AI HR Solutions: Top Networking LinkedIn Groups for LinkedIn Hiring Excellence in 2026

Kgautšwana Bursary Scheme, KBS is short, was founded in 2006 by four members with the aim of responding to the need for financial uplifting of underprivileged pupils from schools around Kgautšwana. Its main aims, in terms of its constitution, include, but not limited to: 1. Assisting, promoting, and supporting the financial needs of pupils within Kgautšwana in furthering their higher education aspirations; 2. Identifying pupils from selected schools around Kgautšwana at large by obtaining list of top performers from each selected schools’ leadership in higher grades (grade 11 &12) for a selection process. Selected candidates will undergo a screening/assessment process to be conducted by a/the Board of Trustees (BoT) member(s) to examine their eligibility for the funding before a final selection is made and funding allocated as necessary, i.e. per tuition requirement; 3. Not only providing funding to our beneficiaries but also mentoring them on effective methods of studying, exam techniques, career paths, etc in their respective study fields. This will be provided by dedicated and committed BoT members with the respective expertise in the field of study concerned; and 4. Conducting school visits around selected schools within Kgautšwana at large for career guidance on available higher education institutions at which they can further their education, other available funding and bursaries by other institutions such as NSFAS, edu loan, etc. This will include the distribution of application for admission and bursary forms of various higher education institutions and bursary organisations. Its membership grew from four members to nine members recently with the inclusion of five additional members since 2007 to the current year (2012). As per our emblem, “development for better future”, we will remain our logo; meaning, when translated in thegenerally used in Kgautšwana, “Tlhabologo go bokamoso bjo bokaone”.

Each program at MPCC provides a loving and stimulating environment in which the children learn language arts, math, geography, science, computer technology, art, drama, and music. Our children are also exposed to foreign languages and enjoy many field trips. The use of sensory materials and practical life skills are emphasized in the toddler and preschool programs and facilitate learning in the elementary years. These are all presented in an aesthetically pleasing, prepared environment, which is true to the Montessori philosophy in purpose and ordered simplicity. MPCC was founded in August 1984 by a group of parents who shared the Montessori philosophy and wanted quality education for their children through a prepared environment. These parents were committed to building a school that had qualified caring staff, low student/teacher ratios, low staff turnover, quality educational materials, and before and afterschool care. They also wanted a school in which they could be actively involved -from preparing classroom materials to making major policy decisions. To accomplish all of this, MPCC was organized as a non-profit corporation, governed by a Parent Board of Directors. MPCC is organized as a non-profit corporation that is governed by a Parent Board of Directors. Board members are elected by the parent body of the school. Each Board member pledges to serve the best interests of the school and the parents even in the event that those interests conflict with their own personal interests or the interests of their child. The Board is responsible for establishing general policies for the school, setting the school's annual budget, establishing and working towards accomplishing long-range goals for the school, assisting with staff-related issues as needed, and making final decisions on any parent-staff conflicts or parent concerns. Daily operation and administration of the school is the responsibility of the President, Head Directresses and/or designated Officers.

YBM GPS (Global Prep Strategy) school is designed to enrich the educational needs of elementary and middle school students and to facilitate the successful transition into each grade so that they can be qualified for specialized highin Korea. The in-depth instructions from our highly qualified teachers provide comprehensive skills and strategies so that students can master specific aptitudes essential to the proper use of English. We provide a flexible yet structured curriculum designed to reinforce critical thinking skills so that students can continue to improve theirproficiency and thus develop and expand their developing talents. We support students to use their background knowledge for an intensive study of reading, writing, speaking, and listening.

It is an organization that gathers teahers and student and works for the promotion of the English language and at the same time to bring to brig echnology into school. We would like to equip some schools with computers and internet and involve student in some project based learning. We would welcome any teacher interested to collaborate in order t make a difference.

FATIN FORUM Smart Students. Smart Schools. Smart Cities. FATIN FORUM is a LinkedIn-based think tank and discussion space focused on smart city and smart school ideation, grounded in a simple belief: education is the first and most important infrastructure of any city. The name FATIN comes from the Arabic word فطن (faṭin), meaning perceptive, astute, and thoughtfully intelligent. It reflects the kind of intelligence today’s communities require—not just technical or digital, but human-centered, ethical, and strategic. Around the world, cities are investing in “smart” systems—data, technology, mobility, energy, and governance. Too often, however, education is treated as a parallel concern rather than the engine that drives workforce readiness, public health, civic trust, and long-term economic vitality. FATIN FORUM exists to close that gap. This forum brings together educators, policymakers, researchers, parents, technologists, and civic leaders to explore how classroom-level decisions ripple outward—shaping, neighborhoods, institutions, and entire cities. We focus on translating research into plain-language insight that supports better decision-making in real contexts. Five Star Focus: ☆ Smart Students — whole-student development, equity, learning analytics, and civic readiness ☆ Smart Schools — governance, accountability, curriculum, and data-informed leadership ☆ Smart Cities — education’s role in resilience, inclusion, and economic strength ☆ Evidence-informed policy — research that guides practical action ☆ People-centered innovation — technology that serves communities, not the other way around This is not theory for theory’s sake. It is thinking that helps people decide better—in classrooms, boardrooms, and city halls. If you believe smart cities begin with smart schools, and smart schools begin with clear, humane leadership, you belong here. Welcome to FATIN FORUM.

Primary education in Ethiopia is a crucial part of the country's education system, aimed at providing fundamental literacy and numeracy skills to children. Structure of Primary Education 1. Grade Levels: - Primary education in Ethiopia typically covers grades 1 through 8. - It is divided into two cycles: First Cycle: Grades 1 to 4, Second Cycle: Grades 5 to 8 2. Curriculum: - The curriculum generally includes subjects such as Amharic (the official working language), mathematics, science, social studies, English, and physical education. - The content is designed to build foundational skills and knowledge essential for further education. 3.of Instruction: - In many regions, the language of instruction in the early grades is the local language or mother tongue, while later grades often switch to Amharic or English. Access and Enrollment 1. School Enrollment: - Enrollment rates have improved over the years, but challenges still exist, particularly in rural areas. - Efforts have been made to increase enrollment rates and reduce dropout rates through various government programs and initiatives. 2. Infrastructure and Resources: - Manyface challenges related to infrastructure, such as inadequate classrooms, limited teaching materials, and insufficient sanitation facilities. - The government and various NGOs are working to address these issues through construction projects and resource distribution. 3. Educational Policies: - The Ethiopian government has implemented policies to promote education, such as the Education Sector Development Program (ESDP), which aims to improve quality and access to education. - There are also initiatives to provide free primary education to encourage greater enrollment. Challenges 1. Quality of Education: 2. Economic and Social Barriers:

Thailand Teacher is an online portal to help you explore and find teaching opportunities in Thailand. We work with over 600 schools and educational establishments in Thailand and introduce new and experienced teachers to our school network all over the country. Have you thought about teaching English as a Second(ESL) in Thailand? We currently have a large number of available positions with our schools network throughout the beautiful tropical country of Thailand. Visit our website at www.thailand-teacher.com to register your resume, personal preferences and to search for current positions available with a host of schools, kindergartens, colleges and universities in Thailand. The service is free to use for all teachers and aspiring teachers seeking a new and exciting career teaching English to students all over Thailand. Join up for free and start your adventure teaching in Thailand today!

Our group is dedicated to providing a platform for candidates seeking school-based positions in various educational and therapeutic roles. Whether you're an experienced professional or just starting your career journey, this community aims to connect individuals with opportunities in schools nationwide. Join us to: 🔍 Explore job openings for Speech Language Pathologists (SLPs), Occupational Therapists (OTs), School Psychologists, Paraprofessionals, and more. 🤝 Network with like-minded professionals and share insights, tips, and resources related to school-based careers. 💼 Receive support and guidance throughout your job search process, from application to interview preparation. 🌟 Stay updated on industry trends, certifications, and training opportunities to enhance your skills and advance your career. Let's come together to build a supportive community where education and therapy professionals can thrive. Join us and take the next step towards your dream school-based career!

Kemerovo International Summer School in Translational Medicine and Nutrigenomics is organized by Kemerovo Institute of Food Science and Technology jointly with Kemerovo Cardiology Center with the support of DAAD Go East and represents an opportunity for the most rapid and effective acquaintance of students with the basics of translational medicine and nutrigenomics. The Summer School consists of 3 modules: • Translational Medicine • Nutrigenomics • Language course Lectures, seminars and workshops will be given by both Russian and foreign Professors, Associate Professors and Heads of research groups. Language of instruction: English The Summer School ends with Interdisciplinary project presentations. On successful completion of the courses, a certificate, which confirms the ECTS-credits earned as well as the grade, is awarded. The certificate includes a detailed description of the content and number of the courses attended. The participation fee is 1000€. The price includes: Visa support Local transportation Participation in academic and cultural program Accommodation Welcome package Welcome and Farewell dinners Coffee breaks You can find more detailed information on Summer School official website. Application deadline: 2 June, 2013 As the summer school is organized under the auspices of the German Academic Exchange Service (DAAD) German students can apply to DAAD (Go East - Summer Schools Programme) for the scholarship covering board and tuition as well as the part of their travelling expenses. Number of participants is limited! If you have any questions, please, contact the project coordinator - Olga Shishko. E-mail: [email protected] Tel.: 8(3842)39-68-73

An association of former students, teachers and friends of Yengema Secondary School working to advance, support and rehabilitate the school. Objectives: Engage with former students, teachers and friends of the school and increase membership of the association. Advance education and raise standards of education, teaching and achievement at the school. Promote gender and social equality at the school, and to remove and reduce barriers to education at the school, especially for girls Promote good governance of the school Provide support and resources for the rehabilitation and development of the school’s infrastructure, and the development of educational services Promote parental and community involvement in the school, and to promote community involvement and outreach by the school Establish and encourage partnerships between the school and schools in the United Kingdom Promote teaching of the Kono culture, history and language, and other ethnic groups’ culture, history and languages at the school to enhance community cohesion. Engage in programmes and activities that create institutional pride in the school and that serve to develop and enhance the school’s public image.