Education

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Mexico: LANL Foundation Awards $61,298 In Education And Community Grants

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Mexico/August 8, 2017/by Carol A. Clark/Source: http://www.ladailypost.com

The LANL Foundation awarded 26 grants totaling $61,298 to support education and community programs in Northern New Mexico during the second-quarter grantmaking period.
Sixteen programs received $37,000 in Education Outreach funding that directly supports kindergarten through 12th grade public school children. An additional 10 Community Outreach Grants totaling $23,798 were awarded to programs aligned with the LANL Foundation’s mission and vision of innovative programming, collaboration, and advocacy for lifelong learning but are not directly tied to kindergarten through 12th grade public education. Early childhood, adult learning, or community events are a few focus areas that fall under this category.

Education Grants

  • Animal Protection of New Mexico, The Animal Connection: implementation of school-based humane education curriculum in five public schools in Santa Fe and Sandoval Counties
  • ARTsmart, ARTreach: weekly, 24-week comprehensive art education class for 24 weeks taught by highly qualified teachers to all 225 students of Dixon and Abiquiu Elementary schools
  • Bernalillo Public Schools, STEM Sisters: support opportunities for students to experience and participate in STEM activities such as field trips, STEM competitions, and math festivals
  • Bridges Project for Education, College Connections: program to guide Taos High School students in grades 8–11 aligning actions in school with post-secondary and life goals
  • Dual Language Education of New Mexico, Student Leadership Institute 2017: all-day event at the National Hispanic Cultural Center in Albuquerque on November 3 for youth in eighth through 12th grade provides students the opportunity to attend student-lead workshops as a means of reflection, growth, and support toward successful, youth-driven school and community projects
  • Embudo Valley Library and Community Center, Maker Program: students in fourth through eighth grade create projects using computational tools, a 3-D printer, Lego robots, and Makey Makey kits under the supervision of a STEM mentor and library staff over 28 sessions, with a community event to present the projects
  • Española Valley Fiber Arts Center: trainer-led six-week, after-school program for secondary youth in local fiber arts heritage and culture; skill-development in spinning, dyeing, weaving, and embroidery; and development of an installation piece displayed at a show in Santa Fe
  • Girls Incorporated of Santa Fe, summer camp STEM programming: 120 girls receive 45 hours of programming that incorporates developmentally appropriate, research-based STEM curricula
  • Hispanic Culture Foundation, Dream Builders: program provides the accessibility of science, technology, engineering, and math by emphasizing these disciplines through traditional Hispanic arts and customs
  • May Center for Learning: community-based tutors partner with schools to identify students performing below grade level and provide them with two, 90-minute small-group tutoring sessions per week during the academic year
  • National Dance Institute of New Mexico: at-risk elementary and middle school children in the Española Valley area participate in in-school and after-school educational enrichment for 26–30 weeks with learning and adoption of key academic skills and improvement in fitness through NDI-NM’s methodology using dance and music
  • New Mexico Indian Affairs Department and Sundance Educational Consulting, Inc., Community Builders Youth Conference II: teams of students, adults, and elders from tribal communities attend the three-day event offering learning opportunities in STEAM and other topics such as architecture, robotics, rocketry, geodesics, native arts and music, and cultural awareness, with a mentor-led project management session for students to plan local conferences
  • New Mexico Wildlife Center: NMWF and the Chimayó and Abiquiu Boys and Girls Club offer two youth outings to cultivate the next generation of environmental conservationists and create an atmosphere where life experience and cultural knowledge of diverse youth inform their interests in science and technology
  • Pajarito Environmental Education Center: Northern New Mexico students participate in an ongoing scientific study of migratory birds at Bandelier National Monument allowing them to observe and practice scientific problem-solving skills using the bird banding data
  • Santa Fe Botanical Garden: Twelve members of the Santa Fe Community Educators Network work with a summer recreation camp in Santa Fe to provide enrichment curricula to students
  • UNM STEM-H Center for Outreach, Research & Education, Southwest Region Junior Science and Humanities Symposia: event includes an oral/written competition where high school students present results of research before judging panels; participate in a forum honoring achievement in STEM; qualify for scholarships/recognition; and explore careers and develop skills in the application of science technology, engineering, math, and health

Community Grants

  • Explora Science Center and Children’s Museum: three programs for 60 child/caregivers in early childhood experiential science in collaboration with local libraries
  • Family Learning Center, STEM for Preschoolers: teachers provide a weekly science experiment for 36 weeks sent home for each child and parents to repeat, building science skills and vocabulary
  • Gerard’s House: age-appropriate, peer grief group support sessions throughout the school year in Santa Fe Public Schools
  • IMPACT Personal Safety, Project PREPARE: school day or after-school classes for youth that address aspects of violence prevention including boundary-setting, anti-bias, anti-bullying, de-escalation, and verbal or physical self-defense skills in collaboration with public schools and Eight Northern Indian Pueblos Council
  • Interfaith LEAP, Sangre de Cristo House: program to raise residents’ GED scores by increasing access to computers, classroom materials, and curriculum, with the goal of improving comprehension, test-taking skills, and computer proficiency
  • MAKE Santa Fe: 12-week (four 3.5 hour sessions) pilot program in partnership with YouthWorks! offers instruction and lab time with experts at Make Santa Fe, focusing on additive and  subtractive manufacturing, computer numerical control basics, electronics, and certification in digital fabrication, making, and manufacturing
  • Many Mothers: baby boxes, safe sleep instruction, educational materials, and supportive in-home visitation services for families in Rio Arriba, Los Alamos, and Santa Fe counties, with community behavioral and mental health service referrals
  • Rio Arriba County Fair Association: supports 4-H and Future Farmers of America agricultural livestock projects where youth raise animals and learn anatomy in preparation for showing and competing at the county fair and Expo NM
  • Rocky Mountain Youth Corps, Learning Lab: program based on community service, personal accountability, specialized academics, teamwork, and life-skills development provides a customized and culturally appropriate alternative education to high school and middle school students at risk of expulsion from Taos Municipal Schools
  • Santa Fe Community College Foundation: support for the transfer of the First Born® home visiting program model and curriculum to Santa Fe Community College

Public school districts, nonprofit New Mexico educational institutions, IRS-qualified 501(c)(3) organizations, government agencies, and Pueblo/Tribal communities serving the Northern New Mexico counties of Los Alamos, Mora, Rio Arriba, San Miguel, Sandoval, Santa Fe, or Taos are eligible to apply for grants of up to $2,500.

Application and instructions may be found online at www.lanlfoundation.org/grants. Grant proposals are accepted quarterly. The deadline for second quarter funding is Aug. 15.

For more information, contact Susanne Miller at 505.753.8890 or susanne@lanlfoundation.org.

About the LANL Foundation

Since 1997, the Los Alamos National Laboratory Foundation, a 501(c)(3) nonprofit, has worked to inspire excellence in education and learning in Northern New Mexico through innovative programming, collaboration and advocacy. By investing in human potential, the Foundation’s vision is that all New Mexicans have the skills and confidence they need to be self-sufficient, lifelong learners who are engaged in their communities. Programs in early childhood, STEM inquiry education, scholarships and small grants serve Northern New Mexico communities primarily in Los Alamos, Mora, Rio Arriba, San Miguel, Sandoval, Santa Fe and Taos counties.

Source:

http://www.ladailypost.com/content/lanl-foundation-awards-61298-education-and-community-grants

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Financing universal education

Steven J. Klees

By Steven J. Klees

The 17 United Nations Sustainable Development Goals represent a remarkable commitment by the international community to eliminate poverty and improve health, the environment, education, and much more in all countries by 2030. The SDG for education is straightforward: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

Unfortunately, we are a long way from achieving this goal, particularly in developing countries. More than 250 million of the world’s 1.6 billion children are not in school, and 400 million lack basic literacy.If current trends continue, by 2030 half of all children will not have the basic skills needed for employment.

The main problem is a shortage of resources. While developing countries can finance more than 90% of what they need to ensure universal access to quality primary and secondary education, there is still a large funding gap – approaching $40 billion in 2020, and $90 billion by 2030 – that must be filled by international aid.

Solving this problem has been the goal of the International Commission on Financing Global Education Opportunity (the Education Commission), chaired by Gordon Brown and comprising luminaries in business, government, and academia. But the Education Commission’s two principal recommendations are wrongheaded, and should be replaced by two other solutions. Both will be politically difficult to achieve, but are necessary for financing the SDGs.

The Education Commission’s first proposal is to count on “philanthropists, corporations, and charitable organizations” to increase their annual aid contributions from $2 billion today to $20 billion by 2030. This is unlikely to happen. More to the point, charity is not a responsible way to finance public policy. As one recent study shows, charitable education-reform efforts tend to be short-sighted, uncoordinated, and self-interested, ultimately contributing little to advancing education priorities.

The Education Commission’s second proposal is to form an International Finance Facility for Education, to be overseen by the World Bank and various regional development banks. Under the proposed IFFEd, development banks would borrow from capital markets to increase their annual investments in education to $10 billion by 2020, and to $20 billion by 2030.

The principal problem with this approach is that the World Bank has no business spearheading education reform. In fact, as my own research shows, the World Bank has already been misdirecting education reform in developing countries for three decades, by pushing for increased privatization and narrowly defined educational outcomes and accountability based on excessive testing.

The World Bank’s market-fundamentalist approach to education (and other sectors) resembles that of right-wing think tanks such as the Cato Institute or the Heritage Foundation. But while these are recognized as partisan organizations pursuing an ideological agenda, the World Bank makes a pretense of objectivity and inclusiveness. Moreover, unlike Cato and Heritage, the World Bank is a public, tax-financed entity that wields vast influence around the world through its grants, loans, and policy recommendations.

Future generations will be aghast at how we have allowed banks to determine educational and other priorities. Rather than handing institutions such as the World Bank and the International Monetary Fund more power, we need a new Bretton Woods conference to make them democratically accountable and less ideological.

As things stand, the World Bank is the 500-pound gorilla of the international-aid establishment, and the proposed IFFEd would put the gorilla on steroids. It would also make coordinating aid to education an administrative nightmare. In addition to the Global Partnership for Education (GPE), which focuses on low-income countries, and the recently established Education Cannot Wait (ECW) fund, which focuses on countries with humanitarian emergencies, we would have a third body focusing on lower- and middle-income countries.

It makes no sense to have three multilateral institutions competing with one another for funding. As Columbia University’s Jeffrey D. Sachs has long argued, we need just one Global Fund for Education to work toward the education SDG, and it can be a revamped GPE. Whereas donors will dominate IFFEd decision-making, the GPE operates more democratically, with equal representation of donor and recipient countries and strong participation from civil-society organizations. While the GPE is still too dependent on the World Bank, which supervises 80% of its grants, that can be changed.

Instead of the proposed IFFEd, we need two things. Wealthy countries need to honor the commitment, made in 1970 and repeated ever since, to allocate 0.7% of GDP toward ODA. While a few countries already do this, most fall far short. Just by keeping past promises, wealthy countries could close the education-funding gap – and cover all of the other SDGs’ financing needs, too. The Education Commission, by contrast, lets wealthy countries off the hook, by asking them to commit just 0.5% of GDP to ODA, and not until 2030.

Second, we need a global approach to taxation. As my colleague and I point out in a report for the Education Commission, corporate-tax reforms could eliminate tax avoidance and evasion, which are costing the global economy more than $600 billion every year. To achieve the needed reforms, we need to increase the UN’s capacity instead of relying on the OECD, which has proposed only minor changes.

We also need to institute a global wealth tax, as economist Thomas Piketty has proposed. It is obscene that the world’s eight richest people hold as much wealth as the poorest 50%. Like corporate-tax reform and fulfilling past promises to fund ODA, a 1% global wealth tax could finance all of the SDGs combined.

The SDGs, even more so than the Millennium Development Goals that preceded them, represent an extraordinary global commitment. But if the international community is serious about meeting them, it must do something even more unprecedented: put its money where its mouth is.

Copyright: Project Syndicate: Financing Universal Education

Source:

https://www.azernews.az/analysis/117234.html

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UNICEF: Global Coalition Fights Education Under Attack In Conflict Zones

UNICEF

UNICEF/August 8, 2017/By Riley Bunch/ Source: http://reliefweb.int

According to UNICEF, conflict zones around the world are preventing 25 million young students from getting access to education. Schools being targets for attacks, military use and occupation by armed forces has caused global concern surrounding protection of education under attack in conflict zones.

In 2010, The United Nations alongside multiple non-governmental organizations recognized the need for immediate action. As a solution to this problem, they created the Global Coalition to Protect Education from Attack (GCPEA). The agencies coming together acknowledged the need for implementation of policies and programs to protect students and teachers from deliberate attacks.

The multidisciplinary coalition, in hand with humanitarian law agencies, education in emergency groups, and child protection agencies, now focuses on advocacy among ministries and government bodies in conflict affected countries on how to reduce war crimes on schools and increase safety for future generations.

Diya Nijhowne, director of the GCPEA, addresses the phenomenon as a major global crisis—one that is only growing.

“Sadly, the problems of schools and universities being bombed and burned and students being raped, killed, executed, abducted from their schools is continuing,” Nijhowne said. “Generally, we have not seen it go down. And in some places, such as the middle east it is getting worse.”

Within a report titled Education Under Attack (based on data gathering for the period 2009-2013), over the past five years armed nonstate groups, state military, security forces and criminal groups have attacked thousands of primary students, university students, teachers, academic instituions and education establishments in at least 70 countries worldwide.

In coordination with the United Nations, the GCPEA has developed the Safe Schools Declaration. Within it are outlined steps, and procedures nations must implement to combat the issue of education under attack in conflict zones. Countries who have already endorsed the document get given training and programs to abide by the terms of the declaration.

These terms include monitoring education under attack in conflict zones and collecting accurate data to respond to the issue, creating contingency planning for emergency situations and creating “conflict sensitive” learning environments that can continue education under warring times.

Currently, 76 or one-third of the members of The United Nations states have signed onto the Safe Schools Declaration and agree that this issue is of high importance. Endangerment to education within conflict zones is not only physically impacting communities, but taking a severe psychological toll on students and staff.

“If you are worried your school is going to be bombed or this phenomenon of military use of schools as well,” Nijhowne said. “Forces might be in the classroom next to the kids or on the play field, just having that sort of militarized atmosphere is very stressful.”

One commitment countries must make when signing the Safe School Declaration is to assist victims. Support can range from making sure perpetrators are punished all the way to psycho-social support for the people impacted.

“Schools are traditionally there to provide routine, they provide safety, they have a protection function, not only within society but within a war zone,” Nijhowne said. “If that place that is supposed to be a sanctuary becomes somewhere that might be attacked that diminishes what would have been a protective function that the school is offering.”

Anecdotal evidence taken from reports done by the GCPEA shows that women and girls are disproportionately affected by education under attack in conflict zones. If military forces are present on school grounds, parents are more likely to be protective of their daughters and refrain from sending them to school. Also, if there is limited opportunity for children to attend school, parents often choose their sons to go to school rather than their daughters.

Under international law, there is no prohibition against using schools for military purposes. However, with the growing number of schools and universities getting targeted by the military, ministries and other government agencies around the world have become increasingly willing to work on alternative approaches to avoid using schools as bases.

GCPEA continues to work on addressing war crimes against education under attack in conflict zones and furthering their advocacy in countries who have yet to sign the Safe Schools Declaration.

Source:

http://reliefweb.int/report/world/global-coalition-fights-education-under-attack-conflict-zones

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South African students not prepared for tertiary education, says study

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South African/August 8, 2017/By: Suthentira Govender / Source: https://www.businesslive.co.za

Not being happy with your study choice and failing schools standards are some of the reasons South African students have given for feeling unprepared for tertiary education, according to a new study

This revelation is contained in the latest PPS Student Confidence Index survey conducted among nearly 2‚500 students in fourth year and above‚ pursuing qualifications in engineering‚ medicine‚ law or accounting.

According to the survey‚ less than half those surveyed felt prepared for the transition from school to higher education institutions. This represents an 8% decline from 2016‚ and marks the first time in three years — since the survey was started — that the percentage has dropped below 50%.

Motshabi Nomvete‚ PPS spokeperson, believes the implications «of this lack of preparedness is no doubt contributing to the fact that 47.9% of university students do not complete their degrees as determined in the latest [2015] report by the Department of Higher Education».

She said there needs to be more engagement by the corporate sector and professional bodies with government on school curriculums to ensure the divide between secondary and tertiary education levels is reduced.

Prof Labby Ramrathan‚ based at the University of KwaZulu-Natal’s school of education‚ said the school-to-university transition «is a complex phenomenon that has many facets». «The emotional facet of being prepared or not for this transition cannot be used as any substantive argument for the high rate of dropout from universities.»

Ramrathan said the drop in percentage of students being ready for tertiary education «is related to the confidence in being able to access their study programme of choice and this is, I believe‚ what may have resulted in their lower levels of confidence in transition from school to university».

«There are a number of studies that have pointed to‚ among other [things]‚ being admitted to programmes that were not the student’s first choice as a reason for high levels of student dropout. Students have the potential to succeed‚ but there are several factors, including institutional‚ personal and academic‚ that contribute to the high rate of student dropout‚» added Ramrathan.

Another education expert‚ Prof Wayne Hugo‚ said: «At the heart of it lies the following problem: school standards are struggling to keep up to scratch for university level study.»

«Universities accept students who they know are not university-ready because they know the school system is struggling and so they put in all sorts of foundation and assistance programmes that help the student,» he said. «By the time it comes to actually graduate‚ the openness and support has come to an end and the student must display full university standards. By then‚ some of our students have caught up … but those who have not experience a rude awakening.»

Hugo added that the Fees Must Fall campaign had «a terrible physical and psychological toll on students and lecturers alike‚ resulting in an increased divide and less energy and commitment».

Source:

https://www.businesslive.co.za/bd/national/education/2017-08-07-sa-students-not-prepared-for-tertiary-education-says-study/

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Britain: Brexit caused by low levels of education, study finds

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Britain/August 8, 2017/By: Jon Stone/Source: http://www.independent.co.uk

A slight increase in higher education could have kept Britain in the EU.

Britain would have likely voted to remain in the European Union were its population educated to a slightly higher level, a new study has found.

Researchers at the University of Leicester say that had just 3 per cent more of the population gone to university, the UK would probably not be leaving the EU.

The researchers looked at reasons why people voted Leave and found that whether someone had been to university or accessed other higher education was the “predominant factor” in how they voted.

The paper, published in the peer-reviewed journal World Development, applied a multivariate regression analysis and logit model to areas of the country to identify why people voted the way they did.

The level of higher education in an area was far more important than age, gender, the number of immigrants, or income in predicting the way an area voted, the researchers found.

Age and gender were both significant but not as important as education level, the researchers found. Income and number of immigrants in an area were not found to be a significant factor in how people voted.

The researchers also found that a lower rate of turnout – by just 7 per cent – would also likely have changed the result to Remain.

The last Labour government set a target of half of young people accessing higher education and there has been a large expansion in numbers in recent decades. Universities UK says it expected the number of people in employment with higher education qualifications to have risen from 28.7 per cent in 2002 to 51.3 per cent in 2022

Dr Aihua Zhang, from the University of Leicester’s Department of Mathematics, said: “The EU referendum raised significant debate and speculation of the intention of the electorate and its motivations in voting. Much of this debate was informed by simple data analysis examining individual factors, in isolation, and using opinion polling data.

“This, in the case of the EU referendum where multiple factors influence the decision simultaneously, failed to predict the eventual outcome. On June 23rd 2016, Britain’s vote to leave the EU came as a surprise to most observers, with a bigger voter turnout – 72.2 per cent – than that of any UK general election in the past decade.”

British voters voted by 52 per cent to 48 per cent to leave the EU in a referendum held in June 2016.

Source:

http://www.independent.co.uk/news/uk/politics/brexit-education-higher-university-study-university-leave-eu-remain-voters-educated-a7881441.html

 

 

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India: Quality of elementary education to be ensured through appropriate learning levels under RTE Act

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Asia/ India, 05 August 2017. By: education.einnews.com
According to the information given by the Minister of State (HRD), Upendra Kushwaha in a written reply to a Rajya Sabha question, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 lays down the duties of the appropriate government and the local authority to ensure that good quality elementary education conforming to norms and standards is provided, curriculum and courses of study are prescribed in a timely manner, and teachers are trained.

In order to focus on quality education, the Central RTE Rules have been amended on 20th February, 2017 to include reference on class-wise, subject-wise Learning Outcomes.

«The Learning Outcomes for each class in Languages (Hindi, English and Urdu), Mathematics, Environmental Studies, Science and Social Science up to the elementary stage have, accordingly, been finalised and shared with all States and UTs. These would serve as a guideline for States and UTs to ensure that all children acquire appropriate learning level,» sated an official release.

The release further stated that that under the Centrally Sponsored Scheme of Sarva Shiskha Abhiyan (SSA), the State Governments and UT Administrations were being supported on several interventions to improve teaching standards.

The quality will be ensured through measures such as regular in-service teachers’ training, induction training for newly recruited teachers, training of all untrained teachers to acquire professional qualifications through Open Distance Learning (ODL) mode, recruitment of additional teachers for improving pupil-teacher ratios, academic support for teachers through block and cluster resource centres, continuous and comprehensive evaluation system to equip the teacher to measure pupil performance and provide remedial action wherever required, and teacher and school grants for development of appropriate teaching-learning materials, etc., the Parliament was informed.

Reacting to the information, Jaipur-based educator Prabha Kishore said the it would be better that the quality of teachers preparation should be ensured and monitored along with legal course of action on them if children’s right to quality is violated by the teachers, schools and officers who are presiding over the system.

I feel that there is contradiction in some recent announcements, namely, restoring common examination for Classes V and VII to strike the fear of failure to improve learning outcomes; and viewing quality in terms of quality inputs and quality processes. This contradiction is likely to promote tuitions and coaching classes at elementary school level by teachers.

From: http://education.einnews.com/article/396316390/7k4p5Ramto7ozrog?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

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Philippines: Free education law

Noticias

Philippines, Aug. 05, 2017.  By: education.einnews.com/ Zea Io Min C. Capistrano.

President Rodrigo Duterte ​said it was his sentiment for the poor families to get out of poverty through their children that persuaded him to sign the free education law.

He ​spoke for the first time about ​it w​he​n​ ​he visited anew government troops ​​fighting in in Marawi City on Friday afternoon.

The President on Thursday signed Republic Act (RA) No. 10931, also known as the “Universal Access to Quality Tertiary Education Act” which exempts qualified students from paying tuition and other school fees in any state or local universities and colleges.

“I signed the law last night. I’m giving everybody, lahat ng ating mga anak a tertiary education, college. Oo, libre na ngayon,” Duterte told the troopers during his visit to the Joint Special Operations Task Force Trident in Barangay Kilala, Marawi City on Aug. 4.

Duterte said he understands sentiments of the poor families who worry of their children’s education.

“Mahirap lang din ako na tao. I mean, I… I have… I come from a poor father. Itong ano kasi ang disparity kasi ng mga mayaman pati mahirap, ‘yung… Kasi ‘yung iba they can pursue studies. They can go to UP kaya sigurado naman talaga na mas mataas ang standards. They can go to sa Ateneo, La Salle, UST. ‘Yung kasi ‘yung atin lang mga technical, technical, ang bata naman kung may utak, bigyan natin ng panahon (I am a poor man, too. I mean, I have come from a poor father. The disparity of the reach and poor… because others can pursue their studies. They can go to UP and they are ensured of their education because it has high standards. They can go to Ateneo, La Salle, UST. But ours can only get technical education. If a child is intelligent, let’s give them their time),” Duterte said.

Duterte said with the new bill, students may finish their college education and even pursue further studies. The President also promised to establish a trust fund worth P50 billion for the education of the children of soldiers.

“Pero gusto natin ang pamilya, ang bata. ‘Yung anak mong na bright, libre naman ‘yung four years. You get another four years doon sa trust fund ninyo to finance his maybe medicine or law (We want to ensure our children’s future. If your child is intelligent, the four years in college is free so you can spend for his education for another four years from your trust fund to finance his education, maybe medicine or law),” Duterte said.

Students’ battlecry

Senator Sherwin Gatchalian, vice-chairman of the Senate Committee on Education, said Friday that the fight for free education was taken up by generations of student activists.

“We have come a long, long way from where we started with this advocacy. That battle cry of generations of student activists has now become firm government policy, and we are better for it,” Gatchalian said in a statement Friday.

He said the signing of the law “is the collective victory of everyone who has fought to uphold and defend the inalienable right of every Filipino to quality tertiary education,”

In her Facebook post Friday, National Youth Commission chair Aiza Seguerra said the President’s signing is victory to all Filipinos regardless of their ideology. He also warned the public to be vigilant on the crafting of the Implementing Rules and Regulations of the law to ensure this will benefit the Filipino youth.

“Pinirmahan ni Presidente, ipinasa ng ​C​ongress at ipinaglaban din ng mga aktibista ng napakaraming taon. Wag natin maliitin yon just because of our differences. Sila ang patuloy na nag ingay at nakibaka while we are all too busy living our normal lives. This victory is for all Filipinos, no matter what color or ideology. Ngayon, mas kailangan natin bantayan ang IRR ng batas na ito para masiguradong mapapakinabangan talaga ito ng kabataang Pilipino (The law was signed by the President, passed by Congress and was fought for by activists for so many years. Let us not belittle that fact just because of our differences. They were the ones who continued to struggle while we are too busy living our normal lives. Now, we need to guard the IRR of this law to ensure that this will really benefit the Filipino youth),” Seguerra said.

Landmark

The law is a landmark legislation which also exempts from paying students currently enrolled or shall enroll in non-degree technical-vocational education and training offered by any technical-vocational institution (TVI) under the Technical Education and Skills Development Authority (TESDA).

However, students who have already attained a bachelor’s degree are not qualified to the free tertiary education.

The law also established a tertiary education subsidy (TES) and student loan program for all Filipino students who will enroll in undergraduate post-secondary programs of SUCs, LUCs, TVIs, and private higher education institutions. The TES may cover tuition and other school fees, book allowance, supplies, transportation, and personal expenses, allowance for room and board costs, and expenses related to disability.

“The TES shall be administered by the UniFAST (Unified Student Financial Assistance System for Tertiary Education) Board and the amount necessary to fund the TES shall be included in the budgets of the CHED (Commission on Higher Education) and the TESDA,” the RA stated.

The student loan program will also be administered by the UniFAST Board. Payment of the loan amount will begin once the beneficiary secures gainful employment with income that reaches the Compulsory Repayment Threshold (CRT).

In a press briefing on Friday, Deputy Executive Secretary Menardo Guevarra said with the passage of the law, they are expecting Congress to make the necessary appropriations to fund the long-term government program on free SUC education.

Guevarra said the other sources of funding for the free education in SUCs include the official development assistance (ODA) and donations, both from local and international donors.(davaotoday.com).

From: http://education.einnews.com/article/396446361/X3Z5TEo822-wNKYl?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

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