Reino Unido

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Reino Unido: Oxford University considers post-Brexit foreign campus in France

Noticias

Reino Unido/Febrero de 2017/Fuente: Hindustantime

RESUMEN: En una ruptura de su historia de 700 años, la Universidad de Oxford del Reino Unido está considerando la posibilidad de abrir su primer campus extranjero en Francia para seguir recibiendo fondos de la UE después de Brexit, informó el lunes un informe de la prensa. Una de las instituciones educativas más antiguas y conocidas del mundo considera que los planes son un resultado directo del referéndum de Gran Bretaña en favor de una salida de la Unión Europea (UE), lo que podría afectar la financiación de la UE. A la Universidad de Oxford se le ha dicho que cualquier campus abierto en Francia podría tener el estatus legal francés y seguiría recibiendo fondos de la UE después de Brexit, informó The Daily Telegraph.

In a break from its 700-year-long history, the UK’s University of Oxford is considering opening its first-ever foreign campus in France in order to continue receiving EU funding post-Brexit, a media report said on Monday.

One of the world’s oldest and best-known educational institution is reportedly considering the plans as a direct result of Britain’s referendum in favour of an exit from the European Union (EU), which could impact EU funding.

Oxford University has been told that any campus opened in France could have French legal status and would continue to receive EU funding following Brexit, ‘The Daily Telegraph’ reported.

As part of the plans, British Universities would “relocate” degree courses and study programmes and create joint degrees and research laboratories.

A spokesperson for the University said no decision has been taken, adding, “Oxford has been an international University throughout its history and it is determined to remain open to the world whatever the future political landscape looks like.”

French officials met senior staff at Oxford University last week to discuss a so-called “satellite” base in Paris.

Other universities, including the University of Warwick, have also been approached with the idea to build a new campus in Paris in 2018.

Jean-Michel Blanquer, the former director-general of the French ministry for education, confirmed that efforts were under way to attract Britain’s best Universities on to French shores.

“The idea is symbolic, to say after Brexit, we want to build bridges and that academic life is not totally dependent on political problems.

“We want to say to British Universities that it can be a win-win game for you. To have high quality institutions from the UK working in our territory, interacting together in terms of research and collaboration,” Blanquer told the newspaper.

Last month, Oxford University’s head of Brexit strategy Professor Alastair Buchan said: “We have got to be absolutely sure we are open. Every student and every staff member that comes to Oxford is a benefit for this country because we recruit quality, people that play in the top league.”

A spokesperson for the UK government’s Department for Business, Energy and Industrial Strategy said Britain is home to some of the world’s best Universities and research institutions and the plan is to secure the best possible outcome for the UK’s research base after Brexit.

“We have already taken steps to provide assurances by committing to underwrite Horizon 2020 grants bid for prior to the UK’s departure from the EU and put science and research at the heart of our Industrial Strategy with an extra 2- billion-pound investment per year – and will seek agreement to continue to collaborate with our European partners on major science, research and technology initiatives,” the spokesperson said.

Fuente: http://www.hindustantimes.com/education/oxford-university-considers-post-brexit-foreign-campus-in-france/story-JCWzPSEMNWpggFZ6uqLY4I.html

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Reino Unido: Education behind bars: why university students are learning alongside prisoners

Noticias

Europa/Reino Unido/Febrero 2017/Noticias/s://theconversation.com/

With reports of increasing violence and drug use, along with high levels of suicide and a lack of staff, prisons in the UK are currently seen to be in a state of crisis.

In recent years, the condition of British prisons has come under political, academic and public scrutiny. But what a lot of people seem to forget is that prisons are part of the local and national community, and are there to provide a public service. Indeed, it is this lack of recognition that prisons are a part of our wider communities which has created a sense that they are problematic.

This has drastically overshadowed the good work that is taking place within prisons to help transform them into places of reform. Some of the positive work taking place in UK prisons involves “socially transformative educational experiences”. These are experiences that connect people, enabling them to learn with and from each other through discussion and the sharing of experiences.

This responds directly to Dame Sally Coates’ call following her review of education in prisons for better access to higher education and partnership work between prisons and universities. And is in addition to wider political calls for education to become one of the key focal points of prison regimes.

Working together

With this in mind, across the country, prisons and universities are coming together to help bring higher education to offenders. These programmes centre on a core belief that meaningful educational experiences can and do happen when you bring together a group of students who have the power to break down social barriers during the process of learning.

Programmes include Learning Together, which brings together students from universities and prisons for shared learning experiences.

Changing from prisoners to students. Pexels

Then there is also the Inside Out Prison Exchange Program which is running at Durham and Teeside Universities in the UK. The programme sees undergraduate and masters students studying in prisons. On completion, they join the Inside Out international alumnni community.

A more recent addition from the US is the Prison to College Pipeline. This programme funnels prison students into colleges in the community to complete their degrees upon release.

An education

Our own Learning Together programme is being delivered at HMP Full Sutton, near York. The module has been developed by founders of the Prison Research Network, alongside Shaun Williamson, who is in charge of reducing re-offending at the prison.

All students – university students and serving prisoners – who are successful in the application and interviewing process, are registered with the university for the duration of the module. Those who complete the module successfully receive 20 university credits.

The module has been designed to replicate university level education in a prison setting using formal lecturing techniques integrated with seminar discussion and debate. The programme falls within the BA (Hons) Criminology and BA (Hons) Criminology with Psychology degrees and is being taught in collaboration with colleagues from Leeds Beckett, Cambridge University, Royal Holloway University and the Open University.

Inmates in the library at Wandsworth Prison, southwest London. PA

Unlike many new university modules where technology is at the forefront of teaching and learning, the innovative element of learning on this module is the removal of online technology from the classroom and independent study.

This means that all learners have the same tools at their disposal. It also enables university students to physically understand the difficulties prisoners can come up against in trying to get an education without all the latest technology on hand. For serving prisoners, it creates an opportunity to engage with the wider community. It means they can make a valuable contribution to their own personal development and that of others.

Breaking barriers

Through programmes like this, students are helping to break down social barriers and create positive social change. They are challenging their existing ideas about people from different backgrounds and we are already seeing this happen, even in the early stages of the module. This can be seen in the module blog which is following the progress of all involved in the module delivery and learning.

What we are seeing is that this way of learning is working, because it is opening all students’ eyes to new ideas and concepts and enabling them to realise their own potential, and the potential of others.

It is changing students attitudes about people they wouldn’t usually meet. University students are already describing the experience as “life changing” and those in prison have been given an outlet for their clear academic talents.

Programmes like these also enable all students to establish meaningful connections with others and imagine new possible futures – something that access to higher education makes possible for those on the inside.

Fuente:

https://theconversation.com/education-behind-bars-why-university-students-are-learning-alongside-prisoners-71664

Fuente imagen:

https://lh3.googleusercontent.com/wSGXlzO68CXYLHhrXWvFH8LmZYtlzF0Kuv3Aup1XlM5RAO6Hx8CMA0rAmdEEycnEUDycnBI=s85

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El ‘brexit’ no frena la marcha de estudiantes a Reino Unido

Noticias

Reino Unido/Febrero de 2017/Autor: Alberto Iglesias Fraga/Fuente: Ticbeat

Reino Unido sigue siendo un destino atractivo para estudiar en el extranjero para los estudiantes españoles, y de toda Europa, incluso tras el ‘brexit’. En ese sentido, el número de jóvenes del continente que han optado por formarse en las islas se ha triplicado en el último cuatrimestre de 2016, en comparación con los mismos meses del año anterior.

En este contexto, nuestro país es el tercero en la balanza de estudiantes fugados a Inglaterra, Escocia, Gales e Irlanda del Norte, representando un 15% del total, solo por detrás de Francia e Italia.

Son datos de la plataforma Student.com, que desvelan también la edad más frecuente de los estudiantes españoles en Reino Unido (entre 17 y 21 años), su sexo (60% de mujeres y 40% de hombres) o los estudios y carreras más frecuentadas por estos jóvenes: inglés, Gestión de Empresas, Derecho, Arquitectura, Biotecnología, Psicología, Ingeniería, Educación Primaria e Ingeniería Química.

El 62% de los estudiantes españoles que reservaron alojamiento en el Reino Unido lo hicieron para un año académico completo. Por debajo quedan otras opciones como el 30% que reservó para un semestre (12 semanas o más) o el 8% restante, quienes reservaron alojamiento para una estancia corta (menos de 12 semanas).

Y si te estas preguntando cuáles son las ciudades británicas que acogen a más estudiantes españoles, has de saber que Londres lidera con aplastante autoridad esta particular clasificación; por encima de otras urbes como Manchester, Edimburgo, Glasgow, Sheffield, Nottingham, Bristol, Liverpool, Leicester o Leeds.

En la misma línea, el estudio recoge las principales universidades de destino de nuestras jóvenes promesas, a saber: University College London, University of Sheffield, University of Manchester, Manchester Metropolitan University, University of Edinburgh, University of Nottingham, Cardiff University, University of Dundee, Bradford College y University of Liverpool.

Fuente: http://www.ticbeat.com/educacion/el-brexit-no-frena-la-fuga-de-estudiantes-a-reino-unido/

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Reino Unido: I, Daniel Blake reveals the rich complexity of literacy – and why it matters

Noticias

Europa/Reino Unido/Febrero 2017/Noticias/https://theconversation.com/

 

The Bafta nominated film I, Daniel Blake portrays the often brutal experiences of those attempting to navigate the British welfare system. Director Ken Loach has said of his film, however: “It’s for those people who are struggling against the cruelty of bureaucracy, whatever country.”

The film gives us insights into the ways in which today’s world can be particularly alienating for those without the specific skills it demands. Viewing the film through the lens of literacy, we see how letters, booklets and forms accrue as pillars of a system decried by Daniel Blake as a “monumental farce”.

Within a knowledge economy, literacy is bound up in a wider suite of policy based on an economic/financial model of human development and a narrow view of how people make use of literacy in their everyday lives. As is shown in the film, this both compounds the challenge for those in need of access to vital resources and renders their everyday experiences invisible.

Daniel Blake is not “illiterate” – he is resourceful, creative and willing to work, and we see him using his skills and sharing his knowledge. He is told that the benefit system he is forced to navigate is “digital by default”. Daniel’s riposte that he, as a craftsman, is “pencil by default” reflects one of his key challenges. The pencil is associated with versatility and being open to change. However, it can also be rubbed out and replaced, like the generations of workers Daniel represents in post-industrial society.

When he is asked to “run the mouse up the screen” of the computer in his local library, where he has sought help with his benefit form, he tries to do so physically. When he is told his screen is “frozen” he replies: “Can you defrost it?” The unfamiliarity of these processes place this man, who has never before needed state support, in an alien world.

A world moving on

New technologies may be moving on, meaning people like Daniel can be left behind, yet the film demonstrates how digital technology is a key resource for creative and collaborative responses to economic challenge. Daniel’s neighbour has been forced to use his initiative to supplement a meagre income from a zero-hours contract by ordering counterfeit trainers through a contact in China.

Daniel is left incredulous at the Skype conversation he witnesses – his disbelief at the fact that this conversation is taking place at two different ends of the globe emphasises how the world is moving on around him, leaving him without access to resources, recognition or the means to participate in society. It is this neighbour, China, who is finally able to complete the Job Seekers’ Allowance (JSA) form online for Daniel, after days of his thwarted attempts in more official institutions.

Despite the stranglehold placed on claimants by the bureaucracy depicted in the film, the two most powerful texts in Daniel’s story are his own. His spray-painted graffiti makes public the individual struggles that take place within a hidden maze of official texts. The note Daniel prepares to read at his appeal, handwritten in pencil, also challenges the system he has been forced to navigate. Announcing himself as “I, Daniel Blake” in both of these texts, Daniel is defiant in reclaiming his identity from those who have sought to define him.

Pencil by default, digital by design. Ricky B/Flickr, CC BY

Insecure times

The benefits system with which Daniel grapples is the result of the most significant reform of the British welfare state in half a century: that is, in the time since Loach directed Cathy Come Home. However, the challenge for those made vulnerable by poverty is even more acute today than it was five decades ago, and media-friendly epithets of “skivers” or “strivers” hark back across centuries to notions of the feckless and undeserving poor.

Researching for his Bafta nominated screenplay, screenwriter Paul Laverty heard stories across the UK of insecure housing, zero-hours employment contracts, inflexible fitness to work assessments and punitive sanctions. Katie’s desperation at the food bank is one of the film’s most powerful depictions of the impact of recent welfare reform on personal dignity, and it reflects the reality of an eight-fold increase in their use in the last five years.

A close focus on literacy in I, Daniel Blake highlights the impact of welfare policies which are based upon a narrow view of people’s lives. It also shows how this impact is compounded when such policies rely upon narrow ways of viewing literacy and the rich complexity of its role in everyday life. Literacy education and research can and should continue to challenge reductive models of what it means to be literate, and to critically explore the implications of this for social justice. This can provide valuable space for voices, such as that of Daniel Blake, to be heard.

Fuente: https://theconversation.com/i-daniel-blake-reveals-the-rich-complexity-of-literacy-and-why-it-matters-72554

Fuente imagen:

https://lh3.googleusercontent.com/pzxDiijFRlzqh9AOOegpXwXsNHPzmgoGeTRPnCHqSanQukYe4oi0sSK6B6ABItQALJS5pg=s85

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Reino Unido: League tables ‘mislead on school success’

Noticias

Reino Unido/Febrero de 2017/Autor:Marc Ashdown/ Fuente: BBC News

RESUMEN: Algunas escuelas se habrían desempeñado mucho peor de lo que muestran las tablas oficiales de la liga si se han tenido en cuenta las «tasas de churn», se ha afirmado. Datos de la Educación DataLab muestra a unos 20.000 alumnos de secundaria que se fueron antes de asistir a sus exámenes de GCSE. Si los estudiantes se hubieran quedado, algunas escuelas no habrían anotado tanto en las tablas oficiales de la liga. De las 100 escuelas en Inglaterra que habrían visto el cambio más grande, 62 estaban en Londres. Las cifras son de 2.901 escuelas secundarias financiadas por el Estado en Inglaterra a lo largo de cuatro años. Educación Datalab, un grupo de investigación independiente, recalibró los resultados según el tiempo que cada alumno pasó en cada escuela.

Some schools would have performed much worse than official league tables show if «churn rates» had been taken into account, it has been claimed.

Data from Education DataLab shows about 20,000 secondary pupils left before they sat their GCSE exams.

If the students had remained, some schools would not have scored as highly on the official league tables.

Of the 100 schools in England which would have seen the biggest shift, 62 were in London.

The figures are from 2,901 state-funded secondary schools in England across four years.

Education Datalab, an independent research group, recalibrated the results according to how long each pupil spent in each school.

Each pupil should spend 15 terms in secondary education. For example, if a pupil spent six terms in one school, then that school would receive 40% of the results, while the other 60%.

Currently, league tables are worked out from how many children were on-roll in January of their final year.

Children may leave school because of being managed out, expulsions or moving house. They are also more likely to be from poorer backgrounds or have special educational needs.

‘Boost league table’

The figures show Harris Academy Greenwich would have seen the biggest impact on its league table position. One year it would have seen its GCSE pass rates for grades A-C drop by 15%.

In the last four years 611 pupils completed their secondary education at the school, while 217 left before the January of their final year.

Nine out of the bottom 100 were also Harris Academies.

A Harris Federation spokesperson said many of its schools joined the federation because they were failing and had a high proportion of pupils considered to be disadvantaged.

«London – which is where all of our schools are located – has high pupil mobility. It is no surprise that this would be even higher in recently failing schools with very large catchment areas and in areas of disadvantage,» the spokesperson added.

But Philip Nye from Education Datalab said there were some weaknesses in the league table system and that it could be improved by making schools accountable for all children.

«We do think in a minority of cases there might be some head teachers who are using pupil moves to boost their league table moves,» he added.

A Department for Education spokesperson said exclusions could only be issued on disciplinary grounds and that it was introducing stronger measures to ensure mainstream schools continue to be accountable for the progress of pupils they place in alternative provision.

It has not yet commented on how the school league tables were worked out.

Fuente: http://www.bbc.com/news/uk-england-london-38809805

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Reino Unido, líder mundial en innovación educativa.

Duncan Taylor

No es de extrañarse que QS World University Rankings colocara a cuatro de las universidades británicas dentro de las diez primeras del mundo.

Por: Duncan Taylor.

Reino Unido tiene una reputación global por su excelencia académica, así como por su liderazgo en el campo de la innovación educativa. No es de extrañarse que nuevamente en su clasificación de 2016/17, QS World University Rankings colocara a cuatro de las universidades británicas dentro de las diez primeras del mundo (Cambridge, donde yo tuve el privilegio de estudiar en los años 70, Oxford, University College London y el Imperial College London). Tampoco lo es que durante el ciclo escolar 2014/15 más de 475 mil estudiantes internacionales de más de 180 nacionalidades cursaron estudios en instituciones de educación superior en Reino Unido. Y un dato que me parece sorprendente, de acuerdo con un estudio que realizó el British Council, 38% de los premios Nobel del mundo que estudiaron en el extranjero, lo hicieron en Reino Unido.

Los británicos sentimos un amor natural por las ideas frescas y está dentro de nuestra cultura el buscar soluciones innovadoras a los problemas. Somos naturalmente curiosos y eso nos motiva a ser creativos e innovadores: es una de las razones por las cuales nos llevamos tan bien con nuestros amigos mexicanos: ¡ustedes son muy creativos, también! Los estudiantes que eligen Reino Unido como su opción educativa pueden confiar en que obtendrán el mejor nivel académico que combina la tradición y la modernidad. Eso lo saben los más de dos mil 400 mexicanos que eligieron Reino Unido en 2014/2015 para estudiar alguna licenciatura, especialidad, maestría o doctorado. Las oportunidades son muchas para México. Por ejemplo, Chevening, nuestro programa de becas, apoya actualmente a 82 futuros líderes mexicanos a vivir una experiencia única en universidades británicas de excelencia. Por su parte, el Newton Fund promueve la investigación, desarrollo y aplicación de la ciencia y la tecnología a través de la colaboración entre instituciones mexicanas y británicas.

Nuestro compromiso se ha profundizado aun más con los programas que realizamos en el Fondo de Prosperidad. El portafolio de educación tiene como objetivo compartir las mejores prácticas y la experiencia de Reino Unido en la academia, las escuelas y las instituciones de México. Nuestras líneas de trabajo se centran en colaborar para ayudar a aumentar la calidad en la educación, en desarrollar las competencias para el trabajo y, por último, en fortalecer la enseñanza del idioma inglés.

A través de este fondo financiamos proyectos de alto impacto como Chrysalis, un piloto de innovación educativa creado por Jacaranda Education en asociación con Hacedores. Su objetivo es desarrollar la educación técnica pública en México para adaptarse a las nuevas demandas de la sociedad y la economía actual. Este espacio permitirá que estudiantes, maestros y actores políticos conozcan nuevos entornos didácticos, tecnologías y dinámicas de aprendizaje integrados en la Educación Maker y de STEM (ciencia, tecnología, ingeniería y matemáticas).

La educación es el motor de Reino Unido y es por ello que esta semana somos los anfitriones de dos eventos de gran relevancia en Londres: el Foro Mundial de Educación, que reúne a ministros de Educación en conjunto con funcionarios de alto nivel responsables de la elaboración de políticas de 68 países, incluido México; y la exhibición anual del British Training and Technology Show, BETT, reconocido como el evento mundial líder en la promoción de las tecnologías para la educación.

La innovación en la educación ha propiciado notables cambios en los procesos de aprendizaje y enseñanza, abriendo nuevas oportunidades para el conocimiento. Es así que espero que la colaboración con nuestros amigos mexicanos contribuirá a la mejora en el sector educativo, que reconocemos es una de las prioridades de México.

Fuente: http://www.excelsior.com.mx/opinion/london-eye/2017/01/23/1141522

Imagen: http://www.youngmarketing.co/wp-content/uploads/2015/01/Sistemas-educativos-1-700×325.jpg

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Reino Unido: Estudiantes desarrollaron 250.000 iniciativas por el medio ambiente

Noticias

Reino Unido/30 enero 2017/Fuente: El Tiempo

La organización de jóvenes universitarios más grande del Reino Unido impulsa las ideas.

La Unión Nacional de Estudiantes (NUS por sus siglas en inglés) del Reino Unido desarrolló en el 2016 más de 250.000 iniciativas en 600 universidades en pro del medio ambiente a través del proyecto ´Green Impact´ – Impacto Verde.

La iniciativa nació de la preocupación de los alumnos por las prácticas éticas de las empresas que suministran bienes y servicios a las universidades. Según investigaciones que el mismo grupo hizo, más del 60 por ciento de los universitarios afirman que sus universidades deberían tomar más en serio la sostenibilidad.

Las iniciativas que han desarrollado son de todo tipo: grandes y pequeñas, inmediatas o a largo plazo. Por ejemplo, desarrollaron Student Off: una campaña sin ánimo de lucro que anima a los estudiantes a ahorrar energía cuando viven en las residencias universitarias y que en 2012 ganó el Premio Ashden – considerado el Oscar del mundo de ahorro de energía. La clave para el éxito de Student Switch Off, según explica la organización, es el personal que viaja por todo el Reino Unido visitando universidades y concientizando sobre el ahorro de energía de manera divertida e innovadora.

O por ejemplo, un equipo de Green Impact motiva a los estudiantes de la Universidad de Sheffield a que vayan a clases caminando o en bicicleta, y en compensación, les dan desayunos gratuitos.

En el King´s College de Londres, un equipo de seguridad patrulla después de las seis de la tarde para apagar las luces que quedaron encendidas. O también, desarrollaron la iniciativa ‘la desconexión de Pascua’ en la que premiaron con huevos de chocolate a quienes recordaron apagar sus computadores.

Richard Jackson, Director de Sostenibilidad del University College de Londres, expresó en un comunicado difundido por la Unesco que “mediante el programa Green Impact ahorramos energía”, y agregó que, “pero también obtenemos mejores datos que nos ayudan a orientar nuestras intervenciones. Por ejemplo, hace algunos años descubrimos que el Departamento de Química estaba usando demasiada agua, así que implantamos medidas para economizarla”.

Ha sido tal el éxito de la iniciativa que el año pasado recibieron el Premio Unesco – Japón de Educación para el Desarrollo Sostenible el cual incluye 50.000 dólares que se reinvertirán sobre todo en forma de micropréstamos e incentivos para lograr que más universidades y centros de estudios superiores se incorporen a la labor de Green Impact, según explicó la NUS.

El Vicepresidente de esa organización, Robbiie Young, aseguró que el premio les hizo sentirse orgullosos. “En un mundo que parece cada vez más parcelado y en el que se está sacando a la sostenibilidad de la agenda política, la NUS ha obtenido un premio internacional de sostenibilidad por haberla promovido a escala mundial, con el fin de velar por que el mundo sea un lugar mejor”.

Fuente:http://www.eltiempo.com/estilo-de-vida/educacion/iniciativas-estudiantiles-en-pro-del-medio-ambiente/16801725

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