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Sudáfrica: Calls for uni shutdown over tuition hike

África/Sudáfrica/Septiembre de 2016/Fuente: AA.com

RESUMEN: Los estudiantes de la Universidad de Witwatersrand en Johannesburgo  cerraron el lunes las entradas al campus en una medida destinada a cerrar la universidad, después de un anuncio de aumento de la matrícula para el año académico 2017. El Secretario General del Consejo de Representantes de Estudiantes (SRC), Fasiha Hassan dijo que los estudiantes estaban enojados porque sus demandas no se habían cumplido y que se embarcarán en protestas en el campus. «No podríamos pagar las cuotas en 2015, y todavía no se pueden permitir en la actualidad. Por lo tanto estamos llamando de forma gratuita, la calidad y la igualdad en la educación «, dijo en un comunicado enviado a la Agencia Anadolu. En otros comentarios en Twitter, los estudiantes dijeron que rechazaron el aumento de las tasas y se unirían en protesta.

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Students at the Witwatersrand University in Johannesburg on Monday closed entrances to the campus in a move aimed at shutting down the university, after a tuition hike announcement for the 2017 academic year.

Secretary-General of the Students Representative Council (SRC), Fasiha Hassan said students were angry because their demands had not been met and they would embark on protests on campus.

“We could not afford the fees in 2015, and we still can’t afford them today. Thus we are calling for free, quality and equal education,” she said in a statement sent to Anadolu Agency.

In other comments posted on Twitter, students said they rejected the increase in fees and would unite in protest until the university shut down.

“No fee increment will be accepted until the realization of free education,” the SRC said on Twitter.

Higher Education Minister, Blade Nzimande announced Monday universities would individually decide to increase fees but they should not exceed 8 percent for the 2017 academic year.

Last year, thousands of students marched to the seat of government, and the Union buildings in the capital, Pretoria to protest against a proposed tuition hike for the 2016 academic year.

Protesting under the banner #FeesMustFall, students called for free tertiary education.

Lectures were suspended at several universities across the country, while university properties worth millions of rands were vandalized.

After days of protests, President Jacob Zuma announced there would not be any tuition fee hike for the 2016 academic year.

University officials warned at the time that this would cripple them financially affecting their educational programs.

At the time of writing this story, several police officers were seen gathering at the Witwatersrand University to avoid any violent protests.

Groups of students were also seen closing strategic entrances to the campus.

Students at other universities across the country have also been meeting to discuss the way forward after the announcement of fee increases.

Fuente: http://aa.com.tr/en/africa/s-africa-calls-for-uni-shutdown-over-tuition-hike/648704

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South Africa: UKZN SRC – We Were Clear We Do Not Want Any Fee Increase

África/Suráfrica/20 de Septiembre de 2016/Allafrica

Resumen: La Universidad de KwaZulu – Natal Howard Colegio consejo representante de los estudiantes ( SRC ) dice que el aumento de la tarifa propuesta por el ministro de Educación Superior Blade Nzimande el lunes era exactamente lo que han estado protestando en contra.

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The University of KwaZulu-Natal Howard College student representative council (SRC) says the fee increase proposed by Higher Education Minister Blade Nzimande on Monday was exactly what they have been protesting against.

«From the beginning of our protests we were clear that we do not want any increment increase. The issues of fees increment it is our main issue,» SRC deputy president Sunshine Myende said.

Myende however added that the student council would still have to determine how the increase, capped at 8%, would affect UKZN students.

She said that while there were currently no planned protests, the council meeting would «determine various factors around the increase».

«Our council meeting is [scheduled for] today. Council must speak on fee increments. Everything will be determined by the council meeting.

«We want free education. And we want it… to be this year or never.»

Myende was critical of government saying the fee increase announcement should have been made earlier in the year.

Student initiatives

According to Myende, at the beginning of the year, students resolved to undertake various initiatives to raise funds for those who could not afford fees.

«We have been asking people to donate and we have been selling various items.»

Nzimande announced on Monday that universities in the country can increase fees for 2017, but they must not exceed 8%.

He said to ensure that such inflation-linked fee adjustments of the 2015 fee baseline are affordable to financially needy students, government has committed to finding the resources to support all students.

He said they would assist households with an income of up to R600 000 per annum with subsidy funding to cover the gap between the 2015 fee and adjusted 2017 fee at the relevant institutions.

«This will be done for fee increments up to 8%,» he said.

This will in effect mean that all NSFAS qualifying students, as well as the so-called «missing middle»- that is, students whose families earn above the NSFAS threshold but who are unable to support their children to access higher education – will experience no fee increase in 2017.

Fuente de la Noticia: 
http://allafrica.com/stories/201609191159.html
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South Africa: UCT Suspends Classes As Student Protests Spread

South Africa/Septiembre de 2016/ Allafrica

Resumen: La Universidad de Ciudad del Cabo suspendió las clases y conferencias el viernes debido a las protestas de los estudiantes. » Las clases y conferencias han sido suspendidos temporalmente para viernes por la tarde con el fin de evaluar la situación y poner en práctica medidas de seguridad adicionales en el campus. Las conferencias y clases se reanudarán el lunes por la mañana» dijo de UCT Kylie Hatton en un comunicado.

The University of Cape Town suspended classes and lectures on Friday due to student protests.

«Classes and lectures have been temporarily suspended for Friday afternoon in order to assess the situation and implement additional security measures on campus. Lectures and classes will resume on Monday morning,» UCT’s Kylie Hatton said in a statement.

The libraries and the 24/7 study area were closed.

Students began protesting on Thursday, calling for the university to reinstate students who had been suspended, interdicted, or expelled following the «fees must fall» protests.

 The students moved between campuses on Friday, singing, and calling for an end to lectures.

On Thursday, they gave UCT 48 hours to respond to their demands, or they would shut down the institution.

«We recognise the right to engage in legitimate and peaceful protest and urge protesters to respect the rights of other members of the campus community to attend classes and arrive at work,» the university said earlier on Friday.

Fuente: http://allafrica.com/stories/201609160727.html

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Sudáfrica: Five significant findings Human Rights Commission’s

África/Sudáfrica/Septiembre de 2016/Fuente: Mail & Guardian

RESUMEN: La Comisión de Derechos Humanos de Sudáfrica (SAHRC) ha publicado su informe sobre los impactos de acción de protesta sobre el derecho a la educación básica. Con la dura tarea de equilibrar el derecho a la protesta, junto con el derecho del estudiante a la educación básica, la SAHRC llegó a conclusiones significativas sobre la base de las audiencias con diversas partes interesadas. El informe fue elaborado después de que la SAHRC armó un panel que escuchó a presentaciones realizadas por el departamento de educación básica, el Servicio de Policía de Sudáfrica (SAPS), y las organizaciones no gubernamentales tales como la educación básica para todos, una organización voluntaria en Limpopo. Las audiencias se produjo a raíz de las protestas en Vuwani, Limpopo a principios de este año, cuando se prendió fuego a un número de escuelas.

The South African Human Rights Commission (SAHRC) has released its report on how protest action impacts the right to basic education. With the tough task of balancing the right to protest along with a student’s right to basic education, the SAHRC made significant findings based on hearings with various stakeholders.

The report was compiled after the SAHRC put together a panel who listened to submissions made by the department of basic education, the South African Police Service (SAPS), and non-governmental organisations such as Basic Education For All, a voluntary organisation in Limpopo. The hearings came about in the aftermath of the protests in Vuwani, Limpopo earlier this year when a number of schools were torched.

Some of the key findings mimic what happened in Vuwani such as how, in many cases, protesters are not centering their protest on education.

1. Most protests have nothing to do with education


The SAHRC found that although schools and access to schools may be affected by protest action, education is often not the point of the protests. In South Africa, there are least 13 000 protests in a year which involve a rage of issues including water, electricity, proper sanitation services, housing and unemployment.

The commission finds that the right to a basic education is affected by protest-related action arising from causes that in most cases may be unrelated to the provision of basic education. Protesters who deny access to education are violating the right to a basic education of the affected pupils,” the report said.

2. Schools get burned because leaders don’t listen


More than 8 million South Africans are without jobs. In their presentation to the commission, Basic Education For All said the Limpopo government had failed to address deep-rooted community concerns and the “matter was left to fester”. In the report, the SAHRC finds that adequate responses from leadership are not a problem unique to Limpopo.

“The investigative hearing noted that the challenges of unemployment and poverty that face South Africa have created high levels of frustration among young people. The extent of frustration does not appear to be sufficiently recognised by people in all levels of leadership,” the report said.

“The panel identified a growing sense of despair, frustration and discontent that is in part a result of people not being able to experience the changes promised by the democratic transition.”

3. Protesters haven’t experienced the better life basic education promises


In its report, the hearings noted that people don’t always deliberately target schools, but they do it because government responds quicker when schools are affected. Those who don’t target schools – but who may affect protests by disrupting transport services or access routes – may have less sympathy for basic education because they have not witnessed a change in their own lives.

“It appears that the disregard for the right to a basic education may also be based on a view that education is not necessarily a guarantee of a better life. This is a view expressed particularly by some who live in conditions of poverty, unemployment and joblessness,” the report said.

Thus, the report concluded that the right to basic education isn’t always respected. The education department, in its submission to the panel, recommended that guidelines for greater awareness around the importance of basic education be developed and implemented.

4. Authorities like the education department and the SAPS are slow to respond

The report indicates that both the SAPS and the basic education department aren’t always prepared for protests and there is no uniform policy in place to mitigate the effects of protests on pupils and schools. The education department admitted that it had been “surprised” by the incidents in Vuwani.

“The department of basic education was overwhelmed by the situation and did not imagine that so many schools would be affected. The department is seeking expert assistance from outside it to help identify alternative solutions and interventions,” the report said.

The SAPS, in its submission at the hearing, gave a detailed response which included that measures had been taken to protect schools in the aftermath of Vuwani. However, the SAPS said they are under-resourcedand are struggling to manage public order when there are at least 13 000 protests a year. The SAPS resources include 28 units with 4 227 members, and there are 25 720 schools around the country. There is currently a three-year plan in place to increase Public Order Policing (POP) units and the members in these units.

The SAPS have been heavily criticised for the violent manner with which they have responded to protests in the past, but the report gave a reminder as to what the mandate of POP units in the SAPs is.

“The role of POP is to manage protest. POP is not supposed to suppress the rights of people who protest but rather to ensure that protests do not interfere with the realisation of other people’s rights,” the report stated.

5. The impact on pupils


The report found that most pupils affected by protests are poor and are relying on an education system that does not provide them with the best quality education. As such, they are deeply affected when exam time is near.

“Most of the schools targeted in protest-related actions are located in the most marginalised sections of society where conditions at schools and the attendance of pupils are already precarious,” the report stated.

Teachers too have a harder time performing their jobs and in some cases, pupils are roped in to protests to achieve the political objective of older protesters.

The report did, however, fail to get much insight from pupils themselves. Many of the submissions were made by government departments, community leaders and other institutions. People who protest were also largely excluded from the hearings, which meant that much of the insight gathered on why schools become enmeshed in protest action is not told directly from people who protest at schools.

Among one of its key recommendations was that the education department develop a National Public Protest Response Team that will include relevant departments to establish early warning systems and provide clarity on the roles and policy of each department when protests take place.

The report is set to be tabled in Parliament so that the recommendations can be implemented.

Fuente: http://mg.co.za/article/2016-09-15-five-significant-findings-from-the-south-african-human-rights-commissions-educationprotestreport

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Sudáfrica: Education Department Will Likely Miss School Infrastructure Deadline

África/Sudáfrica/17 de Septiembre de 2016/Autora: Diana Mellow/Fuente: All Africa

RESUMEN: El Departamento de Educación Básica dice que es poco probable que todas las escuelas públicas en África del Sur  reunan las normas y estándares mínimos en la infraestructura educativa para la fecha límite del 29 de noviembre. En 2013, el Ministro de Educación Básica, Angie Motshekga, publicó el conjunto vinculante de las normas mínimas que todos los sistemas escolares provinciales de Sudáfrica que debian trabajar. El documento requiere que todas las escuelas públicas en Sudáfrica tengan acceso a agua, electricidad, instalaciones sanitarias portátiles, personal de seguridad y conexión a internet. También limita el tamaño de clase a 40 alumnos o menos. Las normas mínimas  requieren que todas las escuelas tengan bibliotecas, laboratorios de ciencias, y  áreas de educación física. Las escuelas para los estudiantes de educación especial deben ser plenamente accesibles para las sillas de ruedas en virtud de las disposiciones. La política se produjo después de una campaña por el movimiento social, la Igualdad de Educación.

The Department of Basic Education says it is unlikely that all public schools in South Africa will meet the Minimum Norms and Standards for School Infrastructure by the November 29 deadline.

In 2013, the Minister of Basic Education, Angie Motshekga, published the legally binding set of minimum standards which all provincial school systems in South Africa must work toward. The document requires that every public school in South Africa have access to water, electricity, ablution facilities, security personnel, and internet. It also limits class size to 40 learners or less. The Minimum Norms and Standards require all schools to have libraries, science laboratories, and areas for physical education. Schools for special education learners must be fully accessible for wheelchairs under the provisions. The policy came about following a campaign by education social movement Equal Education.

After it was agreed that the policy would be legally binding, the national department began the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) to help schools meet the new requirements and to rebuild schools constructed from harmful materials. 170 schools have since been constructed out of a targeted 510, according to the department’s records. 126 of these new schools are in the Eastern Cape. ASIDI is also working on securing water access in this region, though 55 schools still do not have clean, running water, the department said.

Albert Gumbo, head of communications for ASIDI, said most of the delays have arisen during construction in the Eastern Cape. Contractors often perform poorly and take longer than expected. Inclement weather and unpaved roads make construction difficult. ASIDI also goes through «rationalization exercises» in which the organisation negotiates with several small communities to decide the best site for a new provincial school. 215 school sites were identified using this method.

The Department of Basic Education has called the 29 November deadline «an ambitious target considering the need.»

Equal Education says the Department of Basic Education will likely break the law this November. The organisation was deeply critical of the department on Twitter this afternoon. According to General Secretary of the organisation, Tshepo Mostepe, «The impact will be dire [on learners]. People are being denied basic dignity and rights, basic sanitation.»

Equal Education said that if the department does not meet its November deadline, the advocacy group can release private information about contractors and officials who are benefiting disproportionately from ASIDI programs. The organisation also plans to mobilise South Africans on the issue this November.

Fuente: http://allafrica.com/stories/201609151285.html

Fuente de la imagen: https://africaupclose.wilsoncenter.org/highlight-of-the-week-meeting-about-educational-bridge-between-brazil-and-africa/

 

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Las jóvenes negras se levantan contra las normas racistas en las escuelas sudafricanas

Por: Diego Sacchi

El reclamo de una joven de 13 años ha despertado un movimiento contra los reglamentos racistas en las escuelas. Otra muestra del surgimiento de una juventud que lucha por sus derechos en Sudáfrica.

Zulaikha tiene 13 años, estudia en una escuela de Pretoria y luce orgullosa su peinado afro. El querer seguir usando su peinado la ha transformado en la abanderada de una lucha que se extiende en la capital sudafricana y que ya logró el apoyo de estudiantes, docentes y padres de varias escuelas de la ciudad ¿El motivo? Los reglamentos de varias instituciones educativas sudafricanas mantienen preceptos de la época en que el Apartheid era ley en ese país y algunos profesores del instituto Pretoria High School Girls (que en sus orígenes era una institución solo para estudiantes blancas) les obligan a alisarse el pelo al entender que su cabello natural está «desaseado» y es inapropiado.

Zulaikha y sus compañeras se han rebelado contra las regulaciones que por ejemplo dicen «Todos los peinados deben ser conservadores, pulcros y acordes con el uniforme del colegio. No se permitirán estilos excéntricos». Para ella y sus compañeras su peinado representa un orgullo que se remonta a lo largo de la historia como una reivindicación de su identidad negra y que durante los años del Apartheid sufría los intentos de las autoridades colonialistas de amoldar el cabello a los cánones europeos.

Malaika Maoh Eyoh, una estudiante de 17 años de la misma institución relato a the Guardian como sus profesores le decían que su peinado afro “distraía a otros alumnos para aprender en clase”. Malaika es una más de las cientos de estudiantes que se manifestaron frente a la escuela rechazando la imposición de alisarse el pelo. Como ella cientos de jóvenes se han comenzado a manifestar en varias ciudades del país contra las reglas racista que no solo dictan el corte del pelo “inapropiado” sino que también ha prohibido utilizar lenguas locales africanas para hablar entre ellas.

Una nueva juventud que se levanta contra el racismo

Estas movilizaciones de las estudiantes de las escuelas medias han sido precedidas por luchas y manifestaciones en las universidades. El movimiento estudiantil ha protagonizado en los últimos meses numerosas manifestaciones en las universidades sudafricanas, en las que piden «descolonizar» la educación y acabar con la discriminación que muchos jóvenes negros denuncian sufrir en el ámbito educativo.

El movimiento de los estudiantes universitarios que surgió bajo las consignas #FeesMustFall contra las cuotas que deben pagar para poder estudiar, y #RhodesMustFall en reclamo contra los símbolos colonialistas que se mantienen en las universidades, obtuvo varias conquistas durante el 2015.

Esos primeros triunfos hicieron despertar la bronca y la lucha estudiantil. Las desesperadas condiciones de alojamiento de los estudiantes, negros que fue la chispa que ha reavivado el movimiento. Algunos de ellos viven en secreto en las aulas y duermen en las bibliotecas o los pasillos de las instituciones. Los estudiantes negros, al igual que aquellos que vinieron antes que ellos en la década de 1980, están desesperados por el alojamiento.

Al igual que las universidades, los mejores colegios en Sudáfrica fueron creados para el uso de la minoría blanca. El fin del Apartheid y la posibilidad de que los estudiantes negros accedan a esas instituciones no cambio el carácter racista y discriminatorio que imperaba. Si durante años la simple posibilidad de estudiar en esas instituciones para miles de estudiantes negros era una conquista, una nueva juventud nacida tras la caída del régimen racista ha comenzado a cuestionar el lagado colonialista que quedó en pie.

La crisis del “sueño igualitario” post Apartheid

Las promesas de una republica multirracial, de la igualdad de oportunidades para millones de negros oprimidos por una minoría blanca se han ido esfumando y tras años de crecimiento económico, no ha cambiado las trazas económicas, sociales y culturales fundamentales del régimen del Apartheid. Esta situación es vivida día a día por millones de negros que ven al racismo como moneda corriente y lleva a que casi un cuarto de siglo después de la caída del Apartheid las jóvenes negras deban luchar por sus derechos elementales.

Para toda una nueva generación de trabajadores y estudiantes ya no alcanza con el recuerdo de la caída del Apartheid. La ausencia de derechos básicos y acceso a la salud, educación o condiciones de vida digna para millones, que había prometido resolver el CNA tras la caída del régimen racista, contrasta brutalmente con la transformación en empresarios y políticos millonarios en base a la corrupción y los negocios estatales de los principales dirigentes de este partido.

Es la falta de cambios estructurales para la vida de millones y la imposibilidad de resolverlas por parte de las direcciones políticas y sindicales históricas, transformadas en gerentes de los mandatos de las multinacionales, donde reside la fuente de las anteriores y futuras irrupciones del movimiento obrero y estudiantil, cada vez más frecuentes, en Sudáfrica.

Fuente: http://www.laizquierdadiario.com.uy/Las-jovenes-negras-se-levantan-contra-las-normas-racistas-en-las-escuelas-sudafricanas?id_rubrique=5441

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Sudáfrica: Parliament Praises Basic Education for Grade 12 Examinations Readiness

África/Sudáfrica/16 de Septiembre de 2016/Fuente: All Africa

RESUMEN: El Comité de Educación Básica alabó hoy al Departamento de Educación Básica (DBE)  por su buena disposición y preparación para este año en los exámenes del Grado 12. El Comité fue informado por el departamento, en esta medida. La Presidenta del Comité,  Sra Nomalungelo Gina, dijo en su discurso de clausura: «Ahora tenemos una idea más clara de nuestro sistema ya que se está moviendo en la dirección correcta y es la de una mejora. Esperamos esforzarnos hacia un sistema perfecto…» El Comité escuchó que el departamento y los departamentos de educación provinciales están ocupados con la «Campaña Último Empujón». Esto incluyó clases estructuradas de revisión, clases de estudio de la tarde, y múltiples oportunidades para que los estudiantes progresaran, clases de radio, clínicas, clases de gramática WhatsApp y Escuelas de primavera.

Basic Education Portfolio Committee praises department for matric examinations readiness

The Portfolio Committee on Basic Education praised the Department of Basic Education (DBE) today for its readiness and preparedness for this year’s Grade 12 examinations.

The Committee received a briefing from the department to this extent. Committee Chairperson, Ms Nomalungelo Gina, said in her closing remarks: «Now we have a clearer picture. Our system is moving in the right direction, one of improvement. We hope to strive towards a perfect system.»

The Committee heard that the department and provincial education departments are busy with the «Last Push Campaign». This included structured revision classes, afternoon study classes, and multiple opportunities for progressed learners, radio lessons, grammar clinics, WhatsApp lessons and Spring Schools.

«We are quietly but cautiously optimistic about the improvement of results,» said Suren Govender, Chief Director: Curriculum Implementation and Monitoring at the DBE. He further said they are encouraged by the improvements in the Eastern Cape and KwaZulu-Natal where resource limitations are being addressed, and printing and transport contracts are now in place.

«Limpopo is showing some signs of improvement but still needs intensive support with top management prioritising exams.»

The Committee heard registration of centres and candidates has been completed and final verification of the data is currently underway. Question papers have been set and externally moderated. There are 827 324 candidates enrolled for examinations, 677 141 registered full-time and 150 183 part-time candidates, 9 000 more than in 2015.

KwaZulu-Natal and Gauteng have the largest enrolments again with 169 769 and 112 069 respectively. Enrolment showed an increase in the uptake of Mathematics, with a decline in Mathematical Literacy.

The Committee heard that measures have been put in place to complement normal teaching and learning programmes to bring about improvements in performance since 2014. The Committee expressed concern about extra classes being offered outside of the normal school time. «We need to focus on ‘Time on Task’. We do not want extra classes to become the norm as the curriculum should be dealt with within normal school time,» said Ms Gina.

Mr Govender agreed and said the department does not support or encourage this phenomenon. It should merely be a temporary measure. It cannot be institutionalised.

«However, some schools will not be able to improve without it. Teacher shortages exist and some schools have to make use of the teachers of other schools.»

The Committee further heard that all storage points across the country will be audited to ensure they comply with the minimum security standards. Storage points that do not comply will not be allowed to store question papers. The examinations will commence on 26 October and conclude on 29 November.

Ms Gina said the Committee will now monitor the issues on the ground, especially when it goes on oversight in provinces.

The Committee further received a briefing on the Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ). The Committee expressed its pleasure at the advances made in this regard. South African learners are tested and compared to at least 15 other countries on the continent.

The Committee heard that across all SACMEQ countries, there was a notable improvement in the overall reading and mathematics scores of learners. Against the SACMEQ centre point of 500 (established in SACMEQ 11), learners in South Africa for the first time achieved a mean score above the centre point with 558 in reading and 587 in mathematics. «This really gladdens our hearts. It shows that the department is really putting in the effort.»

Fuente: http://allafrica.com/stories/201609140828.html

Fuente de la imagen: http://www.thisissierraleone.com/africas-educational-dilemma-local-versus-international-content/

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