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Welcome Message from Carol Jenkins
For more than 85 years, World Learning has equipped individuals and institutions to address the world’s most pressing problems. We believe that, working together with our partners, we can change this world for the better.
On my travels, I’ve had the opportunity to meet with many of those who have joined us in this mission. In Baghdad, we’ve trained more than 2,300 Iraqi youth who are already giving back at home. In London, our partners in the TAAP Initiative strongly believe that we are all responsible to practice inclusion. And in Vermont, our Experiment in International Living and School for International Training participants prove every day that they have the tools and the determination to change the world.
Please join us in our pursuit of a more peaceful and just world.
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- Reading Expert, Quality Instruction Towards Access and Basic Education Improvement (QITABI)
Eva Kozma is a literacy expert and an award-winning author of Arabic children’s books. In 2016, she obtained a PhD in Education from Saint Joseph University in Beirut, Lebanon. Her area of research is Balanced Literacy Approach in the Arabic classroom and reading attitudes of elementary school children toward Arabic as a mother tongue. Kozma holds a master’s degree in educational psychology from the American University of Beirut with a focus on school guidance and counseling, and special education. Over the past 15 years, her research work focused on literacy best practices in pre- and elementary schools. She built the capacities of a hundred teachers and several NGOs in the MENA region. She has published several books for children and co-authored educational books for teachers. In 2014, Kozma launched “Moubadara for Children and Youth Arabic Literature” with a group of prominent authors to promote reading in Arabic as a mother tongue. She is an affiliate member of the American Psychological Association (APA) and the vice president of the Lebanese NGO Kibarouna for elderly care and protection.
Expertise: Arabic and English literacy; Arabic as a Second Language (ASL); teacher supervision and coaching; standard-based curriculum; differentiated instruction; formative assessment; understanding by backward design (UbD); educational resources; project- based learning; Reggio Emilia approach; special education; character education; anger management in schools