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Sem acordo entre governo e professores em greve na Guiné-Bissau

 

África/ Guiné-Bissau/Marzo 2016/Autor y Fuente: Portal em Pauta online.

Resumen: Por falta de acuerdos entre el Sindicato de Profesores y el Gobierno, puede generarse un paro docente en Guiné Bissau.

O Secretário do Conselho Directivo do Sindicato Nacional dos Professores e Funcionários da Escola Superior da Educação (ESE) na Guiné-Bissau, acusou o governo de não estar interessado em efetivar o acordo que suspenderia a greve em curso. Em declarações à Imprensa, na útima terça-feira,  João Bico Ufaro da Costa, sustentou que há um impasse no acordo entre o governo guineense e o Sindicato da Escola ESSE, que motiva a continuação da paralisação.

Os grevistas querem que o executivo garanta um aumento salarial na ordem de 75%, para os professores das escolas de formação, pagamento dos salários em atraso de 2003/04 e de retroativos, entre outros pontos.

O sindicalista afirmou que o Governo alega que esteja na origem do incumprimento do memorando assinado em 2015, a instabilidade política que o pais tem vivido e fez questão de destacar que a greve que continuar até sexta-feira (4), não é para prejudicar os estudantes, mas sim  resolver os problemas dos associados da organização. Disse ainda que o desejo do sindicato é ver esse assunto ser agendado na próxima reunião do Conselho de Ministros, para que uma solução seja encontrada.

A greve ocorre em quatro unidades escolares de formação dos professores: Escola Normal Superior “Tchico Té”, “17 de Fevereiro”, Escola Nacional de Educação Física e Desportos (ENEFD),em Bissau e a “Amílcar Cabral” em Bolama (Sul).

Fuente de la Noticia: http://portalempauta.com.br

Fuente de la fotografía: Reprodución ANG (portalempauta)

Socializado por: Editores África

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Technology is the Future

África/Namibia/Marzo 2016/Fuente:The Namibian On Line. Autor: Netumbo Nekomba

Resumen: La noticia presenta la postura en relación a la incursión de la tecnología en los procesos de enseñanza, como elemento  habilitador y de acceso al conocimiento.

Technology is a global project which is constantly advancing by the day. Namibia is quite fortunate to be a part of this movement as the digital world is slowly but surely taking over.

Sending letters by post has been overshadowed by emails, text messages, WhatsApp messages and other messaging applications that are available on various devices such as mobile phones and computers.

Because of this change into applications, those with a knack for tech have developed their own, turning simple ideas into multi-million dollar businesses thanks to coding.

And now the same can be said for Namibia. It’s official – coding will be implemented in the national curriculum. Stimulating this move are The Tech Guys, Mark Mushiva and Tshuutheni Emvula, two entrepreneurs and lovers of all things tech who constantly participate in workshops and other classes to educate young students, especially girls.

«We are currently gathering M&E data using the analytics from online platforms and tracking the students in class. We are currently expanding on our research with our sights set on a national Computer Science curriculum,» The Tech Guys state on their blog, thetechguysblog.com.

Currently exploring online education platforms from various sources such as CS Unplugged, the team constantly reinforces the need for high school pupils and even tertiary students to understand the importance of technology as that is where the future lies.

«Technology is an enabler and improves access to knowledge, and this has been shown to have transformative effects on personal development. Much different from access and use, it is the active involvement and creation of new technologies. In a world where information is the gold standard, Computer Science has become the new literacy of our world,» Mark explained.

Deputy prime minister and minister of international relations Netumbo Nandi-Ndaitwah explained earlier this month: «We should sharpen our negotiation tools, our capacity to market our country and innovative ways to inform policy. We do not only learn by physically going out to foreign countries. We can build our capacity by using modern technology. That is online learning.»

Fuente de la Noticia: http://www.namibian.com.na/index.php?page=read&id=38508

Fuente de la fotografía:http://www.namibian.com.na/public/uploads/images/56f147345669c/tech.jpg

Socializado por: Editores África

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Leeds University Graduates 35 Gambians, Sierra Leone Nationals

 

África/Gambia/Marzo 2016/Fuente: Daily Observer on Line. Autor: Lamin B. Darboe

Resumen: La Universidad de Leeds graduó a  35 Gambianos que completaron con éxito sus estudios de postgrado en la disciplina de la salud, bajo la modalidad a distancia.

Leeds Beckett University on Thursday graduated 35 Gambians and Sierra Leone nationals in the health discipline, after successfully completing a post-graduate distance learning programme with the Yorkshire-based University, in UK.

The students, who fulfilled the required three-year part-time distance learning programme, were awarded MSc degrees in Public Health (Health Promotion and Environmental Health) and Public Health Promotion.

Speaking at the ceremony, the Course Leader, Chris Spoor, said the University had been operating in the country since 2007 and has graduated nearly 100 of its students in the different fields of health promotion, a programme open only to Gambians and Sierra Leoneans.

«Amongst those who joined the graduates and continuing students of the course were staff from Leeds, colleagues from the University of The Gambia and representatives from the Ministry of Health and Social Welfare and other health sectors in The Gambia,» Spoor said.

«Graduating these pools of professionals in Health Promotion in The Gambia and Sierra Leone will help bridge the human resource gaps in the Health Ministries of the two countries.»

Susan Sherwin, Head of School for Health and Community Studies at Leeds Beckett University, said the recent graduates are the third and final cohort of their delivery in The Gambia.

The success of the scholars, she went on, has been supported by the contributions made by their Gambian colleagues and institutions such as the University of The Gambia. She said they had supported the students by acting as dissertation supervisors and reviewing students’ dissertation proposals as ethics committees.

Madam Sherwin further thanked their Gambian colleagues for the support to the students. According to her, the students’ journeys have not always been easy and some students have had to overcome great personal challenges in order to celebrate their successes. She said Leeds Beckett University was founded in 1824 as the Leeds Mechanics Institute, adding that the University has more than 190 years of teaching experience as a teaching institute.

«In 1992, we gained degree awarding powers and became a university, and last year we became Leeds Beckett, named after our Beckett Park Campus in Headingley, which is about three miles out of the City Centre of Leeds where our main campus is located,» she said.

Madam Sue Sherwin further informed the gathering that the University had a number of professors and research areas like dementia, health promotion, prisons, pain, and child protection among others.

The course, she said, would not have been possible without the generous support of the Commonwealth Scholarships Commission who fully paid for 21 students for the first cohort, 15 for the second cohort, and then a further 13 for their third cohort.

The success of this master’s course, she added, is largely due to the students’ commitment to the course and their studies, noting that it is because of them (students), and those who graduated before them that they were able to run this third cohort. «And we must not forget to thank your families and friends who have supported you through your studies, many of whom will be sharing your graduation day with us today,» she concluded.

Fuente de la Noticia:http://observer.gm/leeds-university-graduates-35-gambians-sierra-leone-nationals/

Fuente de la fotografía: http://i1.wp.com/observer.gm/wp-content/uploads/2016/03/leeds-university.jpg

Socializado por: Editores África

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Rwanda: School Life – Why Observing Uniformity is Very Crucial

Foto tomada por: Catherine Reiland
Foto tomada por: Catherine Reiland

África/Rwanda/Marzo 2016/Fuente: AllAfrica.com.Autor: Salomon Asaba

resumen: el articulo abre el debate sobre el uso del cabello  y las escuelas que prohíben a los estudiantes mantener su  cabello largo,  igualmente opinan los expertos  que la falta de uniformidad es lo que causa este tipo de demandas innecesarias por los estudiantes, argumentando que la restricción de pelo largo es una necesidad en las escuelas.

It’s a debate that educationists have not come to a conclusive agreement about. Some say there is a link between keeping long hair at school and academic performance, while others argue that there is no link whatsoever.

In the past, it was a taboo to go to school with hair slightly an inch longer for girls. In fact if a learner had hair that was more than an inch long, she or he was not allowed into the school.

Schools which prohibit learners from keeping their hair long while in school, argue that it is time wasting and costly, which affects performance and mutual respect between students and teachers.

For instance, a few months ago, it was reported that a student at a school in Kanombe refused to go to school until her father provided money for plaiting hair after seeing the other girls in the school with treated hair. The father succumbed to pressure and gave her money to treat and maintain her hair.

Experts say lack of uniformity is what causes such unnecessary demands by learners, arguing that restricting long hair is a necessity in schools.

«Keeping uniformity helps the students to feel like one family despite the different backgrounds. If you have some students with treated long hair while others can’t afford the same, it will cause segregation among the learners and subsequently you will get such scenarios like the Kanombe parent,» says a senior teacher in a city school.

Schools in Rwanda have restrictions on long hair especially in the public schools. But the situation is different; in private and international schools- girls come to school with long hair in all shapes and styles.

Moses Katufu, a teacher of Entrepreneurship at King David Academy, says long hair is allowed in the school but it should not be tinted. And for boys weird hairstyles are not allowed.

The school principal, Annet Batamuriza, echoes Katufu’s views, but points out that tinted hair is forbidden for girls.

«Much as good hair enhances the pride of women, we don’t allow tinted hair at school,» says Batamuriza.

Students need to adhere to school regulations.

Most parents and educators have argued that the culture of hairstyles in schools should receive some kind of regulation.

At King David Academy, for instance, boys who report to school with long hair have their heads shaved.

«Boys should keep their hair trimmed to at least 2 inches long, otherwise those who report with long hair are punished to serve as examples to the rest,» adds Katufu.

In extreme circumstances, some schools will chose to suspend students until they shave their heads.

But Simon Ntwari, a parent in Kimihura, considers regulating students’ hairstyles inappropriate and a waste of valuable time.

«Hair should not be a big deal as long as the student has put on the appropriate school uniform. I don’t think hair should be a distraction in school whether for boys or girls,» says the father of two.

Georgina Mukeshimana, a parent in Remera, however thinks regulation of hairstyles should be left at the discretion of school authorities.

«But once you become complacent with all hairstyles, students will bring everything to school. Students should be made to understand that rules are there and have to be followed,» she asserts.

For Thomas Mugarura, a parent in Nyamirambo, hairstyles should be the last thing for schools to worry about.

«I really don’t understand why schools do not put efforts on better practices of teaching and learning instead of non issues like hairstyles. We pay for the hair and that should only be a concern on our side,» he explains, wondering how hair is connected to academic performance.

Fuente de la Noticia: http://allafrica.com/stories/201603230062.htmlFuente de la fotografía: http://badgersabroad.wisc.edu/blog/wp-content/uploads/2009/07/rwandan-children-300×200.jpg

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Kenya: Teachers Strike Looms as Unions Spoil for War With Tsc Over Dues

 

África/Kenia/Marzo 2016/Fuente: AllAfrica. com. Autor: Ouma Wanzala

Resumen: El Sindicato Nacional de Profesores de Kenia (Knut) y la Unión de Maestros de Educación Primaria de Kenia(KUPPET) podrian ir a huelga paralizando la enseñanza en las escuelas públicas.

The Trade Union Congress of Kenya (TUC-Ke) on Wednesday joined teachers unions in a move seen as gravitating towards a national strike over dues.

TUC-Ke National chairman Tom Odege said that in the absence of amicable solution, the teachers with the support of other civil servants will go on strike and paralyse learning in public schools.

«In the absence of an amicable solution, the matter calls for an industrial action and members are legally entitled to take any action as provided for in the law,» said Mr Odege in a statement on Wednesday.

Kenya National union of Teachers (Knut) and Kenya Union of Post Primary Education Teachers (Kuppet) have threatened to go on strike after the Teachers Service Commission (TSC) submitted a fraction of union dues for teachers who have validated their membership.

Knut Secretary general Wilson Sossion accused TSC for killing the unions by giving out money that cannot even pay rent.

«We will paralyse learning in schools any time soon, we cannot engage in this state of affairs anymore. We have to protect the rights of teachers and protect the labour movement,» said Mr Sossion in a statement.

Kuppet chairman Omboko Milemba said the union had decided to close some of its offices due to lack of money to pay rent and fund their activities.

However, TSC insisted that its responsibility is to manage the payroll of teachers and protect earnings of employees in its employment from fraud.

The Head of Communications at the Commission, Kihumba Kamotho said the strike will not be in the interest of anybody in the education sector saying that teachers should be focused on service delivery and do not need to be distracted.

«TSC has struggled to do everything to normalize the sector including normalizing and regularizing members in unions which has been a source of industrial conflicts,» said Mr Kamotho.

Mr Odege said that by the TSC denying the unions their dues, it had caused financial strain as unions are unable to meet their financial obligations such as statutory deductions including payment of salaries to its employees and allowances to its officials.

Knut said it had only received membership dues for 5,000 teachers out 200,000 teachers while Kuppet had received dues for 10,000 members out 34,000 as they warned of an industrial action. Knut gets Sh135million while Kuppet gets Sh35million as membership dues from basic salaries of teachers which is deducted at two per cent.

Mr Kamotho said in the interim validation, it had been conclusively discovered that teachers had lost hundreds of millions of shillings to the two unions in the last two years.

 

Fuente de la Noticia: http://allafrica.com/stories/201603230850.html

Fuente de la fotografía:http://allafrica.com/download/pic/main/main/csiid/00310146:31bed9f8f5c3ac14ded4266c7d51a073:arc614x376:w285:us1.png

Socializado por: Editores África

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Suazilandia: La lucha entre la educación gratuita y las posibilidades de las niñas en acceder a ella

Suazilandia1

África/Suazilandia/Febrero 2016/Autor y Fuente: Revista Semana Digital. Edición Nro.13

En Suazilandia uno de cada cinco niños no está escolarizado en la escuela primaria. Para las niñas la situación es mucho más difícil pues las costumbres del reino las preservan para que el Rey seleccione a una virgen, pese a contar con 14 esposas y más de una veintena de hijos.

Aunque se consagra desde el Tribunal Superior la educación gratuita, esto no se cumple y continúa siendo privada.  Al menos 10 %  de la deserción escolar tiene lugar en los primeros meses, pues el dinero de la escuela se desvía hacia la satisfacción de necesidades básicas como comprar alimentos y agua. Algunos padres pagan por niño anualmente 76 dólares para que estudien, lo cual no parece tan costoso. Sin embargo, en Suazilandia el 63 % de la población vive con dos dólares al día.

Según información oficial del Reino de Suazilandia, la educación primaria empieza a los 6 años y termina siete años después. Al final se realiza el Swaziland Primary Cerificate (SPC). Tras obtener los resultados, se puede ingresar a la educación secundaria. Sin embargo, la probabilidad para que un niño llegue a esa altura es baja por factores como la hambruna, la pobreza, los matrimonios forzados, la discriminación, la violencia, la explotación sexual y un sistema de salud y saneamiento en pésimas condiciones.

Suazilandia es una pequeña monarquía dominada por el rey Mswati III es rey excéntrico con una riqueza, según Forbes, de más de 150 millones de euros. Anualmente, las niñas vírgenes se reúnen cerca del palacio real para danzar el baile del junco, con el pecho descubierto para mostrar su feminidad y vestidas con ropas de los colores de la bandera del reino. Esta considera una de las ceremonias más vistosas de África, que se convierte en un canto a la virginidad y dura dos días.

La mala situación de los profesores del sector público se ha agravado y han recibido amenazas y maltratos por protestar y llamar a huelga, en junio pasado, reclamando reivindicaciones salariales de 4,5 %. El Movimiento Popular Democrático Unido, un partido de izquierda que se opone al régimen del rey defiende el derecho a la educación y la repartición de bienes entre los más pobres.

Fuente de la Noticia: http://www.semana.com/educacion/articulo/la-ultima-monarquia-de-africa-suazilandia-y-su-sistema-educativo/459943

Fuente de la fotografía: La educación en la última monarquía de África Foto: Commons.Wikipedia.org

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Uso de tecnología incorpora 1400 estudiantes con discapacidad visual en Kenia

 

África/Kenia/Marzo 2016/Autor y Fuente: Unesco-Sector Educación

El programa InABLE colabora con las escuelas especiales para ciegos de Kenia y ha  incorporado a 1.400 alumnos al plan de aprendizaje mediante dispositivos informáticos con lector de pantalla y tamaños de letra ampliados

Irene Mbari-Kirika, fundadora de InABLE, asegura que se trata de empoderar a los estudiantes invidentes o discapacitados visuales de África con la tecnología informática que pueda ayudarles, pero además persigue cambiar la opinión de quienes presentan resistencia acerca del uso de la tecnología por los discapacitados.

La educadora Mbari-Kirika presentará su trabajo en el marco de la Semana de la UNESCO del Aprendizaje con Dispositivos Móviles, el evento emblemático de la Organización en materia de TIC que se celebrará en su Sede de París, del 7 al 11 de marzo de 2016.

A su juicio los estudiantes que manejan las competencias del sistema braille para leer y escribir, pese a ser muy necesarias, requieren de destrezas adicionales al terminar los estudios para estar completamente desconectados del resto del mundo”. Mbari-Kirika Según “En África, como en la mayoría de los países en desarrollo, los productos de Android son populares, porque son baratos, pero Android no es un sistema accesible a los ciegos”, afirmó. “Si un estudiante no puede encender la tableta o utilizarla sin ayuda, entonces el sistema no le sirve”.

El propósito de esta iniciativa es que los estudiantes ciegos y discapacitados visuales completen la escolaridad y accedan al mundo laboral. Se ha podido comprobar que los niños con necesidades especiales pueden obtener de la tecnología beneficios aún mayores que los videntes y hacerlo con una buena relación costo/aprendizaje.

“Un alumno de forma 4 (12º grado) tiene que adquirir libros de texto por valor de 7.000 chelines (80 dólares estadounidenses) durante el curso escolar. Otro estudiante del mismo grado que sea ciego tendrá que comprar los mismos manuales en braille y gastar 61,000 shillings (610 dólares), lo que representa un precio prohibitivo.  Un dispositivo móvil puede contener todos esos libros y más en formato digital”, afirmó. “Esto sitúa al niño ciego en plano de igualdad con los videntes, porque los libros pueden adquirirse al mismo precio. El niño invidente ya no necesita asistir a una escuela especial”. Aseguró Mbari-Kirika.
Fuente de la Noticia: http://unesco.org

Fuente de la fotografía: http://www.unesco.org/new/index.php?eID=tx_cms_showpic&file=fileadmin/MULTIMEDIA/HQ/ED/images/630X300/mlw2016-Irene-en-typo.jpg

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