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Ecarri: La educación venezolana se redujo a unos pocos que pagan en dólares

 

¡Escuela pública cerrada! Más de 85% de la población venezolana hoy se le niega educación de calidad producto de la terrible crisis que vive el país y que ha devorado al sistema de educación público oficial

El presidente nacional de la Alianza del Lápiz, Antonio Ecarri, denunció este domingo que a más de 85% de la población venezolana hoy se le niega educación de calidad producto de la terrible crisis que vive el país y que ha devorado al sistema de educación público oficial.

“La educación se convirtió en un privilegio para muy pocos, Enviar a un niño a la escuela cuesta cerca de 300. dólares (…) Es la destrucción de la educación por parte del socialismo, por eso reiteramos que esto no se trata solo de un mal gobierno, es un modelo político que acabó con nuestro sistema educativo”, enfatizó  el máximo portavoz del partido de la educación en entrevista con Idania Chirinos, para el programa “En La Tarde” de NTN 24.

Antonio Ecarrio subrayó que el sistema educativo entró en una etapa de ruina total producto de las políticas erradas del socialismo del siglo XXI, tras mencionar que no hay infraestructura, los alumnos no tienen que comer, ni pueden acceder a libros, así como los maestros son los peores pagados del continente percibiendo solo $2 al mes.

Al ahondar en la dramática situación que padecen los educadores criollos, el dirigente del Lápiz detalló que, según estudios de la Fundación Arturo Uslar Pietri, “al menos 60% de los profesores han abandonados las aulas de clase”.

“Durante los años de la democracia el maestro venezolano eran los profesionales más estables, hoy no tienen ni como vestirse”, lamentó.

Al ser consultado sobre la incorporación de egresado del plan Chamba Juvenil preparados como “docentes express”, el opositor reiteró su rechazo categórico; y atribuyó esta medida a que los docentes siempre han sido un obstáculos para un gobierno que pretende acabar con la libertad.

Ecarri expuso que el drama social que viven todos los venezolanos agobia especialmente a niños que, entre muchos otros obstáculos, deben sortear la falta de transporte para llegar a la escuela. Un ejemplo de ello lo vivieron tres alumnos de la Escuela Andrés Bello, en Valle de La Pascua, que murieron al caer de unidades transporte improvisados.

“No tienen que comer, no tienen como vestirse, no tienen cómo llegar y para completar, no tienen maestros. El socialismo le cerró las puertas a la escuela venezolana“, refutó Antonio Ecarri.

Fuente de la noticia: https://www.el-carabobeno.com/ecarri-la-educacion-venezolana-se-redujo-a-unos-pocos-que-pagan-en-dolares/

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Half a million school children and workers turn out in mass calls for climate action

Oceania/ Autralia/ 24.09.2019/ Source: www.9news.com.au.

 

Australians workers downed tools to join students who left school to attend climate change rallies. The protest drew around 500,000 people and shut down city centres across the country.
Lawyers, academics, tech company workers, members of unions and community groups, university students and retirees all joined the rallies in what was a huge expansion of a movement that started as a school strike against global warming.
The demonstrations in Australia were the first of similar rallies planned to roll around the world on Friday, as officials gathered at the United Nations in New York for the world bodies Emergency Climate Summit.
«We’re here for one reason: we want climate action,» said Carmel Allen, 63, who travelled with friend Margaret Armstrong, 76, from the Illawara region south of Sydney to join the march in the city. «We’re worried for our children and for future generations.
«We’re so happy with the turn out – we’ve seen guys in suits, young mums, unionists. It looks like everyone is here,» Armstrong added. «The climate affects everyone.»
Allen and Armstrong were among a crowd estimated to be 80,000 in Sydney. 100,000 people rallied in Melbourne, and with protests in more than 100 locations around Australia, the total involvement was double that of the climate rallies held in March.
Gabriel Anderson, a Year 4 student from a school in Sydney’s inner west, attended the rally with his mother and a group of other children.
«I’m here because the environment isn’t being looked after,» the 10-year-old said. «I hope now politicians will listen.»
Gabriel’s mother, Tamsin, said she felt comfortable giving her son the afternoon off school. «I feel like these kids are learning something crucial here – they are learning how to make change, how to be hopeful,» she said.
Gabriel Anderson, a Year 4 student from a school in the Sydney’s inner west, attended the rally with his mother and a group of other children from his school. (Nine)
Earlier, federal Education Minister Dan Tehan called on students to stay in school, and questioned whether so many young people would care so much if they were not missing some class time.
«The true test of the protesters’ commitment would be how many turned up for a protest held on a Saturday afternoon,» he said in a statement.
100,000 people were estimated to have attended the Melbourne rally. (Supplied)
Year 9 student Kyla said her Wenona School in North Sydney wanted students who attended the rally to have to make up lost class time later.
«It’s basically like detention,» she said. While she was disappointed at her school’s lack of support, she said she felt inspired by the rally. «It gives me hope,» the 14-year-old said. «We all need to stand together because we all have one problem.»
Katie, Scarlett and Kyla, 14, said they were inspired by the huge group who turned out for today’s rally. (Nine)
Rick Cavicchioli, a microbiology professor at the University of New South Wales, cancelled his classes for the day to attend the rally. «This gives the opportunity for my students to come down here as well,» he said. His demand was simple: «Change, now.»
Organisers are calling for no new coal, oil and gas projects in Australia, 100 percent renewable energy generation and exports by 2030, and a just transition for workers in fossil fuel-dominated industries and communities.
Tech worker Luke Foxton attended the rally after being encouraged by his software company, Atlassian. He said all employees were given the afternoon off, as well as paid time to prepare banners.
The Sydney rally in the Domain saw lawyers, academics, tech companies, community groups, university students and retirees among the atendees. (Nine)
Students, workers, and unionists spoke on stage at the Sydney event from 12pm to 1.30pm, and guided the crowd in chanting: «One struggle, one fight: climate action, worker’s rights!»
Addressing the crowd, Tommy-John Herbert, a wharfie from Port Botany, said he was at the rally because of the work of the Maritime Union of Australia.
«As I speak, not one of our cranes are running,» he said.
Port Botany wharfies attended the rally using protections for industrial action designed for enterprise bargaining. It is the first known instance of the protections being used for such an action, the Australian Financial Review yesterday reported.
Herbert said his employer sent out an email to all workers saying attending the rally is illegal. Many of the port workers came anyway.
Sylvie, 11, and Mae, 9, also attended the rally accompanied by their mum, travelling from the Northern Beaches. «It’s important the government sees that kids care, they are coming out of school,» Sylvie said. (Nine)
Other unions such as the Teachers Federations as well as charity organisations like Ozharvest and community groups like the Rozelle Climate Action group all urged their members to attend.
Community action group organizer Angela Michaelis, 64, said her group of mostly retirees who were turning out because «we owe to young people and we can support them».
National Institute of Dramatic Art (NIDA) student Angela Doherty, 23, estimated 50 students from her university joined the rally.
Angela Doherty (left), 23, said 50 students from NIDA joined the action. (Nine)
«We’re here because we care about the climate,» she said. «There’s no point studying for a future we might not have.»
Source of the notice: https://www.9news.com.au/national/global-climate-strikes-attract-500000-students-and-workers-across-australia-national-news/d0aa9aeb-c9c4-4788-a7a5-f5b05411b04e
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First transgender library opens in India

Asia/ India/ 24.09.2019/ Source: www.hindustantimes.com.

For the first time in India, a transgender library has been opened as part of the transgender resource centre in Viswanathapuram, Madurai to increase awareness about the ambisexual people in the country.

“Programs for alternate-sex children should be announced in the National Children’s Policy and transgender subjects should be included in the school education system,” said Priya Babu, director of the transgender resource centre in Madurai.

Launched in 2016, the centre focuses on the promotion of transgender people and making people aware of the no-binary gender.

As per the 2011 census, there are 4 lakh 90 thousand transgender people in India and about 21 thousand are in Tamil Nadu.

Source of the notice: https://www.hindustantimes.com/education/first-transgender-library-opens-in-india/story-Rl283ayc3cJxvWMNku6kNO.html

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Children in crisis want education more than money, food or water

Africa/ 24.09.2019/ Source: www.savethechildren.net.

  • Surveys from toughest places on earth reveal top priorities for children in crisis
  • School ranks far higher than immediate needs like food, water and shelter
  • But education allocated just 2% of funding in humanitarian emergencies
  • 262 million children – one in five globally – denied an education
Children overwhelmingly identify education as their top priority at times of crisis, a new report by Save the Children shows today.
Education Against the Odds provides the largest analysis of what children – rather than aid planners – say they need during humanitarian emergencies.
The report’s surprising findings reveal children are more than twice as likely to rank going to school as their top concern, compared to immediate needs like food, water, shelter or money.
Education remains chronically underfunded during emergencies, representing just two per cent of aid for countries grappling with war, disease and disaster.
Of 1,215 children surveyed in six countries, nearly one in three (29%) said education was their top priority. [1]
That was more than twice the number who identified food (12%), health (12%), or water and sanitation (12%) as their primary concern. It was three times the number who said they needed shelter (9%) or money (9%) most.
Other concerns children identified as top priorities include clothing (3%), sport and leisure activities (3%), safety (2%) and family (1%). [2]
The surveys were conducted over the last five years with children aged 5-18, during humanitarian responses across Asia, Africa and the Middle East.
Among the respondents were:
  • Children struggling to survive in the aftermath of Typhoon Haiyan in the Philippines;
  • Child refugees from Syria and Afghanistan;
  • Children living in conflict zones in the Democratic Republic of Congo;
  • Rohingya children in refugee camps in Bangladesh;
  • Children displaced by fighting in Ethiopia and South Sudan.

One child fighting against the odds to get an education is 10-year-old Ali from Idlib, Syria. He and his family fled their village to escape fighting. When they returned home, Ali’s school was in ruins after being hit by an airstrike. Nearly half of the schools in north west Syria are currently out of action. [3] Ali said:

«I saw my school was destroyed and broken down and it made me so sad. My friends and I, we will go back and study in it. I love my school – my wish is that it does not get bombed and destroyed again. We will rebuild it and make it better than before. I love to study. I want to become a doctor to treat people who are in need and serve my country.»

Save the Children’s analysis of UN data shows that – far from recognising children’s priorities at times of crisis – humanitarian aid for education trails far behind other sectors.

Just two per cent of funding for countries grappling with emergencies was allocated to education last year. That represents half the levels earmarked for medical care, and one tenth of the support dedicated to providing supplies of food. [4]

262 million children, one in five globally, are out of school, many of them due to sudden or protracted crises like wars, outbreaks of disease or natural disasters.

But, at current rates, the United Nations estimates 225 million children will still be out of school in 2030 due to stagnating levels of education aid globally. [5]

This week Save the Children is calling for world leaders to dramatically boost the funding available for education in emergencies through Education Cannot Wait (ECW), the first and only global fund dedicated to providing education in countries affected by crisis. [6]

In August the UK committed £90 million to the fund, and called for other wealthy governments to follow suit by dedicating more of their aid budgets to global education.

Other commitments of funding for the ECW are expected to be announced at a meeting at the UN General Assembly on Wednesday (September 25).

Save the Children’s Head of Education Policy, Joseph Nhan-O’Reilly, said:

“What children have been telling us is clear and unambiguous. Even when food is scarce, water dirty and medical care almost non-existent, children still want to go to school.

“They know an education will give them the skills they need to escape a crisis. They know it protects them from child marriage, exploitation and abuse. They understand it helps them recover from trauma.

“Children want more than to simply survive. Education gives them the power to build a better future.”

NOTES TO EDITORS:

[1] A vital part of Save the Children’s work is to ask children what they need. This helps to inform our own priorities and influence the priorities of others. We reviewed data from rapid field surveys by aid workers stretching back more than a decade, encompassing the hopes and fears of more than 8,000 children in the toughest places on earth. While most surveys we analysed were records of small group discussions, quantitative data was available from six countries between 2013 and 2018, from a combined total of 1,215 children aged 5-18. A simple average was calculated across the studies.

[2] All other priorities children identified were: clothing (3%), sport and leisure activities (3%), safety (2%), family (1%), insecurity (1%), phones (1%), transportation (1%), collecting firewood (1%), and unspecified concerns (4%).

[3] Out of the 1,193 schools in north west Syria, 635 continue to be operational, 353 have been abandoned or damaged, and 205 are being used as collective shelters, according to analysis by Save the Children partner Hurras Network in August 2019.

[4] International donors provided a total of more than $25 billion in humanitarian aid in 2018, according to the UN’s Financial Tracking Service (FTS). $606 million (2.41%) was allocated to education, $1.5 billion (5.98%) to health and $6 billion (23.85%) to food security,

[5] UIS data for the school year ending 2017, the latest available, shows 262 million children were out of school, or 18% globally. Estimates from UNESCO suggest 225 million children will still be out of school by 2030 without urgent action, missing a global commitment to get every child into education by that date.

[6] Since its establishment in 2017, the little-known Education Cannot Wait (ECW) fund has reached nearly 1.5 million children and young people – half of them girls – in 31 crisis-affected countries. Over the next four years, ECW needs to raise $1.9 billion to ensure 8.9 million children caught up in humanitarian emergencies get to go to school.

[7] Save the Children exists to help every child reach their full potential. In the UK and around the world, we make sure children stay safe, healthy and keep learning, so they can become who they want to be.

Source of the notice: https://www.savethechildren.net/news/children-crisis-want-education-more-money-food-or-water

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Unicef brinda asistencia a estudiantes en Bahamas tras impacto de huracán Dorian

América del Sur/ Venezuela/ 24.09.2019/ Fuente: www.ultimasnoticias.com.ve.

 

El Fondo de las Naciones Unidas para la Infancia (Unicef) y el Gobierno de Bahamas desplazarán a más de 10.000 estudiantes a escuelas públicas que no se vieron afectadas por el devastador huracán Dorian, reseñó AVN.

El organismo internacional, junto al Ministerio de Educación y Servicios Sociales, brindará a los estudiantes desplazados uniformes, almuerzos, servicios de asesoría, asistencia médica, transporte y todo lo que sea necesario para su inscripción escolar, reseñó Unicef en su página web.

Asimismo, iniciarán una serie de capacitaciones para mejorar las habilidades de los consejeros escolares, maestros, trabajadores sociales en todo el país para brindar apoyo psicosocial y actividades a los estudiantes, niños, niñas y adolescentes desplazados.

“Dorian hizo que muchos estudiantes desplazados pasaran por experiencias traumáticas al presenciar horribles escenas de destrucción total, sufrimiento, incluso la pérdida de padres y vecinos”, dijo Bernt Aasen, director Regional de Unicef para América Latina y el Caribe.

“Después de un desastre natural de tal magnitud, las escuelas no sólo deben ser lugares para aprender sino también entornos seguros para reconstruir vidas destrozadas y curar heridas internas a través del juego y la amistad. Para los niños, niñas y adolescentes desplazados, es un poderoso signo de esperanza, una oportunidad para volver a un sentido de vida normal, en el aula y en el patio de recreo”, enfatizó.

El huracán Dorian provocó a su paso por Bahamas, a principios de septiembre, daños materiales incalculables y la muerte de al menos 52 personas, además de un numero significativo de desaparecidos.

Fuente: http://www.ultimasnoticias.com.ve/noticias/mundo/unicef-brinda-asistencia-a-estudiantes-en-bahamas-tras-impacto-de-huracan-dorian/

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España: Inteligencia Artificial para un aprendizaje personalizado efectivo

Europa/España/24-09-2019/EDUCACIÓN 3.0/www.educaciontrespuntocero.com

El uso de la Inteligencia Artificial en el entorno educativo permite, entre otros, introducir el aprendizaje personalizado en el aula. Marta Cervera Moliner, directora Comercial de Snappet en España, comparte algunas consideraciones que ayudarán a integrarlo con éxito.

El aprendizaje personalizado es un enfoque educativo que busca adaptar el ‘qué’ y el ‘cómo’ aprende cada estudiante a su ritmo. Este tipo de modelo es una manera de entender la educación que requiere ciertas estrategias que consisten en prestar especial atención y tener un registro de los conocimientos previos, las necesidades, las capacidades, las percepciones del alumnado durante el proceso de enseñanza-aprendizaje.

Paso a paso

Como en cualquier otro modelo educativo, el profesor debe preguntarse si es realmente efectiva su implementación y cómo llevarlo a cabo en su aula. Los estudios realizados al respecto remarcan estos puntos a modo de características:

Snappet
  • Análisis inicial: determinar el conocimiento previo de los estudiantes respecto al concepto que deben aprender, además de mostrarles de manera gráfica los objetivos que se esperan conseguir.
  • Objetivos de aprendizaje: claros y adaptados al nivel inicial del alumnado.
  • Descubrir los perfiles de interacción de los estudiantes con la materia y determinar las posibles vías de personalización de las actividades y tareas.
  • Evaluación formativa continua.

Aunque el aprendizaje personalizado tiene ventajas, su aplicación al aula no es tan simple debido al número de alumnos por clases o las limitaciones horarias. ¿Qué datos se pueden recoger para llevar a cabo las acciones? ¿Nos guiamos por hechos o por percepciones? ¿Hay tiempo material de tener un registro de alumnos en el aula? En todas estas cuestiones la tecnología puede ayudar al docente.

Ritmo adaptado

En clases numerosas, tradicionalmente ha sido necesario forzar a todo el grupo a seguir un ritmo determinado: estudiantes que no llegan y que pasan a conceptos nuevos sin haber interiorizado los anteriores o, por el contrario, alumnos que requieren menos tiempo para consolidar un aprendizaje y hay que forzarles a un ritmo más lento con la pérdida de motivación que eso conlleva. La solución la podemos encontrar en la tecnología adaptativa y la Inteligencia Artificial.

La investigación realizada sobre las mejores prácticas y casos de éxito en la implementación del aprendizaje personalizado indica que la gran mayoría de centros escolares que han apostado por este enfoque, han incluido en su abanico de herramientas plataformas con contenido adaptativo como Snappet.

El concepto es simple y complejo a la vez: la plataforma ‘aprende’ del alumno a medida que interactúa con ella y le redirige hacia tareas acordes a su nivel. A la vez, informa al profesor en tiempo real sobre el progreso de cada uno de sus estudiantes  facilitando la recopilación de datos para poder tomar decisiones informadas. Ello permite al docente ir decidiendo qué estrategias usa para cada caso y, de esta manera, personalizar el aprendizaje.

Fuente e imagen: https://www.educaciontrespuntocero.com/noticias/inteligencia-artificial-aprendizaje-personalizado/114668.html

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China lanza campaña de lectura en áreas rurales

Asia/China/24-09-2019/Xinhua/spanish.xinhuanet.com

Una temporada especial de lectura comenzó el lunes en China para promover la lectura digital y tradicional en áreas rurales del país.

Siete importantes actividades, incluyendo la lectura de diferentes temas, lectura compartida y ventas de libros, se llevarán a cabo en bibliotecas de aldeas en todo el país.

Un total de 587.000 de esas bibliotecas se habían establecido hasta finales de 2018, como parte del Proyecto de Bibliotecas Rurales, que inició en 2007.

Más de 1.160 millones de libros han sido entregados a esas bibliotecas.

De las bibliotecas rurales, 125.000 han sido actualizadas para proporcionar servicios de lectura digital.

Fuente: http://spanish.xinhuanet.com/2019-09/24/c_138416056.htm

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