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Foto: Ruth Fremson / The New York Times.

Cursos de artes marciales en la India para combatir la violencia sexual contra las mujeres

Asia/India/13 Enero 2018/Fuente: Cultura Colectiva

La India es el país con mayores índices de violencia sexual en el mundo, por lo que el gobierno implementó el programa de defensa personal para mujeres.

Tras la cruenta oleada de violencia sexual contra las mujeres en la India, el gobierno armó un plan de acción para combatir las agresiones y la epidemia de violaciones (muchas veces masivas): Sashakti, que significa “confianza en uno mismo”, un programa para que miles de mujeres y niñas tomen clases de artes marciales para defensa personal.

El programa, además de la enseñanza de artes marciales, también ofrecen capacitaciones de seguridad personal en redes sociales e Internet. El objetivo es claro: dar herramientas de protección para la prevención del delito; y lo más importante, que las mujeres y niñas tengan conciencia sobre su fortaleza.

También se involucra la participación de hombres y niños para enseñarles a reaccionar ante alguna situación de peligro contra las mujeres, pues otra de las prioridades gubernamentales es la educación sexual para varones, pues eso lograría una sensibilización ante el problema. Dicha introducción educativa se basa en los principios de igualdad de género en la civilización hindú y en textos védicos, que en esencia son códigos de moral y respeto.

En coordinación con la policía metropolitana y el Ministerio de Educación, el gobierno central ya imparte los cursos desde el 28 de diciembre pasado. Las niñas de entre 6 y 17 años son las que más han acudido. El programa ya incluye a unas 20 mil mujeres y niñas de todo el país, mientras que en Nueva Delhi se imparte a unas 100 mil mujeres, principalmente en los distritos con menor desarrollo y que registran los índices más altos de violencia de género.

La India es un país que se caracteriza por los fenómenos de violencia e imposiciones sociales a las mujeres: novias y matrimonios infantiles, infanticidio, o la infame “sati”, una práctica funeraria donde si una mujer enviuda debe ser quemada viva sobre la tumba de su marido. Según datos oficiales del gobierno de la India, en 2016 se registraron 36 mil 753 violaciones, es decir, una violación cada cuatro horas.

Gandhi alguna vez dijo: «Se puede entender la situación del país al observar la condición en la que viven sus mujeres», ante esto la igualdad de género sigue siendo una realidad muy lejana en el segundo país más poblado del mundo donde viven medio billón de mujeres.

Fuente: https://news.culturacolectiva.com/derechos-humanos/cursos-de-artes-marciales-para-mujeres-en-india-para-combatir-violencia-sexual/

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India: Venkaiah Naidu insta a las empresas comerciales a ayudar a mejorar la calidad de la educación

India/09 de enero de 2018/Por: PTI/Fuente: http://indianexpress.com

Dirigiéndose a la 34ª convocatoria de Bansathali Vidyapith cerca de Niwai en el distrito de Tonk, dijo que la educación debería ser holística, dar vida y construir el carácter.

El vicepresidente M Venkaiah Naidu hizo el domingo un llamamiento a las grandes empresas para que contribuyan a mejorar la calidad de la educación. Dirigiéndose a la 34ª convocatoria de Bansathali Vidyapith cerca de Niwai en el distrito de Tonk, dijo que la educación debería ser integral, dar vida y construir el carácter. «Creo que la educación es la mejor manera de empoderar a las mujeres. La alfabetización y la educación son las bases de una India fuerte, inclusiva y sensible al género. Necesitamos mujeres y hombres con el conocimiento, las habilidades y las actitudes adecuadas para el crecimiento inclusivo «, dijo.

La tarea ante la nación es equipar a dos tercios de la población, menores de 35 años, con habilidades y conocimientos para obtener un gran dividendo demográfico, agregó Naidu. El vicepresidente hizo un llamado a las casas de negocios para que den un paso al frente y ayuden a las instituciones a mejorar la calidad de la educación.

Naidu presentó medallas de oro a los estudiantes meritorios de la universidad. El ministro de Justicia Social y Empoderamiento, Arun Chaturvedi, y el ministro de Industria, Rajpal Singh Shekhawat, también estuvieron presentes en la ceremonia de convocatoria.

Fuente de la Noticia:

Venkaiah Naidu urges business houses to help improve quality of education

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India : Delhi should follow Beijing’s example in tackling air pollution

Asia/India/Diciembre del 2017/Noticias/https://theconversation.com/

Delhi’s air pollution crisis made international headlines in early December when a cricket match between India and Sri Lanka was suspended due to poor air quality.

Smog has also led to numerous school closures and flight cancellations in India’s capital and largest city. It has also been blamed for highway accidents.

Delhi is home to 20 million residents, and the city’s more than 10 million vehicles are a major contributor to air pollution. Industrial emissions are also to blame. Thirteen coal-fired power stations operate within a 300 kilometre radius of the city. Conditions reach crisis level every winter, when the capital’s already poor air quality is further degraded by smoke from post-harvest burning in the neighbouring agricultural states of Haryana and Punjab.

The concentration of airborne particulate matter (PM2.5) recently reached 999 in parts of Delhi. This measurement was literally off the charts of maximum thresholds for air pollutants. The alarming fact is that Delhi is not even India’s smoggiest city. By one measure, four other Indian cities typically suffer even worse air pollution.

There is little evidence that either the central or Delhi government has any effective policy strategy for air pollution. Now is the time for India to peer through the smog and learn how another major city, Beijing, is taking meaningful steps to stabilise its own air pollution crisis. While China still has progress to make, some lessons from the country’s capital are a useful guide for clearing Delhi’s air.

China’s response

According to the World Health Organisation, ten of the world’s 20 most polluted cities are in India, and three in China. The two countries top the ignoble list of deaths related to air pollution, with more than one millioneach in 2015. The two are the world’s most populous countries and also have among the highest proportions of deaths related to air pollution.

Nevertheless, China is making progress. The central government has taken a systematic and coordinated approach to managing air pollution. It has adopted a suite of policies that promote alternative energy and punish regulatory breaches.

The country is rapidly scaling back capacity for coal-fired power and steel, whose production is suspected of threatening respiratory health. China is also soliciting foreign investment in green energy technologies, and has intensified inspections of major polluters around Beijing.

In Beijing alone, fines for pollution topped USD$ 28 million in 2015. To combat vehicle exhaust smoke, which is responsible for one-third of Beijing’s emissions, an annual quota of 150,000 new cars was established for 2017, with 60,000 allotted only to fuel efficient cars. Beginning in 2018, this quota will be reduced by one third, to 100,000 annually. This will limit the total number of cars to around 6.3 million.

Beijing is also aiming to reduce coal consumption from the current 11 million tons per year to under 5 million by 2020.

There is some evidence that these measures are working. In the Beijing-Tianjin-Hebei region, PM2.5 levels decreased by 27% between 2013 and 2016.

India’s apathy

By comparison, India’s political inefficiency is making regional air pollution a nearly intractable problem. Although the states of Haryana and Punjab have banned farmers from burning straw, implementation has been minimal. Policy coordination is also weak across states governed by rival political parties. For example, the leaders of Delhi and Haryana have publicly clashed about who is to blame for air pollution. They have also failed to hold discussions about the problem or to find feasible solutions.

Farmers constitute a significant voting base in Haryana and Punjab. This has led state governments to demand compensation from central government for losses farmers incur by ceasing burning. Such focus on short-term political gain is distracting policymakers from collaborating on regional solutions. The consequences of territorial grandstanding are deadly.

Another difference between India and China is the level of apathy among the government and general public. In China, years of seething public anger prompted Prime Minister Li Keqiang to “declare war” on pollution in 2014.

In India, public outrage over air pollution is still “seasonal” and rarely swells beyond social media. The central government has remained largely silent about pollution while state leaders indulge in meaningless inter-party squabbling and political theatre.

Amid this discouraging accountability vacuum, India’s Supreme Court recently assumed the mantle of leadership on air pollution. It banned fireworks in the capital during the Diwali festival and pushed for response focused action planning. While these are encouraging steps, bypassing the legislative process on such fundamental public health issues is hardly ideal or sustainable.

Progress is needed

India has made remarkable progress lifting millions of people out of poverty in recent years. It aspires to be a global superpower, but has singularly failed to curb air pollution. Central government must intervene to coordinate collaborative policy among states and hold officials accountable for inaction. Central government should also reinforce state-level initiatives to minimise burning and promote sustainable farming.

More broadly, it may be time to ask whether highly argumentative democratic models are always the best solution for problems that transcend city and provincial boundaries. Sensible and informed policy leadership is needed to solve environmental challenges. India must rise above petty politics, lest the country bicker its way into smoggy irrelevance.

Fuente :https://theconversation.com/delhi-should-follow-beijings-example-in-tackling-air-pollution-89378

Imagen:

https://images.theconversation.com/files/199892/original/file-20171219-27557-a1ymzc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=926&fit=clip

 

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Bicicletas para que las niñas de la India vayan a la escuela

Asia/India/16 Diciembre 2017/Fuente: Diario Sevilla

La Fundación Vicente Ferrer y Viding Fitness Center han hecho entrega de 136 bicicletas para las niñas más desfavorecidas en la ciudad de Anantapur, en la India. La ayuda forma parte de la iniciativa Bicis que cambian vidas y ha sido realizada gracias a las aportaciones de Viding Fitness Center y otras entidades.

En esta ocasión, dos representantes de Viding Fitness Center han sido testigos directos de la entrega de las 136 bicicletas. Clara Molina, técnico de Viding, y Juan Carlos Franco, socio del centro deportivo de La Rosaleda (Sevilla) y voluntario en el proyecto, han estado durante nueve días en Anantapur con las niñas beneficiadas por esta iniciativa.

Desde la Fundación Vicente Ferrer se ha puesto en marcha el proyecto Bicis que cambian vidas para defender la idea de que una bicicleta, de tan fácil alcance en Occidente, puede cambiar la vida de otras personas en riesgo de exclusión. Esta ayuda les otorga dignidad, independencia y una oportunidad de mejorar su futuro a través de la educación, al tiempo que repercute beneficiosamente en sus familias y en toda la comunidad.

En palabras de Jaime Gross, director general de Viding Fitness Center, «es un orgullo poder colaborar en la iniciativa de la Fundación Vicente Ferrer y poder ayudar desde los principios que inspiran a Viding Fitness Center». La aportación Viding Fitness Center a este proyecto proviene de los kilómetros solidarios recorridos en la iniciativa Comparte tu energía positiva, organizado por el centro deportivo Viding La Rosaleda, en Sevilla.

Actualmente, India es un país en el que 100 millones de niños y niñas en edad escolar no van al colegio y la tasa de alfabetización de las niñas de castas bajas en algunas zonas rurales no alcanza el 35%.

Fuente: http://www.diariodesevilla.es/vivirensevilla/Bicicletas-ninas-India-vayan-escuela_0_1199280752.html

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Indians lead Asia in Overseas Education, study

India/Diciembre de 2017/Fuente: Business Insider

Resumen: Cada vez más padres envían a sus hijos al extranjero para obtener educación superior, con un 62 por ciento de los padres en una encuesta que dice que enviaron a sus hijos a universidades extranjeras en 2017 frente a un 47 por ciento en 2016, afirma un estudio. Los hallazgos se basan en el estudio de más de 8,000 padres en 15 países y territorios que encontraron que el 42 por ciento de los padres consideraría enviar a sus hijos a universidades en el extranjero, en comparación con el 35 por ciento en 2016. Los padres ambiciosos en Asia están impulsando la tendencia en la que India encabeza la lista con el 62% de los padres, seguido de Indonesia (61), China (59), Hong Kong (52), Malasia (51) y Singapur (47). según un informe de HSBC. «Con el aumento de la economía de la información y un mercado laboral desafiante, la educación nunca ha sido más importante de lo que es hoy. Los padres saben esto y están dispuestos a hacer todo lo posible para garantizar la educación adecuada para sus hijos», gestión del patrimonio Charlie Nunn dijo en el informe.

More and more parents are sending their children overseas for higher education with around 62 percent of the parents in a poll saying they sent their kids to foreign universities in 2017 as against 47 percent in 2016, claims a study. The findings are based on the study of over 8,000 parents across 15 countries and territories which found that 42 percent parents would consider sending their children to universities abroad, compared to 35 percent in 2016.

Ambitious parents in Asia are boosting the trend where India leads the tray with 62 percent of the parents doing so, followed by Indonesia (61), China (59), Hong Kong (52), Malaysia (51) and Singapore (47), as per an HSBC report. «With the rise of the information economy and a challenging job market, education has never been more important than it’s today. Parents know this and they are willing to go to great lengths to secure the right education for their children,» HSBC group head for wealth management Charlie Nunn said in the report.Related News | Preparing for JEE Advanced 2018? 5 study abroad options for engineering that are as good as IITs

Asian parents appear to be much more focused on the competitive advantage an overseas university can offer their child, it said. Parents see the main benefits of a university education abroad as being to help their child gain international work experience (49 percent), develop foreign language skills (49 percent) and to be exposed to new experiences, ideas and cultures (48 percent).

Overall, the US is the most considered international education destination (47 percent), ahead of Australia, Britain, Canada, Germany and France. Nearly 73 percent parents consider a foreign university education for their kids and are ready to make a significant financial contribution for the same. The overall average cost for an undergraduate and postgraduate degree abroad is around USD 1,57,782 (USD71,580 for an undergraduate and USD 86,202 for a postgraduate course), it said. Around 45 per cent of parents would go further and consider buying a property in the country where their child is studying, claim survey.

Fuente: http://www.timesnownews.com/education/article/study-abroad-india-asia-overseas-education-report-2017/144205

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How Australia can help reform higher education in India

06 de diciembre de 2017 / Fuente: http://theconversation.com

The Indian higher education system faces stiff challenges. Australians may not imagine they’re well placed to help. But there are opportunities for exciting collaboration between Australia and India in reforming higher education.

In 2004 and 2005 I spent a year living in the north Indian city of Meerut, where I was working as a geographer and anthropologist. Every day I’d get up, walk past a crowded tea stall, and enter the local college to chat to students.

On one side of the college gate was a statue of Gandhi. He passed through the campus in the early 1920s, when the college attracted students from as far away as Nepal.

Near the statue a small group of students congregated to protest about corruption in the city. They called themselves the Chingari group – “chingari” means “spark” in Hindi.

On the left of the gate was a decrepit science block. A student had scrawled on the building in huge white letters “In need of an acadmic atmosphere” – with “academic” misspelled. Although a few students saw themselves as sparks and tried to effect change, the general feel of the college was depressing. The graffiti was like a projection of the mood of most students I met. One told me:

The equipment here is like the equipment in your country fifty years ago. They should throw it down a well.

One in ten people in the world is Indian youth under the age of 30.

Roughly 94% of Indian students study at state-run universities and colleges. These State run institutions face many challenges.

First, curricula are poor. India has a rich tradition of critical education. The British systematically eroded this system, and post-colonial governments have not been able to sufficiently revise colonial courses. By some estimates, only a tenth of those graduating from private colleges in India have skills relevant to employment markets.

Second, there is a lack of research occurring in universities. This partly reflects Prime Minister Nehru’s decision in the 1950s to channel research funds into non-university research institutes. And this situation is getting worse. In 1990 India produced more scientific research papers per year than China. In 2011 India produced barely 30% of China’s.

Other major problems include inadequate governance arrangements and mismanagement within universities, poor university links to industry, and lack of funding. Educated unemployment and underemployment is also a critical issue. Some students say they’re engaged only in “timepass”: everyday efforts to stave off boredom and manage a sense of dead time.

A statue of Mahatma Gandhi, a leader in the Indian independence movement against British rule. Shutterstock

Why should Australia be involved?

There’s a moral argument for Australian universities to engage with this situation, since they profit from Indian student enrolments.

There’s also a financial incentive. People in regional India are spending enormous amounts of money on poor quality education. Australian providers could fill the gap in this market by offering better quality courses.

There’s also untapped talent among the mass of Indian students in state-run universities and colleges. Australian universities should be helping to identify and provide opportunities to these many great minds.

And there’s a mandate from many sections of the Indian government. Niti Aayog, India’s Policy Commission, has called for international assistance in reforming higher education.

Challenges to collaboration

Australia is poorly placed to respond to this challenge in some respects.

Despite the tripling of the Indian population in Australia since 2005, India knowledge in Australia is low. Six universities in Australia taught an Indian language in 1996. Now only two do.

Australian universities tend to concentrate only on engaging with elite higher education institutions in India, which puts the significant amount of students in regional Indian institutions at a disadvantage.

Strategies for collaboration

There are reasons for hope. Prime Minister Narendra Modi is trying to reform higher education in India.

Within India, philanthropists have established some excellent private universities in recent years that could generate educational and economic growth in the regions they’re located. Australian universities have recruited faculty with Indian expertise, and are already engaging in some exciting experiments in this space.

How efforts could be extended:

  1. Australian universities could link with top universities in India to create regional educational ecosystems. Many of the best new private universities in India are already engaged with their regions. Ashoka University, for example, runs workshops for college principals and outreach programs in schools. Australia could learn from and supplement such initiatives, using the best private and public universities as hubs.
  2. Australian universities could sponsor basic research. We know almost nothing about Indian higher education in regional and rural India. Even within India there’s very little understanding of higher education in those areas.
  3. Australian universities could develop access scholarships for talented Indian students who are not part of the elite. This might entail trusting Australian faculty with India expertise to make qualitative assessments of students outside the normal metrics.

For these approaches to work, we need to use Australian universities’ experience in thinking about access and diversity onshore, and apply it in India.

Some of my friends in Meerut have responded to educated unemployment by getting involved in counterfeit private education. They are reproducing the system that produced them as unemployed youth. But others are energetically improving their local school and college systems. These “sparks” could be partners in reform.

Fuente noticia: http://theconversation.com/how-australia-can-help-reform-higher-education-in-india-88479

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India: Strengthen agri education to keep pace with changes: Singh

India/Diciembre de 2017/Fuente: Times of India

Resumen: Las tendencias de la agricultura están cambiando a diario en vista de los nuevos desarrollos tecnológicos, dijo hoy el ministro de la Unión, Radha Mohan Singh, haciendo hincapié en la necesidad de fortalecer la educación en el sector. El Consejo Indio de Investigación Agrícola (ICAR) ha iniciado muchos programas nuevos para elevar la calidad de la educación superior en este campo, dijo. El ministro de Agricultura dijo que el Centro ha aumentado el presupuesto de educación agrícola en un 47,4 por ciento este año, en comparación con el año fiscal 2013-14. Singh estaba hablando en la Universidad Agrícola Central Dr. Rajendra Prasad en Bihar con motivo del Día Nacional de Educación Agrícola.

Agriculture trends are changing daily in view of new technological developments, Union minister Radha Mohan Singh said today, stressing upon the need for strengthening education in the sector.

The Indian Council of Agricultural Research (ICAR) has initiated many new programmes to raise the quality of higher education in this field, he said.

The agriculture minister said the Centre has increased the budget of agricultural education by 47.4 per cent this year, as compared to the 2013-14 fiscal.

Singh was speaking at Dr Rajendra Prasad Central Agricultural University in Biharon the occasion of National Agricultural Education Day.

He said the main objective of the government is to attract youth, including school children, towards agricultural education.

In order to adopt quality and holistic approach to higher agricultural education, he said, the Fifth Dean Committee Report has been implemented in all the Agricultural Universities.

«This is first-of-its-kind that all graduate Level courses of agriculture and its related subject have been declared as professional courses, in which agricultural graduates will be able to get a better opportunity from professional work in the future,» Singh said.

The agricultural graduates will benefit as this degree has now become similar to the engineering degree, he said, adding that they will also get more opportunities to go abroad for higher education.

«Fifth Dean Committee Report, guidelines have been prepared for necessary administrative educational standards for the construction and implementation of contemporary courses for the subjects covered in agricultural education,» Singh said. SID SA

Fuente: https://timesofindia.indiatimes.com/business/india-business/strengthen-agri-education-to-keep-pace-with-changes-singh/articleshow/61905227.cms

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