Catholic education home

Welcome from Cardinal Sean Brady

On behalf of all who are involved in Catholic education in Northern Ireland, I welcome you to our website.

In ainm gach duine a bhfuil baint aige nó aici leis an oideachas caitliceach i dTuaisceart na hÉireann, cuirim fáilte romhat go dtí an suíomh idirlíne seo.

This is a time of huge change in Northern Ireland – political, economic, social and educational. In that rapidly changing environment, the 547 Catholic schools here teach about 45% of all pupils and we take very seriously our role in both maintaining high standards, and contributing to a new society. I thank all those who dedicate so much of their energy and love to providing a high quality education for all young people, whatever their talents and needs.

Our schools have always been active in developing cross community and international links. They welcome people from all national backgrounds and people from various faith traditions or none. Catholic schools are not an obstacle on the road to reconciliation.

I hope that this website will help visitors to be aware of the exciting enterprise that is Catholic education in the 21st century.

Bail ó Dhia ar an obair – God bless the work.

Cardinal Sean Brady, DCL, DD

Education loan in india 124 educational loan in india 124 student loans in india 045 hdfc bank

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Internship usa internship programme

Have you just finished your college course, but now you’re having trouble getting work in your field of study?

Are you in two minds as to whether you should stick around and try to take your first step on the career ladder, or to go travelling for a year?

With the Internship USA programme, you can get the best of both worlds – experience American life first hand, while interning at a company that is directly related to your field of study. You will gain priceless experience, grow your skills and knowledge, and then be able to take everything you have learnt and bring it back to the Irish workplace – giving you the edge on the competition for job opportunities.

The Internship USA programme allows current full time students and recent graduates (less than 12 months qualified) to gain valuable training experience directly related to their field of study in the US for up to 12 months. The Internship USA programme is operated jointly by USIT and CIEE.

Please note, in order to be able to apply for the Internship USA programme, you must first secure an Internship with a US Company. If you prefer to job-hunt when you are in the US, rather than getting your job pre-approved, perhaps the 12 Month USA Work programme would be of more interest to you. All information on the 12 Month programme can be found here .


This section is for BIS@UCC Students only. Please do not enter unless you are a BIS student applying for the Internship USA programme.

Sports management jobs internships sports management administration careers

Sports Management Jobs & Internships

Do you miss being “between the lines”? Do you miss the thrill of the last second shot? What if you could be a part of the group that makes that moment happen? Front offices of sports related businesses are filled with former and failed athletes as well as those who just love the game. These sports management executives once thought, “Do I have what it takes to work within the sports industry”? Once you review what is available to you, you will see that breaking into the front office is not as impossible as you once though. has been helping people, of all levels of experience and education enter or climb the ranks of the sports administration industry. We want you to be our next success story and we have the experience to dramatically shorten your sports job search.

The following are just a small sampling of recent jobs in which helped the sports employer find their next MVE (Most Valuable Employee):

Don 039 t seek education seek knowledge

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Many words make me cringe. “We” and “our”, when not specifically pertaining to the people you directly know or associate with on a personal level, top the list. Probably third is “education”.

The word, just like so many, has been twisted, turned and co-opted over time. Just like the word “liberal” used to mean someone almost of anarchist leanings, but now signifies almost the exact opposite: a leftist statist. Or how the word “anarchism” has also been skewed through propaganda to connote the opposite of what it is. Education can mean one of many things depending on who you talk to.

Education has a different meaning depending on who is doing the educating. William Torrey Harris, the once US Commissioner of Education, probably best defined education in the US in 1906 when he said that “substantial education, which, scientifically defined, is the subsumption of the individual.”

H.L. Mencken explained further in arguing that the “aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality.”

That is why, really, the only education that matters is to teach someone how to think critically. Once someone is armed with that ability, then they can seek knowledge in whatever they wish to learn, and be able to think critically in order to separate what is truth from what is fabrication. Note that the last thing a child would ever be taught in a public school is logic, rationality, and critical thinking, which would be counter to the intended goal.

Margaret Mead put it simply when she said, “Children must be taught how to think, not what to think.”

Richard Dawkins expanded on that, stating, “Do not indoctrinate your children. Teach them how to think for themselves, how to evaluate evidence, and how to disagree with you.”

What masquerades as education today in public schools in the Western world is, for the most part, brainwashing, subjugation, and mass control. What students do absorb in terms of basic math or language skills is minimal, as can be seen from the near-universal dumbing-down of Western society.

Look no further than the first sentence of the Wikipedia entry on Education to realize that, “Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next.”

If education is the means to pass along the “aims and habits of a group,” no one should ever want to be educated. What we should want is knowledge. Knowledge acquisition involves complex cognitive processes: perception, communication, association, and reasoning.

What your kids are getting, and getting good, in public school is education, not knowledge.


What is currently happening in the US is education is preparing students for a lifetime as a wage slave or imprisonment. Harris further stated that the intention of the system was schools that “have been scientifically designed to prevent over-education from happening. The average American [should be] content with their humble role in life, because they’re not tempted to think about any other role.”

For preparation for prison, as this article from the UK’s Guardian argues, more and more US schools have police patrolling the corridors, and young children are being arrested for throwing paper planes and failing to pick up crumbs from the canteen floor. 10 year-olds are, according to the article, criminally responsible and can be prosecuted as such with a record for the most basic of childhood activities.

Tommy punched Billy? Assault! Tommy is now a convicted felon.

Melinda Harmon, a US Federal Judge, explained whose property your kids are when she stated, “Parents give up their rights when they drop the children off at public school.”

And when they aren’t being arrested, teased, bullied, hazed, taught to submit, or memorizing propaganda, they’ll be taught how to fill out a W2 tax form as in this educational program from the Federal Reserve “finance curriculum” .


Sending your child to public school in the Western world is child abuse. If you must live in the Western world you have to do whatever it takes to avoid this system.

The answer generally lies in homeschooling. But, many families, forced to pay tens of thousands of dollars into the black hole of government every year for “services” such as the education system, feel trapped as most have to have both parents work just to keep the household afloat. Mothers are forced to work due to the systematic impoverishment of the family via taxes and inflation. Furthermore, they are encouraged to work through the promotion of “feminism”.

Nicholas Rockefeller told Aaron Russo that his family foundation created women’s liberation using mass media control as part of a long-term plan to control humanity. The hidden goal of feminism is to destroy the family because a strong family unit interferes with state brainwashing of the young. Side benefits, for the global elites, include depopulation and widening the tax base. Displacing men in the role of providers also destabilizes the family.


This anti-family message is constantly promoted by the state. The most obvious example of this comes from Führer Obomba, in his “Life of Julia ” propaganda piece. In this animated slideshow, he takes a girl (Julia) from childhood through to old age to show her how “under President Obomba” he will help her along the way. You see, the state is the father now.

He helps her through the Head Start Program to begin her brainwashing in public school. He then helps her continue her indoctrination via an “Opportunity Tax Credit”, with stolen money, to get her into college. Then, once out of college, father Obomba helps her again via the “Ledbetter Fair Pay Act” where he forces people at gunpoint to pay her more than she is worth at her new occupation of being a web designer, something, by the way, which likely didn’t need 12 years of brainwashing followed by four years of further programming and crushing debt to learn, but that’s besides the point.

The propaganda continues: “under President Obama, Julia decides to have a child. Throughout her pregnancy, she benefits from maternal checkups, prenatal care, and free screenings under healthcare reform.”

Yes, you can even have children without a man in your life, perhaps artificially inseminated by the seed of the great Nobel Peace Prize winner, Obomba? It doesn’t say, but Julia has not had a man in her life throughout the entire slideshow. This continues on until she retires without a partner and, thanks to Obomba, doesn’t have to worry about running out of savings, she volunteers at a community garden.


As stated above, the answer lies in homeschooling and unschooling. And, if you find you just cannot afford to have either the father or mother stay with the kids during the day then you should be finding a way to escape from the system. You are already enslaved. You think I’m exaggerating? Well, if you were allowed to keep the money that is extorted from you each year by the state, would you be able to afford one parent staying with the children during the day? If the answer is yes, you are a slave and you need to break away from the system.

How? Start up a small agorist enterprise. Perhaps a small restaurant. Become your own boss and avoid paying into the state whenever possible. You can’t, you say, because the state will come after you if they see you operating a restaurant and not paying their myriad of extortive taxes? Then, why are you living there? Get out and go somewhere where that is much less likely to occur. The citizens of most countries on Earth take great pride in not paying taxes. Just look at Greece, as just one example.


Except for the 1%, almost anyone in the West today is a slave to the state, so why stay there? They’ve got you coming and going. You pay them to live in your house (property tax), making you a renter not an owner, you pay sales tax, gasoline tax, cigarette tax, alcohol tax, hotel tax, the list is endless. When you drive too fast they fine you. When you drive too slow they fine you. If you do one of thousands of different things including having more than two glasses of wine and driving or having certain dried flowers like marijuana in your pocket they will kidnap you and throw you in a cage.

If you don’t stop when demanded by the state, they will beat you to within an inch of your life, as they did to this man just last week. If you wish to travel, you and your family will be groped and irradiated. And they’ll be watching you from their $2 billion data center in Utah or from 20,000 drones in the skies.

If you do not want to leave the West then, at the very least, find places like the Free State Project in New Hampshire and live amongst likeminded people who are striving for freedom.


But, don’t my kids need twelve years of education, you ask? As stated above, that’s the last thing they need. What they need is knowledge, and all knowledge is free, thanks to the Internet.

A fourteen year-old at PorcFest last week told us how he has been learning Austrian Economics from Tom Woods, online at Liberty Classroom. Sign up your kids to Liberty Classroom and they will know more real knowledge than PhDs of history from the statist education system.

My own eight year-old son already speaks Spanish and German fluently and is currently learning English. Within 1-2 years he will speak fluent English and he’ll be signed up at Liberty Classroom. We have a number of tutors in Mexico who come to our house, averaging about $10 per visit, including a boxing instructor, a martial arts instructor, and a music teacher. He also goes to tennis lessons four times per week for about $100 per month.

The best part? He’s not forced to do any of it. He wants to. We just ask him what he wants to learn and he tells us. Kids want to learn, it is only the child prison camps that rob children of desire. Soon it is our intention to start a small restaurant where my wife can spend more time with the kids and teach them how to work and operate a business. They’ll bus and serve tables, learn how to treat clients, and how to change the menu to attract more clients. All before 10 years-old.

We do all this from Acapulco where a number of anarchists and libertarians have gravitated. and as the community grows we may start up our own homeschool groups. They’ve already done that at Doug’s Gulch in Argentina where other libertarians have settled and started their own private homeschool style system of education. The International School of Cafayate is headed up by TDV correspondents Gary Kinghorn and Meghan Kofod.

Once you get outside of the mindset that most have in the Western system, the sky is the limit in terms of the knowledge you can provide for your children.

Maria Montessori said that learning “is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment.”

In the environment provided by the state a child is exposed to subjugation, indoctrination, and imprisonment. You owe it to yourself and to your child to find a better environment for them to learn naturally.

Entrepreneurs seek to transform education in vietnam forbes

Entrepreneurs Seek To Transform Education In Vietnam

My last week in Vietnam in Ho Chi Minh City was markedly different from my week in Hanoi in ways I did not expect. A spirit of entrepreneurship and optimism about the future of education in Vietnam has been palpable.

I met with several entrepreneurs in Ho Chi Minh City. While I also met some entrepreneurs in Hanoi, they had mostly created new private schools. Here the entrepreneurs with whom I met are creating a variety of companies, including online learning providers, after-school programs, and an open education resource platform.

Perhaps the clearest example of launching a successful education disruption among my meetings, Topica offered an inspiring view into the power of online learning to expand rapidly higher education access in Vietnam. As its founder, Pham Minh Tuan, said, disruption is the only hope for Vietnam to provide the higher education capacity that the country needs, and online learning that leverages professionals in the work as its teachers is the only chance to close the gap between the academy and the workforce—a gap that has been talked about in Vietnam for decades. Topica employs a Pearson Pearson Embanet -type model of partnering with existing universities to create online degree offerings, generally for working adults, a classic area of nonconsumption. Today it has five local university partners and serves 15,000 students with its 300 teachers. It also has a partnership with a university in the Philippines and is building a larger presence throughout Southeast Asia. Finally, Topica appears to be developing high-quality programs, as its retention and graduation metrics rank it in the same range as the top four online programs in the United States.

A second area ripe for innovation in the country exists in the after-school market. I visited a few after-school centers in my two weeks, including Everest Education. RISE. and the Yola Institute. all in Ho Chi Minh City and targeting different segments of the after-school market.

The team at Everest Education has two centers that are geared to helping students prepare for an international education by offering them test prep and English and math tutoring. They have developed a curriculum that focuses on inspiring students to help them develop skills in critical thinking, creativity, communication, and collaboration. I spent a lot of time during the week with the founding team and leadership—Tony Ngo, Don Le, and Hieu Le—as they set up several meetings for me in Vietnam. I gave a workshop to the staff on disruptive innovation and blended learning, and what struck me was how much the team is focused not just on delivering education for a small population that wants to study overseas, but also on transforming education across the country to make it more personalized and mastery-based by leveraging blended learning. The innovations that they make in the years ahead will be worth watching.

Conducting a workshop for the team at Everest Education on disruptive innovation and blended learning. Photo by Tracy Kim Horn.

The Yola Institute founders with whom I met tried initially to launch an online learning company aimed at English language learning, but it did not take off because of poor infrastructure and the consumers were not ready, they concluded. Instead, in 2009 they launched the first of their now three centers to serve students preparing for standardized tests, like the SAT. Yola’s program is not simply test prep, however, as the team is building a unique curriculum that helps students build the technical skills for the test; indirect technical skills in the form of general knowledge and self-learning techniques; and nontechnical skills in the form of character development, motivation, and determination. Their new textbooks that they are unveiling are built not only to inspire students, but also to inspire teachers to teach, as the teachers will continually learn from it as well and not “deliver” a pre-baked lesson, they said.

Duy Phan, CFO of Yola Institute, showing off the modular desks he and his team designed that allow Yola to create a variety of arrangements for individual and group learning. Photo by Michael B. Horn

RISE utilizes technology and a server-based English curriculum in an innovative model for Asia that uses no native English speakers to provide students with an immersive English education in other subjects at roughly $7 an hour. The center was alive with spirit and 5- and 6-year olds speaking fluent English. Many of those students had entered with no English skills. The center is growing fast, as it now serves over 200 students with a curriculum designed to serve students through age 15.

A classroom at RISE, an English and life skills learning program. Photo by Michael B. Horn

RISE is working in another big area of nonconsumption: English language learning. Particularly in rural public schools but in all schools, finding competent English teachers—let alone native English speakers—is challenging. Yet Vietnam is making a big push for the population to master English to make an even bigger impact in the global business world. While in Ho Chi Minh City, I met up with Jacob Stiglitz, whose company Rockit is seeking to help fill this gap with its online learning language solution.

Jacob Stiglitz, founder of Rockit, and Michael B. Horn. Photo by Tracy Kim Horn

Lastly, I met with Kien Pham, who started the Vietnam Foundation in 2008 to create Vietnam Open Education Resources (VOER), which, according to Kien, has made Vietnam the second ranked country in OER behind the United States. With over 20,000 one-hour modules online from college professors around the country, VOER attracts 40,000 unique visitors per day, he said. The platform allows people to quickly snap together modules to create new textbooks at a price of $2.50, significantly lower than a typical textbook at $100. The textbooks offer an “edited by” credential to whomever snaps them together, which can offer young, time-strapped professors prestige, Kien said. Over the last two years, the team has built a new platform, called Hanoi Spring, that Kien predicts will begin to revolutionize the OER world—and education more generally—in Vietnam.

The entrepreneurs with whom I met in Vietnam were not only working in the education space. With organizations like the Global Shapers—a collection of young professionals in Ho Chi Minh City supported by the World Economic Forum—seeking to boost entrepreneurship, there is an emerging dynamism in Vietnam focused on doing well by doing good for the country. The entrepreneurs face tough obstacles, including a variety of regulatory hurdles, but with a patient, long-term view of the challenges, the entrepreneurs seem up to the task.

Correction: This article originally stated that Kien Pham started the Red Square Foundation in 2006. He started the Vietnam Foundation in 2008. The article also said originally that there were 20 million one-hour modules. There are over 20,000.

Music Awakens Education In Vietnam Michael Horn Contributor

Unicef south africa education and adolescent development overview education and adolescent development

Education and adolescent development

Overview: Education and adolescent development

South Africa spends a bigger share of its gross domestic product on education than any other country in Africa.

Primary schooling is compulsory for children aged 7 to 15 while an integrated approach to early childhood development aims to give all children between birth and school-going age the best start in life. A No-Fee Schools policy has abolished school fees in the poorest primary schools across the country, helping to attract poor, orphaned, disabled and vulnerable children to school.

Yet performance levels are lower than in many other countries in the region. High levels of school attendance, gender parity in both primary and secondary education and pro-poor school policies are achievements that contrast with the poor quality of education.

Many children experience a broken journey through school, interrupted by irregular attendance, absent teachers, teenage pregnancy and school-related abuse and violence. Around 27 per cent of public schools do not have running water, 78 per cent are without libraries and 78 per cent do not have computers. There is limited provision for preschool and special education.

The Department of Basic Education has devised strategies to improve learner achievements by 2014. One of these is the Annual National Assessment, intended to provide regular and credible data on learner achievement and inform decision making in the education system. The assessment in 2011 involved numeracy and literacy tests among six million foundation phase (grades 1 to 3) and intermediate phase (grades 4 to 6) learners at government schools.

The findings revealed that the quality of teaching is poor, leading to low performance. The percentage of learners reaching a ‘partially achieved’ level of performance varied from 30 per cent to 47 per cent, depending on the grade and subject considered. Those attaining the ‘achieved’ level of performance varied from 12 per cent to 31 per cent.

UNICEF supports government capacity to improve programme planning and results-based management while implementing innovative interventions to improve the quality of teaching and learning in schools. UNICEF also works to strengthen gender-sensitive life skills-based education for adolescent girls and boys in and out of school, with a focus on the prevention of gender-based violence, HIV and teenage pregnancy. The programme also pays particular attention to early childhood and the development of strategies for children’s equitable participation in quality ECD services.

February 15 16 2013 atlanta ga emory healthcare

February 15-16, 2013

Register for the Emory Voice Center Workshop taking place at Emory University Hospital Midtown.

The course is approved for 1.45 ASHA CEU’s Intermediate Level-Professional Content

Course Description

This course will include didactic and laboratory sessions. There will be 6 hours of guided hands-on practice time in small groups. Participants will have the opportunity to practice interpretation of stroboscopy and FEES.

Day One will feature lectures on flexible and rigid laryngoscopy, stroboscopy and interpretation; flexible endoscopic evaluation of swallowing and interpretation.

Day Two will feature lectures on Otolaryngology in-office procedures, TNE, and report generation and reimbursement. Concurrent master classes in voice and dysphagia therapy the second day giving participants an opportunity to observe and interact with master clinicians during hands on care of real patients.

Learning Objectives

1. Participants will distinguish the appropriate application of laryngeal imaging for diagnosing voice disorders and FEES for the diagnosis of dysphagia with its use in treatment planning.

2. Participants will demonstrate endoscope management, universal precautions, and safe use of topical anesthetic.

3. Participants will develop basic endoscopic techniques for use of the rigid and flexible endoscopy.

4. Participants will develop an introduction – intermediate level skill of interpreting laryngeal imaging examinations and FEES.

Target Audience

A hands-on workshop for Otolaryngologists and Speech Language Pathologists, interested in performing laryngeal imaging examinations, stroboscopy, and FEES

The Emory University School of Medicine designates this educational activity for a maximum of 15 AMA Physician’s Recognition Award Category 1 Credit(s)TM. Each physician should only claim credit commensurate with the extent of their participation in the activity. The Emory University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.

Emory University School of Medicine Department of Otolaryngology is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See course information for number of ASHA CEUs, instructional level and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical procedures.

Tuition fee is $515. Tuition includes a course syllabus distributed on a flash drive, continental breakfasts and breaks, lunches and other amenities involved in creating a rewarding learning experience.

This course has a maximum registration, so please register early. Written cancellation on or before February 1, 2013 will be refunded less a $100 administrative fee. Cancellations after February 1, 2013 are NON-REFUNDABLE and NON-TRANSFERABLE. Program agenda is subject to change without notice.

Conference Location and Accomodations

The conference will be held at Emory University Hospital Midtown, Glenn Education Building and Emory Voice Center, 550 Peachtree St. NE, Atlanta, GA. (formerly called Crawford Long Hospital).

Hotel Accomodations

Hotel accommodations can be reserved at the following hotels that are within walking distance to the conference facility:

1. Sol-Melia: 590 West Peachtree Street, Atlanta, GA 30308; 404-881-6000 (two blocks). Ask for Emory University rate.

2. Georgian Terrace: 659 Peachtree Street, Atlanta, GA 30308 (three blocks) 404-897-1991. Ask for hospital rate.

3. Hyatt Place: 3030 Peachtree Street NE, Atlanta, GA 30308 (two blocks) 404-577-1980

4. The 12 Hotel: 400 West Peachtree Street, Atlanta, GA 30308 (three blocks) 404-418-1212

5. Hotel Indigo: 683 Peachtree Street, NE, Atlanta – (404) 874-9200 (three blocks). Ask for hospital rate.

Bachelor of arts in physical education ashford university

Bachelor of Arts in Physical Education

The Bachelor of Arts in Physical Education is designed for students who want to teach physical education in elementary, middle, and/or secondary school. This degree will also help prepare students who seek careers in wellness, recreation, and coaching. This program will provide both elementary and secondary physical education endorsements.

Program Outcomes

Graduates from the Physical Education program will be able to:

  • Identify physical education content and disciplinary concepts related to the development of a physically educated person;
  • Demonstrate how individuals learn and develop by providing opportunities that support their physical, cognitive, social, and emotional development;
  • Applies knowledge of how individuals differ in their approaches to learning, by creating appropriate instruction adapted to these differences;
  • Use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and self-motivation;
  • Use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings;
  • Plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards;
  • Use assessment to foster physical, cognitive, social, and emotional development of students in physical activity;
  • Evaluate the effects of their actions on others (e.g. students, parents/guardians, fellow professionals) and seek opportunities to grow professionally;
  • Use information technology to enhance learning and to enhance personal and professional productivity; and
  • Foster relationships with colleagues, parents/guardians, and community agencies to support students’ growth and well-being.

Program Requirements

  • Total minimum credits required: 125 credits
  • General Education Requirements: 49 credits
  • Major Course Requirements: 47 credits
  • PE Endorsement: 29 credits
  • Coaching endorsement: 2 credits*

*A studet may add PED 242 Prevention & Care of Athletic Injuries (2 credits) to complete the coaching endorsement.

Physical Education Major Requirements (47 credits):

EDU 200 Introduction to Education (Elementary and Secondary)

& Field Experience (1 credit)

EDU 215 Educational Psychology (3 credits)

EDU 250 Foundation of American Education (2 credits)

EDU 270 Principles of Education (Preschool, Elementary, and Secondary) & Field Experience II (2 credits)

EDU 310 Integrating Technology in the Classroom (2 credits)

EDU 370 Human Relations Skills for Educators (1 credit)

PSY 104 Child & Adolescent Development (3 credits)

ESE 315 Survey of Exceptional Students (3 credits)

ESE 325 Behavior Management in the Classroom (3 credits)

ERE 312 Reading in Secondary Education Content Areas (3 credits)

EDU 325 Specific Methods in Elementary PE (3 credits)

EDU 326 Practicum in Elementary PE (1 credit)

EDU 327 Specific Methods in Secondary PE (3 credits)

EDU 328 Practicum in Secondary PE (1 credit)

EDU 468 Student Teaching Elementary PE (8 credits)

EDU 469 Student Teaching Secondary PE (7 credits)

Additional Endorsement Requirements (29 credits):

Center for african education teachers college home


Welcome to the Center for African Education

Welcome Message

Now Accepting Applications for the

Center for African Education Speakers Bureau

The mission of the CAE Speakers Bureau is to create spaces in New York City classrooms for critical dialogue on issues relating to African development, the African Diaspora, and Africa’s relationship with the United States, both historically and currently.

The CAE works toward this mission by recruiting and training Columbia University students with experience living and/or working in Africa to facilitate lessons that explore topics related to African development, the Diaspora, and Africa’s historic and current relationship with the United States. The CAE then works with local schools to identify classrooms where these lessons align with curricular goals and standards. We expect that our volunteer facilitators and the classroom teachers involved will work together to ensure a meaningful educational experience for the students.

Students who are interested in this internship should send an email to, explaining their knowledge areas and interest in the Speakers Bureau. Please also include a resume/CV.