes that explain the different effects of accountability mechanisms at the school level.

Dates/duration Flexible / three months

Supervisor Antoni Verger


Number of places


3)

2 maximum

Location of the

internsip/fieldwork

offered

Barcelona, with the possibility of conducting research in one of the countries where

REFORMED is being implemented: Chile, Mexico, Brazil, Norway, The Netherlands

and Spain


students

- Attend/participate in the team meetings.

- Participate in tasks of survey design and survey administration.

- Participate in one of the two literature reviews we are carrying out (one

focuses on the effects of accountability for teachers’ professionalism: the

other one on the undesired effects of accountability on teachers’ behavior).

- Attend research seminars related to the project contents.


DEVELOPMENT


OPEN CALLS

Students applying to those positions will be appointed to another

seat and, in case she/he is selected within the open call, the other

Agreement will be cancelled.


DEVELOPMENT



Oxfam Novib Academy


The Oxfam Novib Academy mobilizes the knowledge, expertise and energy of

young academics to defeat poverty. We provide young professionals the

opportunity to contribute to the programs of Oxfam Novib. We offer an

inspiring workplace to students in which they can develop themselves

professionally and personally. Oxfam Novib wants to interact systematically with the academic world. We need to include rigorous and independent research as a coherent part of our work to meet our ambitions towards being a transparent, evidence-based and learning organisation. There is also a great need to bring theory, practice and personal & organizational development together to deal with the ‘wicked problems’ we are addressing. Creating a just world without poverty requires collaboration and an open attitude towards new insights that can help us remain cutting-edge and effective.

The Oxfam Novib Academy aims to give students worldwide the opportunity to contribute to improving the quality of our programmes by offering research internships in our programme and campaign teams. Students in the Oxfam Novib Academy are asked to conduct desk and/or field research relevant to their field of study, while bringing in new insights. We offer an inspiring workplace to students in which they can develop themselves professionally and personally, as well as original data sources and access to the experiences of partner organisations worldwide.

�

Dates/duration June-November 2018

Supervisor Kathinka Gaess

Contact e-mail https://oxfamnovibacademy.wordpress.com/about/

Number of places /


Den Haag - The Netherlands


Call for applications to be opened by May 2018.

Globed students willing to apply for these positions can send the CV + Motivation Letter to the program manager. The O.N.A. will review these documents and indicate whether the students have bigger or lower chances to get admitted into the open call.

The Oxfam Novib Academy looks for interns twice a year to start in February and

September to assist teams with specific research questions. Currently, we are identifying the internship positions for spring 2018. In May/ June, we will have a new set of vacancies for internships specifically for the Academy. These vacancies will also be uploaded on our Facebook as well as the Oxfam Novib website. If one of the vacancies suits you, you are very welcome to apply. On this blog you can already read a bit more about the topics interns are working on and about their experiences. Please note that to be eligible for all internships at Oxfam Novib, you need to be enrolled in a university or an educational institution within the EU for the entire duration of the internship. The fall batch Oxfam Novib Academy interns of 2017, has been working in the following areas:

• Impact measurement (qualitative, quantitative research and sense making) • Youth Employment • Youth and communication • Public Communication • Fair taxes and good governance • Natural Resource Governance • Food, Land and Water • Land rights • Gender and justice • LGBT rights • Humanitarian issues • Conflict and Fragility


DEVELOPMENT



Council of Europe


The Council of Europe advocates freedom of expression and of the media, freedom of assembly, equality, and the protection of minorities. It has launched campaigns on issues such as child protection, online hate speech, and the rights of the Roma, Europe's largest minority. The Council of Europe helps member states fight corruption and terrorism and undertake necessary judicial reforms. Its group of constitutional experts, known as the Venice Commission, offers legal advice to countries throughout the world.

The Council of Europe promotes human rights through international conventions, such as the Convention on Preventing and Combating Violence against Women and Domestic Violence and the Convention on Cybercrime. It monitors member states' progress in these areas and makes recommendations through independent expert monitoring bodies. Council of Europe member states no longer apply the death penalty.

�

Dates/duration September 2018 to January 2019

Supervisor /

Contact e-mail https://www.coe.int/en/web/jobs/traineeships

Number of places 1


Strasbourg-France


Call for applications to be opened by February 2018.

Who can apply?

In order to be eligible for a traineeship, you must meet the following criteria:

Have the nationality of one of the Council of Europe member states;

Have a bachelor's degree or equivalent (a diploma for the first cycle of higher

education as defined in the Bologna Declaration).

Have a desire to acquire practical experience and knowledge of the functioning

and activities of the Council of Europe;

Have a very good knowledge of one of the two Council of Europe official

languages (English or French) together with good drafting ability. Good

knowledge of the other official language is appreciated.

Responsibilities

The typical responsibilities given to trainees include:

research work;

preparation of draft reports and studies for meetings of experts;

drafting of meeting reports;

assistance with work in hand;

committee organisation;

updating websites.

If you are of French or English mother tongue and wish to apply for a traineeship in translation you should email your CV and motivation letter to [email protected]. The duration of a traineeship in Translation is from three weeks to two months.

Programme

We provide a comprehensive induction programme for trainees which enables them to find out about the structures, the activities and the international co-operation procedures followed by the Council of Europe, including the implementation of the European Convention on Human Rights. Trainees may attend conferences held within the Organisation, sittings of the Parliamentary Assembly of the Council of Europe, and meetings that may take place during their stay in Strasbourg.

Conditions

Trainees are not remunerated. They pay their own travel and accommodation

expenses. The specific measures apply to candidates who provide a certificate or attestation issued by an officially recognised body or professional to confirm the type and degree of disability or disabilities.

Among different ways to self-finance the non-remunerated traineeship applying for a scholarship with different international funds is suggested. A simple Internet search will inform you on up to date and existing possibilities.

Please note that prior to applying for a scholarship you should be admitted to the traineeship programme.

In order to enable the largest number of applicants to benefit from an opportunity for a traineeship at the Council of Europe, nobody may undertake more than one traineeship in the Organisation, whatever form it may take.


DEVELOPMENT



World Bank


The World Bank Group has set two goals for the world to achieve by 2030:

• End extreme poverty by decreasing the percentage of people living on less than $1.90 a day to no more than 3%

• Promote shared prosperity by fostering the income growth of the bottom 40% for every country

The World Bank is a vital source of financial and technical assistance to developing countries around the world. We are not a bank in the ordinary sense but a unique partnership to reduce poverty and support development. The World Bank Group comprises five institutions managed by their member countries.

Established in 1944, the World Bank Group is headquartered in Washington, D.C. We have more than 10,000 employees in more than 120 offices worldwide.

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Dates/duration June-September 2018

Supervisor /

Contact e-mail http://www.worldbank.org/en/about/careers/programs-and-internships/internship

Number of places /


Washington DC - USA


Call for applications to be closed by January 31, 2018.

Selection Criteria

To be eligible for an Internship, candidates must have an undergraduate

degree and be enrolled in a full-time graduate study program (pursuing a Master's degree or PhD with plans to return to school full-time). Successful candidates have usually completed their first year of graduate studies or are into their PhD programs.

Fluency in English is required. Relevant work experience, computing skills, as well as knowledge of languages such as French, Spanish, Russian, Arabic, Portuguese, and Chinese are advantageous.

Details

This Internship typically seeks candidates in the following fields: economics, finance, human development (public health, education, nutrition, population), social science (anthropology, sociology), agriculture, environment, private sector development, and other related fields.

The Bank pays an hourly salary to all Interns and, where applicable, provides an allowance toward travel expenses. Interns are responsible for their own living accommodations. Most positions are in Washington, DC; others are in country offices. They are a minimum of four weeks long.

All applications must be submitted online. (Applications submitted after the deadline are not considered.)


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Name of the student Seun Adebayo

Name of the institution/organization

UNESCO, Paris

Dates/duration 3rd July to October 23rd

Supervisor Dr. Francesc Pedro

General overview of the internship experience

As an intern my major activities were around conducting research and policy analysis. I evaluated teachers’ policies in Sub-Saharan African (SSA) countries during the Education For All (EFA) period (2000-2015). I reviewed EFA policies in SSA region, looking specifically at different teachers’ policies that were formulated by SSA countries during the EFA and identifying champion countries in teacher’ policies. I also contributed to the national education policy review in Liberia. Planned and conducted a scoping mission to Liberia from 23 – 28 October 2016. After my internship at UNESCO Paris, I was fortunate to secure another contract, where I was part of the team for an expert mission to Liberia and worked with the UNESCO Monrovia Antenna office for two months. I helped out with national education policy and project management. At UNESCO, I learnt a lot and was able to reflect from the useful discussions in the classrooms to real life education problems. In addition to increasing my network, I met and interacted with brilliant professionals during my internship. In sum, I will say it was a great experience! Advice from my experience: - Try to align your thesis with the organization's current work area. This may create more opportunities for you to continue working and build expertise on a specific area. - Whatever tasks you are given… do it well! - Keep your thesis supervisor informed about your internship experience. - If you can, keep a daily journal of your experience at the organization. - Be open-minded and flexible!


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Name of the student Lina Jiang


United Nations Educational Scientific and Cultural Organization, Paris

Dates/duration July-October, 2016

Supervisor Dr. Francesc Pedró


-Conducted a desk review to gather key national or international reports on the issues of access, quality, performance, and efficiency in the Bahamian education system -Contributed to the final draft of the education policy review of Zambia, proofreading and suggesting improvements -wrote feedback and give suggestions on recommendations for The

Global Synthesis of Policies and Practices on Designing Effective Monitoring and Evaluation of Education Systems for 2030

-wrote a report on infrastructure policy in Sub-Saharan Africa, according to the policy lessons from EFA Working at UNESCO was not an easy task, and those three months were quite intense for me. However, it was an enriching and inspiring experience, both in professional and personal fields. The work I did was always a collective one, involving a number of people. From them, I learned a lot and their help and contribution was critical, not only to the organization, but also to me at a personal level.


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Name of the student Jyoti Rahaman


UNESCO Paris

Dates/duration July-September, 2016

Supervisor Dr. Francesc Pedró


The internship experience was great, and I have truly learned and developed skills to work in policy analysis sector. I consider myself fortunate to have a supervisor who was extremely supportive. I worked with three major policy review reports as a researcher, peer-reviewer and proof-reader and one planning project on curriculum development in sub-Sharan Africa. However, I had some challenging experience too. The GLOBED training has not prepared me well to contribute to the challenging policy making and analytical task. So, the students need to be prepared and should expect that the internship will be challenging. However, it also depends on the co-supervisors they are assigned. Sometimes, some supervisors are patient and teach necessary skills with an open mind. Sometimes they expect the interns to know everything and just do everything for them. This can be scary and stressful. If such situation is faced, it would be good to directly talk to the main supervisor as soon as possible regarding what is being experienced in a respectful way might help them to take the best out this internship. Interns are unpaid and they are there to learn while contributing at the same time, some mentors are amazing and they don’t demean the not knowing enough situation and they slowly teach the skills. However, some mentors can be really impatient and vague while giving assignments. It would be wise to politely inform the mentor if they are not giving clear instructions. Most importantly, I would advise GLOBED students to interact with other interns from different departments and try to know about their

assignments and how they are overcoming challenges to complete their tasks. I have learned skills and information from other interns that were helpful. One of my mentor did not like that I cooperated with another mentor because she was willing teach me the skills I needed to finish a task. My mentor did not like it, she also did not have the skills herself to help me. It was a difficult situation and sad to see such biases exist in an UN platform. However, my main goal was to develop necessary skill; so, when I did not learn it from my mentor, I asked for help. If I only cared about what my own mentor were think and did not ask for help, I would not have learned a new skill. Even though such situations are extremely challenging to handle, by being goal-oriented and prioritizing the aim for being in that platform helped me. I was there to learn, and I always prioritized that. However, now that I look back, I feel that I could have been a bit diplomatic to handle the situation for my own advantage. Still, this was a very important lesson that improved my professional attitudes and interpersonal skills. And I am grateful for having this opportunity and both good and challenging experiences. If any students have specific questions, want to know about the skills I developed, I would be happy to Skype/share my work with them if they need any help.


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Name of the student Jennifer Ulrick



Dates/duration August/September 2016

Supervisor Nikola Watcher, Research Officer Martin Henry, Research Coordinator


Overall I had a positive experience at EI and recommend this internship placement. The work in the research unit is very varied, and the nature of the work that you will be involved in will depend on the research projects underway at the time of your internship. You will have the opportunity to be involved in work related to various themes and will be given the opportunity to choose areas which are of particular interest to you. You will also be able to attend meetings related to work from other units if they are of interest to you. Although an international organisation, the atmosphere at EI is reasonably informal. Martin and Nikola are both friendly, approachable and helpful supervisors. They will place trust in you and invite you to take responsibility where appropriate. Although the staff are friendly, the office is quite spread out. If you are placed in an office alone, you will need to be proactive and reach out to people to ask questions, socialize, etc. Do ask for contacts for your thesis topic as EI has a wide network of allies and ‘critical friends’ (academics who give advice to the organisation). It might be useful to know that students doing their internship with EI be paid a stipend. As a self-funded student I was paid about 1000 Euros a month.


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Name of the student Haleema Masud



Dates/duration 01 July 2017- 08 September 2017

Supervisor Nikola Wachter


I interned with the Research Unit primarily along with Education and Employment Unit. I found EI to be a very considerate employer. In my two months at the EI, I was presented with a number of opportunities and tasks to learn about a range of topics including disability and privatization, gender and education, research capacity building in education and employment as well as open education. I was asked for constant feedback on what I want to gain through the internship and if the tasks that were being provided were fulfilling that. The internship was also flexible in the sense that I was able to pick up more work than allotted if I could find the time to complete it. Logistically speaking the internship was very well planned too. Instructions on how to join, my work station and login, the first day trainings and introduction was all well planned. My overall experience at the EI was great. They do some great work, their work ethic is strong, they invest in their interns and the work environment is calm and supportive. I would be happy to provide more details should you feel the need. Best of luck!


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Name of the student Paola Marius



Dates/duration September/ October

Supervisor Mar Candela


I worked as an intern in the Global Response to the commercialization and privatization of education project, implemented by EI in order to ensure free access of public education with quality and to challenge the growing trend of commercialization of education. As an intern, I supported the Project Director and Project Office with their strategies around the globe. Among my duties I fool-proof read, commented and gave feedback on the country reports and studies before their release, participated in institutional meetings, prepared documents for their workshops in different countries and prepared an opinion article for their website. Also, since my thesis subject was aligned with one of their studies, I helped them during the development and fieldwork stage in Peru during the months of july and august. I believe that the experience surpassed my expectations, I was able to get a better understanding about the complexity of privatisation in education and how it works in different countries/contexts. One of my main goals to achieve with this master’s degree is to also gain knowledge about educational systems in different countries and I believe this internship helped me achieving this goal. I learned about countries such as Kenya, Uruguay, Nepal and Brazil.


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“ INTERNSHIPS“

Name of the student Laura Mentini


GEPS – ReformED project http://cordis.europa.eu/project/rcn/204116_en.html

Dates/duration March-October 2017 /(ongoing…)

Supervisor Antoni Verger


• It is a great experience to understand what doing research - in academia and/or in a research institute - could look like. Indeed, the possibility of constantly participating in stimulating seminars, where highly renowned experts are invited, to give and contribute to internal workshops, getting in contact with external institutional partners, are only some of the many aspects you can get in contact with…

• Overall, it is a highly intellectually and comprehensive experience, where both theoretical and practical research tools are developed and provided (i.e participate and contribute to the development of international surveys, interview scripts, data analysis and interpretation, data collection on field etc.).

• Gives the feeling of contributing to the betterment of education policy at both national policy and school level, in a global/local comparison, through a highly realist and ethical approach.

• Requires and enables a high degree of flexibility and autonomy, learning to self-manage and to work in group, in a small international and dynamic research team, learning the collaborative processes of doing research.

• A wonderful human and collaborative working environment, where democratic and participatory processes take place constantly.

• The weekly and well-structured activities stimulate to own thinking, giving space for personal contributions and development of ideas.

• Provides guidance, support and especially learning – indeed you get to learn and put yourself into discussion a lot, learning from post-docs students, other professors, experts, hence gaining important life professional skills.


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Name of the student Beth Roseman


UNESCO IICBA

Dates/duration July-December 2017

Supervisor Dr. Binyam Sisay Mendisu


I had a great experience with UNESCO IICBA and highly recommend it for anyone interested in education, specifically on issues of teacher policy and development, in Africa. Coworkers are extremely supportive and you are encouraged to take initiative and in some ways required to come up with your own projects and ideas. It may be possible to concentrate in one area of work such as gender, ICT, peace building, refugee education, etc. or depending on their need you may be asked to work across a variety of areas. I had the opportunity to publish my first work, a school safety manual on behalf of the organization and also had the opportunity to coauthor a research paper with my supervisor and submit it to an international conference (which was postponed and instead presented at a research seminar). My outputs are below:

• Researched and coauthored a School Safety Manual for teachers; 5000 copies distributed in six African countries

• Coauthored a research paper on capacity building in an educational setting for publication and presented at a research seminar on ‘Teachers’ Contribution to Quality of Education in Africa’ in Addis Ababa

• Wrote and edited various modules, concept notes, and policy briefs on gender responsive pedagogy, sexuality education, teacher mobility and teacher motivation

• Participated in the African Early Childhood Work Initiative Consultative Meeting and UN Ensuring Creative and Innovative Spaces for Youth Engagement in Ethiopia Youth Forum


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Name of the student Peter Hughes GLOBED Cohort 2.


Independent Diplomat (Brussels Office)

Dates/duration 5 months

Supervisor Nour Bakr/Abdy Yeganeh


Independent Diplomat is an NGO made up of former-diplomats, UN and EU officials and experts in international law. The organization draws on the expertise of its staff to help offer diplomatic advice and media guidance to marginalized groups, allowing these groups to be heard during the international decision-making process. The internship primarily focused on the EU’s bilateral approaches to areas of the world currently experiencing political tensions and conflict. Main areas of focus were communities, especially civil society groups, in Syria, Palestine, Myanmar/Rohingya, Yemen and Western Sahara. I was responsible for Palestine and Rohingya. My time was spent researching and contacting potential civil society groups in both contexts, reaching out to them to explain how and where Independent Diplomat could assist in getting them access to EU policy makers. I also reached out to officials at the EU Commission, Parliament, each EU Member State Mission and several INGOS to understand the thinking behind policy decisions towards each context. In most cases, it was necessary to deliver advocacy asks from the civil society groups to these policy makers. This helped both sides to have a focused approach to resolving the situation impacting the marginalized groups. I was also asked to organize events for civil society speakers to come and talk with MEPs, the press and representatives from the EU Member States’ Missions. One event was a group of Rohingyan activists and the other was Western Saharan. Therefore, I was responsible for the logistics of the two day event and preparing the briefing documents for the speakers and subsequent press releases. The role was very diverse and kept me busy. It asked a lot of my written

and spoken communication skills and having an additional language to English was beneficial. ( Having French and Arabic was an asset) This position allowed me to enhance my understanding of my geographical areas of expertise (the Middle East) whilst learning about a whole new context (Myanmar/South East Asia). It also allowed me to understand the workings of the EU institutions. Through the Independent Diplomat office in New York, I was able to enhance my understanding of the UN processes. The internship had minimal focus on education but a strong insight into the policy and grant decision making processes and an insight into the stark difference between formal channels of communication and the informal ones which are omnipresent within all big international institutions in order for decision to be made. Given I was signed into a fixed term work contract; the time ate into my fieldwork time. This means, I may have to submit my thesis on a later date.


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Name of the student

Vanessa Rubio


IIPE – UNESCO Buenos Aires

Dates/duration July to October 2017

Supervisor Nestor López


My internship was based on research desk tasks, I worked on a report regarding ECD (Early Childhood Development) policies in Latin America, I synthesized information about donors and PPP (Public - Private Partnership) and budget allocation to those policies. It is important to have high proficiency in Spanish, writing, and speaking! The intern will have the opportunity to learn from experts in different areas, who are highly qualified and attend to courses and lectures that are given in the organization. For more information please email me at [email protected]


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“ INTERNSHIPS“

Name of the student Paloma Lainz


IIEP-UNESCO Buenos Aires

Dates/duration 20 July 2017- 20 October 2017

Supervisor Aina Tarabini (UAB) Néstor López (IIEP)


IIEP is a small office in the center of Buenos Aires. There is a very friendly and stimulating atmosphere, particularly within the team of Néstor. The team specializes on applied research in education, for all 19 countries of Latin America. They also have 2 projects of monitoring of education policies, which are very interesting. During the internship, I was not directly involved with any of the projects of the office. Instead, I was assigned a new project (with my colleague), we researched the concept of sustainable development in the UN system, to then see the ways it could be applied/included in education in the region. We conducted interviews, wrote reports, did document analysis and became passionate on the issue. We were free to orient it as we wanted and had the support of the office for this. In addition we were part of some punctual events of the office, such as the Regional forum for education where all ministries of education in the region came and discussed inclusion and equality in education in line with the 2030 Agenda. I strongly recommend this experience. The office is a place where to learn a lot. All members of staff are highly qualified and stimulating. Indeed, staff members are some of the most important academics on education in the region, truly referents in the area. Sharing time with them is a highly enriching experience as they are all willing to chat and share. There is space for everyone to learn, as well as really take part in the discussions. Staff members are highly committed and inspiring. Research is of high quality. There are often very challenging discussion on contemporary issues, everybody is willing to participate and are open to challenge their views.

I recommend this internship for students, which are interested in applied research, very curious and autonomous, willing to participate and have initiative! I believe to be very different from other UN agencies, in this office you should be ready to challenge your views, to share your opinion, speak, discuss, be curious and learn a lot. High level in Spanish is compulsory, as well as an interest in the region. Please contact me if you would like to know more about this! Good luck! And enjoy the beautiful Buenos Aires! ☺

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