HI THIS BLOG IS FOR 4 TO LEARN
OXFORD EDUCATION
ODEC is a voluntary organisation that promotes positive social change through education. Development education means learning about how people are improving their quality of life, in Britain and other countries. It also means taking action - to develop your own community and support other people doing the same in their own countries. ODEC supports teachers by providing resource packs and helping with curriculum development. We also do some youth work and community education. For details of our work, have a look at ODEC projects.
News about our latest global education projects
Global connections
Education for social change
Development issues in Britain
ODEC projects
A critical eye on the Internet
There are over forty centres like ODEC around the country. Contact the Development Education Association on 0171 4908108 to find your local DEC. Other DECs with Web pages:
Leeds
Manchester
Reading
South Yorkshire
News about our latest global education projects
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NEW Global Learning On-lineGLO now has news about Montserrat and links to relevant sites, including volcano world. Go to the Global Express section of the site for details.
Black UmfolosiBlack Umfolosi is an exhuberant A Capella group from Zimbabwe. This summer they took part in a very successful series of schools workshops and performances in Oxford."Black Umfolosi walked in and that was it. During the performance on Tuesday, the children got really excited. They couldn't wait to see what they were doing. That was a good start to the week."Sue Hawker, Head, Bladon SchoolIf you would be interested in a visit from the group in June 1998, contact ODEC.
Calling all single parents! Are you fed up with the press that single parents get? Check out this new ODEC project and share what life is really like for you!
ODEC is helping to write Global Learning On-line (GLO), a new education service for the IFL site. Visit GLO for activities, information and guidelines for teaching about global issues.
Visitors from overseasTUIREG (the Trade Union International Research and Education Group) can put you in touch with overseas visitors who can give talks on Union issues. Visit the visitor page for details of people currently available.
Global Connections
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Here are links to sites we think are genuinely global, because they include contacts and information from outside Europe and North America.
One World Online A busy site including schools resources for development education and links to non-governmental organisations involved in international development, like Oxfam. A member of the BBC Networking Club, the site also has good media resources, including PANOS, a group specialising in articles from Southern journalists.
GreenNet GreenNet is the only computer network specifically designed for development, environment, peace and human rights groups. This site gives more information about GreenNet and links to groups from a range of countries and cultures. A good jumping off point for African links.
Global Schoolnet Foundation This site is designed for the US education system, but it provides some very useful guidelines for international schools projects using the Internet. Lots of opportunities to contact teachers who have specific projects in mind.
Fourth World Indigenous people in countries all around the world are still fighting to be heard and respected. This site links to lots of information about indigenous peoples in Africa, Europe and Asia, North, Central and South America, Melanesia, Polynesia and Micronesia.
International news The Omnivore project is based at Kansas University and aims to get up to date news from all over the world and from all sorts of points of view. It is revised daily and has both a quick news section and information in more depth.
African National Congress Lets you e-mail Nelson Mandela and other ANC leaders and access lots of information about the ANC. Has links to other sites on South Africa and other political sites.
IGC ConflictNet This site says it is about the Internet for people, not for profit. Links to a range of voluntary organisations, including the conflict resolution community.
Education for social change
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If you enjoy thinking about educational alternatives and radical approaches, we think these sites may interest you.
Kildlink Kidlink specialises in putting young people from different countries in touch electronically. It gives a structure to help make these contacts useful. Includes a section for classroom exchanges.
European Crosspoint Anti-racism Links to sites all over Europe that are dedicated to challenging racism.
Home schooling "I have never let my schooling interfere with my education." Mark Twain. A site that students can use to explore the internet's educational resources for themselves, plus lots of links to other home schooling pages and some refreshing ideas about education.
Development issues in Britain
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We feel that underdevelopment is not confined to Southern countries, Britain has its social problems too. Visit these sites to find out more.
Homelessness Includes projects tackling homelessness, background information on the issues, a chance to assess benefit levels and international links.
National Youth Association The best bit of this site is the Youth Information Database. Lots of useful information here on life for young people in Britain, including housing, health, justice and international issues.
Anti-Nazi League/Anti-Facist Action An easy to read homepage with good links to other anti-racist sites. It urges visitors to think about the issues for themselves, and even lists two racist newsgroups that you could subscribe to to find out more about the views of the people involved. In school we suggest you only use these with extreme caution, and definitely only as part of a piece of extended work on challenging racism.
Anti-racism: A gopher site with texts on a range of issues, including racism in Britain and Europe.
Charter 88 A pressure group for the reform of the UK's system of government. You can tell them what you think, enter competitions and find out more about their campaigns.
A critical eye on the Internet
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If you are worried that everyone is getting carried away about the possibilities of the Internet and ignoring its limitations, these links may interest you.
Schools on-line gender page: Short but thought provoking reflection on the lack of women on-line.
Chatback: A world-wide electronic school for children who have some mental or physical difficulty in communicating. The site explains how Chatback works and links to some of the exciting projects students are involved in.
The Internet and the South Exactly who can get access to the internet and who can't? What problems does this raise for people in Southern countries? Read this article if you are interested in answering these kinds of questions.
Oxford Educational Network
The Oxford Educational Network is a Network of Universities, Colleges and Schools that operate under a Royal Charter from Charles I of England.
All Members of the Oxford Educational Network share values and attitudes toward Excellence in Education.
Most Universities, Colleges and Schools favor the English System of Education which allows the Student to "Read" a Subject enhanced by lectures, independent study, life experience and evaluations based upon a student's demonstrated knowledge. Grading is usually "Pass" or "Fail".
"Elite Schools" will only issue a grade of "Pass" to undergraduate students who achieve an equivalent grade of "B" or 3.0. Graduate students must achieve a grade of "-A" or 3.5 to receive a grade of "Pass".
History Of The Oxford Educational Network
The Charter from King Charles I of England, dated 1640, was originally granted to Wolsey Hall at Oxford. Wolsey Hall was named for Cardinal Thomas Wolsey (1471-1530) who had set up Cathedral College which was re-named Christ Church College. Private Halls were founded by different Christian denominations which still retain their Religious Character.
After an illustrious history, Wolsey Hall was not making sufficient profit as a Theological School in England. A number of English, American and Canadian Theological Schools were able to secure the Original Charter and the Right to continue as the Oxford Educational Network.
The Oxford Educational Network now has schools in England, America, Canada, Central America, South America and Italy.
Short History of Oxford University
Oxford is a unique and historic institution. As the oldest English-speaking university in the world, it lays claim to eight centuries of continuous existence. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris.
In 1188, the historian, Gerald of Wales, gave a public reading to the assembled Oxford dons and in 1190 the arrival of Emo of Friesland, the first known overseas student, initiated the University's tradition of international scholarship. By 1201, the University was headed by a magister scolarum Oxonie, on whom the title of Chancellor was conferred in 1214, and in 1231 the masters were recognized as a universitas or corporation.
In the 13th century, rioting between town and gown (students and townspeople) hastened the establishment of primitive halls of residence. These were succeeded by the first of Oxford's colleges, which began as medieval 'halls of residence' or endowed houses under the supervision of a Master. University, Balliol and Merton Colleges, established between 1249 and 1264, were the oldest.
Less than a century later, Oxford had achieved eminence above every other seat of learning, and won the praises of popes, kings and sages by virtue of its antiquity, curriculum, doctrine and privileges. In 1355, Edward III paid tribute to the University for its invaluable contribution to learning; he also commented on the services rendered to the state by distinguished Oxford graduates.
Oxford early on became a centre for lively controversy, with scholars involved in religious and political disputes. John Wyclif, a 14th-century Master of Balliol, campaigned for a bible in the vernacular, against the wishes of the papacy. In 1530, Henry VIII forced the University to accept his divorce from Catherine of Aragon. During the Reformation in the 16th century, the Anglican churchmen Cranmer, Latimer and Ridley were tried for heresy and burnt at the stake in Oxford. The University was Royalist in the Civil War, and Charles I held a counter-Parliament in Convocation House.
In the late 17th century, the Oxford philosopher John Locke, suspected of treason, was forced to flee the country. The 18th century, when Oxford was said to have forsaken port for politics, was also an era of scientific discovery and religious revival. Edmund Halley, Professor of Geometry, predicted the return of the comet that bears his name; John and Charles Wesley's prayer meetings laid the foundations of the Methodist Society.
The University assumed a leading role in the Victorian era, especially in religious controversy. From 1811 onwards The Oxford Movement sought to revitalise the Catholic aspects of the Anglican Church. One of its leaders, John Henry Newman, became a Roman Catholic in 1845 and was later made a Cardinal. In 1860 the new University Museum was the site of a famous debate between Thomas Huxley, the champion of evolution, and Bishop Wilberforce.
From 1878, academic halls were established for women, who became members of the University in 1920. Since 1974, all but one of Oxford's 39 colleges have changed their statutes to admit both men and women. St Hilda's remains the only women's college.
In the years since the war, Oxford has added to its humanistic core a major new research capacity in the natural and applied sciences, including medicine. In so doing, it has enhanced and strengthened its traditional role as a focus for learning and a forum for intellectual debate.
Structure of Oxford University
Oxford is an independent and self-governing institution, consisting of the central University and the Colleges.
The Vice-Chancellor, who holds office for seven years, is effectively the 'Chief Executive' of the University. Three Pro-Vice-Chancellors have specific, functional responsibility for Academic Matters, Academic Services and University Collections, and Planning and Resource Allocation. The Chancellor, who is usually an eminent public figure elected for life, serves as the titular head of the University, presiding over all major ceremonies.
The principal policy-making body is the Council of the University, which has 26 members, including those elected by Congregation, representatives of the Colleges and two members from outside the University. Council is responsible for the academic policy and strategic direction of the University, and operates through four major committees: Educational Policy and Standards, General Purposes, Personnel, and Planning and Resource Allocation.
Final responsibility for legislative matters rests with Congregation, which comprises over 3600 members of the academic, senior research, library, museum and administrative staff.
Day-to-day decision-making in matters such as finance and planning is devolved to the University's five Academic Divisions - Humanities, Life and Environmental Sciences, Mathematical and Physical Sciences, Medical Sciences and Social Sciences. Each division has a full-time divisional head and an elected divisional board. Continuing Education is the responsibility of a separate board.
The Colleges, though independent and self-governing, form a core element of the University, to which they are related in a federal system, not unlike the United States. In time, each college is granted a charter approved by the Privy Council, under which it is governed by a Head of House and a Governing Body comprising of a number of Fellows, most of whom also hold University posts. There are also six Permanent Private Halls, which were founded by different Christian denominations, and which still retain their religious character. Thirty colleges and all six halls admit students for both undergraduate and graduate degrees. Seven other colleges are for graduates only; one, All Souls, has fellows only, and one, Kellogg College, specializes in part-time graduate and continuing education.
Wolsey Hall
Outlook for the Future - Oxford Educational Network
The Board of the Oxford Educational Network has determined that it can better serve the needs of its member schools by expanding the Network to include additional schools who have a sufficiently High Standard of Excellence to bear the Name and Reputation of the Oxford Educational Network and to call themselves Oxford Schools.
Schools may request consideration for Membership in the Oxford Educational Network by completing an Application.
The Oxford Educational Network is a Network of Universities, Colleges and Schools that operate under a Royal Charter from Charles I of England.
All Members of the Oxford Educational Network share values and attitudes toward Excellence in Education.
Most Universities, Colleges and Schools favor the English System of Education which allows the Student to "Read" a Subject enhanced by lectures, independent study, life experience and evaluations based upon a student's demonstrated knowledge. Grading is usually "Pass" or "Fail".
"Elite Schools" will only issue a grade of "Pass" to undergraduate students who achieve an equivalent grade of "B" or 3.0. Graduate students must achieve a grade of "-A" or 3.5 to receive a grade of "Pass".
History Of The Oxford Educational Network
The Charter from King Charles I of England, dated 1640, was originally granted to Wolsey Hall at Oxford. Wolsey Hall was named for Cardinal Thomas Wolsey (1471-1530) who had set up Cathedral College which was re-named Christ Church College. Private Halls were founded by different Christian denominations which still retain their Religious Character.
After an illustrious history, Wolsey Hall was not making sufficient profit as a Theological School in England. A number of English, American and Canadian Theological Schools were able to secure the Original Charter and the Right to continue as the Oxford Educational Network.
The Oxford Educational Network now has schools in England, America, Canada, Central America, South America and Italy.
Short History of Oxford University
Oxford is a unique and historic institution. As the oldest English-speaking university in the world, it lays claim to eight centuries of continuous existence. There is no clear date of foundation, but teaching existed at Oxford in some form in 1096 and developed rapidly from 1167, when Henry II banned English students from attending the University of Paris.
In 1188, the historian, Gerald of Wales, gave a public reading to the assembled Oxford dons and in 1190 the arrival of Emo of Friesland, the first known overseas student, initiated the University's tradition of international scholarship. By 1201, the University was headed by a magister scolarum Oxonie, on whom the title of Chancellor was conferred in 1214, and in 1231 the masters were recognized as a universitas or corporation.
In the 13th century, rioting between town and gown (students and townspeople) hastened the establishment of primitive halls of residence. These were succeeded by the first of Oxford's colleges, which began as medieval 'halls of residence' or endowed houses under the supervision of a Master. University, Balliol and Merton Colleges, established between 1249 and 1264, were the oldest.
Less than a century later, Oxford had achieved eminence above every other seat of learning, and won the praises of popes, kings and sages by virtue of its antiquity, curriculum, doctrine and privileges. In 1355, Edward III paid tribute to the University for its invaluable contribution to learning; he also commented on the services rendered to the state by distinguished Oxford graduates.
Oxford early on became a centre for lively controversy, with scholars involved in religious and political disputes. John Wyclif, a 14th-century Master of Balliol, campaigned for a bible in the vernacular, against the wishes of the papacy. In 1530, Henry VIII forced the University to accept his divorce from Catherine of Aragon. During the Reformation in the 16th century, the Anglican churchmen Cranmer, Latimer and Ridley were tried for heresy and burnt at the stake in Oxford. The University was Royalist in the Civil War, and Charles I held a counter-Parliament in Convocation House.
In the late 17th century, the Oxford philosopher John Locke, suspected of treason, was forced to flee the country. The 18th century, when Oxford was said to have forsaken port for politics, was also an era of scientific discovery and religious revival. Edmund Halley, Professor of Geometry, predicted the return of the comet that bears his name; John and Charles Wesley's prayer meetings laid the foundations of the Methodist Society.
The University assumed a leading role in the Victorian era, especially in religious controversy. From 1811 onwards The Oxford Movement sought to revitalise the Catholic aspects of the Anglican Church. One of its leaders, John Henry Newman, became a Roman Catholic in 1845 and was later made a Cardinal. In 1860 the new University Museum was the site of a famous debate between Thomas Huxley, the champion of evolution, and Bishop Wilberforce.
From 1878, academic halls were established for women, who became members of the University in 1920. Since 1974, all but one of Oxford's 39 colleges have changed their statutes to admit both men and women. St Hilda's remains the only women's college.
In the years since the war, Oxford has added to its humanistic core a major new research capacity in the natural and applied sciences, including medicine. In so doing, it has enhanced and strengthened its traditional role as a focus for learning and a forum for intellectual debate.
Structure of Oxford University
Oxford is an independent and self-governing institution, consisting of the central University and the Colleges.
The Vice-Chancellor, who holds office for seven years, is effectively the 'Chief Executive' of the University. Three Pro-Vice-Chancellors have specific, functional responsibility for Academic Matters, Academic Services and University Collections, and Planning and Resource Allocation. The Chancellor, who is usually an eminent public figure elected for life, serves as the titular head of the University, presiding over all major ceremonies.
The principal policy-making body is the Council of the University, which has 26 members, including those elected by Congregation, representatives of the Colleges and two members from outside the University. Council is responsible for the academic policy and strategic direction of the University, and operates through four major committees: Educational Policy and Standards, General Purposes, Personnel, and Planning and Resource Allocation.
Final responsibility for legislative matters rests with Congregation, which comprises over 3600 members of the academic, senior research, library, museum and administrative staff.
Day-to-day decision-making in matters such as finance and planning is devolved to the University's five Academic Divisions - Humanities, Life and Environmental Sciences, Mathematical and Physical Sciences, Medical Sciences and Social Sciences. Each division has a full-time divisional head and an elected divisional board. Continuing Education is the responsibility of a separate board.
The Colleges, though independent and self-governing, form a core element of the University, to which they are related in a federal system, not unlike the United States. In time, each college is granted a charter approved by the Privy Council, under which it is governed by a Head of House and a Governing Body comprising of a number of Fellows, most of whom also hold University posts. There are also six Permanent Private Halls, which were founded by different Christian denominations, and which still retain their religious character. Thirty colleges and all six halls admit students for both undergraduate and graduate degrees. Seven other colleges are for graduates only; one, All Souls, has fellows only, and one, Kellogg College, specializes in part-time graduate and continuing education.
Wolsey Hall
Outlook for the Future - Oxford Educational Network
The Board of the Oxford Educational Network has determined that it can better serve the needs of its member schools by expanding the Network to include additional schools who have a sufficiently High Standard of Excellence to bear the Name and Reputation of the Oxford Educational Network and to call themselves Oxford Schools.
Schools may request consideration for Membership in the Oxford Educational Network by completing an Application.
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