Author: Noticias

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Dubai Investments Reinforces Innovation in Education at Innovation Arabia

Noticias

Dubai/March 13, 2018/By: Press Release/ Source: https://www.albawaba.com

Reinforcing its commitment to innovative knowledge-based societies and smart communities of the future, Dubai Investments – the leading, diversified investment company listed on the Dubai Financial Market, is participating in the Innovation Arabia Annual Conference and Exhibition in Dubai.

Dubai Investments has taken centre stage at the exhibition through its subsidiaries MODUL University Dubai, University of Balamand in Dubai [UOBD] and the ‘Mirdif Hills’ project, being developed by Dubai Investments Real Estate Company [DIRC], a wholly-owned DI subsidiary. The exhibition, being held at Dubai World Trade Centre, continues till March 13.

The company’s participation in Innovation Arabia exhibition comes within the framework of highlighting its innovation across sectors to create sustainable communities.

MODUL University Dubai is showcasing its higher education degrees for September 2018 intake across sectors – business, tourism, hospitality, sustainability, public governance, new media technologies, entrepreneurship and innovation to leadership and 110+ years’ legacy of Austrian education and research.

The University of Balamand in Dubai is presenting the 30 years’ legacy of Lebanon-based UOB, highlighting its undergraduate courses in science and engineering at the new campus in Dubai Investments Park.

Mirdif Hills, the mixed-use residential, commercial and retail development spread across 4 million square feet and the only freehold project of its kind in Mirdif now, is showcasing its attractions, including 1,500 apartments – a mix of studio, one, two, three-bedroom apartments and duplexes, a four-star hotel, retail units and a 230-bed hospital.

Source:

https://www.albawaba.com/business/pr/dubai-investments-reinforces-innovation-education-innovation-arabia-1100696

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Kenya: How our university education system went terribly wrong

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Kenya/ March 13, 2018/By EVAN MWANGI/Source: https://www.nation.co.ke/

The student unrest at Meru University of Science at Technology (MUST) that left a student leader dead last week exposes the soft underbelly of higher education institutions, once considered citadels of knowledge and a sure ticket to a better future.

The student, Evans Njoroge, was shot dead by the police as he and his fellow students protested higher tuition fees, bad management of their university, and poor facilities at the campus.

These are complaints also heard in both private and public universities across the country.

LECTURERS’ STRIKE
Public university lecturers have also downed their tools over what one professor at the University of Nairobi termed the “same old story of bargaining agreements that the government and university councils refuse to honour”.

The lecturers have not been paid their allowances because the universities claim they don’t have money to implement an agreement over improved pay.

The lecturers are also asking for a 150 per cent salary increase and a 100 per cent raise in housing allowance to cushion them from the high cost of living.

Already in coffins awaiting their mass funeral, only divine intervention can save Kenyan universities, as their degeneration reflects the general rot in a nation riddled with corruption, poor planning, and indifference to excellence.

“Universities are dealing with the same dysfunctional politics as the rest of the country,” Dr Wandia Njoya of Daystar University, a vocal critic of the way universities are run like businesses or dirty-handed political campaign machines, says.

“It’s all about ego and status, including expensive campaigning for campus positions.”

SATELLITE CAMPUSES
Most experts we interviewed noted that the main problem facing Kenyan universities is the mushrooming of substandard campuses.

With rapid expansion of universities to cater for rising demand for degrees (from seven public universities in 2012 to 33 in 2018), the quality of teaching and research has sunk to the lowest ebb.

Kenya’s 60 university colleges educate about 540,000 students annually, graduating about 50,000 students each year.

The need to cater for rising demands in higher education and finance university programmes after the government cuts on education spending has had its toll on quality.

Staffing is outstretched. “We don’t have the matching workforce and personnel to staff the increasing masses of students,” Dr Teresa Okoth-Oluoch, a specialist in language education and curriculum development at Masinde Muliro University, where she is the director of the Centre for Quality Teaching and Learning, says.

“The so-called university campuses dotting villages seriously compromise quality.”

FUNDING
Between 2013 and 2016, universities tried to fill the gap left by declining government funding by opening campuses all over the place, sometimes next to pubs, strip clubs, and doomsday churches.

But with high school mass failures in the past two years, these satellite campuses are starved of students and are falling like underwear in brothels next door.

“The competition to open campuses and village shoeshine universities is never about academic excellence,” Prof Maloba Wekesa of the University of Nairobi, who is also the organising secretary of the University Academic Staff Union, says.

“Most of those colleges are just income-generation projects and degree mill centres especially for politicians.”

Neoliberal policies that view everything in terms of profits have hit the universities where it hurts.

“Academics have bought into the lie that the way to run universities efficiently is to run them as profit-making businesses,” Daystar’s Njoya says in an interview with the Sunday Nation.

“Education is a completely different kind of organisation. We invest in people. We are accountable to the people we teach and the people in society.”

STUDENT ADMISSION
She adds that unless education is treated as a “public good” and not a profit-making venture, “we will have to cut corners on education: We have bigger-size classes taught by part-time lecturers to avoid spending money on faculty stability and quality education.”

Whereas universities across the world are allowed to set the standards regarding the students they want to admit, the Kenyan government requires all universities, including private ones, to admit only students who score C+ and above in high school.

Only 15 per cent of the Kenya Certificate of Secondary Education candidate achieved the cut-off score last year.

The number is just enough for the slots in public universities, leaving private universities and income-generation streams in public universities without prospective students.

PRIVATE UNIVERSITIES
Professor Mumo Kisau, the chairman of the Kenya Association of Private Universities, was quoted last week saying that private institutions have suffered a reduction of between 30,000 and 40,000 students this year.

Only Jesus Christ can save most of the faith-based universities whose prospective students rarely meet the high standards the government has set for universities.

With dwindling enrolment numbers, it is hard for these universities to remain afloat.

In late January, the Ministry of Education shutdown Presbyterian University of East Africa because the university finances were allegedly not in order.

This left its over 1,000 students in limbo, but the institution has since gone to court to oppose the closure.

ACCOMMODATION
Lukenya University Vice-Chancellor Maurice N. Amutabi thinks something should be done about the numbers of those allowed to proceed with university education.

“We have more spaces and capacity than the number of students we admit.

«It would have been good to have at least 20 per cent joining university than the current 10 per cent of all KCSE candidates,” the professor of history, who has previously worked at Kisii University and Central Washington University in the United States, says.

No tangible solutions are expected soon. Just as they prefer to receive their medical care abroad because Kenyan healthcare is comatose, our senior government officials, including those in the presidency, the opposition, and the education ministry give the local education system a wide berth.

They enrol their children in elite universities in Europe, America, New Zealand, and Australia.

GRADUATES
The only investment the ruling elites have in local universities is to ensure these institutions don’t produce independent-minded graduates.

A systematically degraded education system ensures universities churn out masses of graduates that are easy to control ideologically and acquiesce to the neoliberal agenda of the ruling elites.

With corruption affecting every sphere of public services, public universities are starved of the money they need to produce graduates worth giving a second glance on the job market.

Education officials misappropriate the money set aside for research.

“Funding of public universities is tied to how the Ministry of Education is able to do its budget, which mostly caters for salaries. Much of the (money) allocated for research is ‘eaten’ by ministry officials” Prof Maloba Wekesa says.

“We need a constant fraction of the budget to get to the specific universities to support research.”

INCOME
Although in dire financial straits, the universities have not been terribly creative in fundraising.

“Kenyan university financial models have never taken into account programme costs or developed innovative ways to protect the institutions from financial disasters,” Prof Ishmael Munene of Northern Arizona University in the US, who has written widely on the problems facing universities in Africa, says.

The shallow economic base means that the universities cannot provide basic needs for their students and staff.

Prof Munene mentions alumni donations, endowment funds, strategic investments, and industry partnerships among the possible initiatives to raise money and diversify income sources.

“The government is encouraging universities to find alternative sources of funding, including entrepreneurship, without compromising their core mandate,” Prof Mwenda Ntarangwi, a respected academic and the CEO of the Commission for Higher Education, says.

DONATIONS

His attempts to put in place quality assurance mechanisms will be a tall order, given the cynicism in the government structures.

Western universities frequently receive donations from philanthropists.

Buildings on campus and endowed chairs are named in honour of these donors.

Endowed chairs provide a bait to attract and retain the best brains around.

However, except maybe the industrialist Manu Chandaria, rich people in Kenya cannot be expected to come to a university’s aid with donations to boost teaching and research.

CORRUPTION
The interest of the country’s rich class is primitive accumulation of stolen wealth, following a familiar script: run down one parastatal after another by stealing their assets, then take to Twitter daily to share with the nation inspirational quotes on how to get rich.

Experts think the universities should specialise in the areas they are strongest in.

At the moment, the universities duplicate one another, imitating the University of Nairobi, and offering unviable courses.

Professional bodies have rejected degrees from several public universities.

For example, the Engineers Board of Kenya has previously blacklisted engineers trained at Jaramogi Oginga Odinga University of Science and Technology, Meru University of Science and Technology, South Eastern Kenya University (Seku), Technical University of Kenya, and University of Eldoret.

“What we need is a differentiation of institutions with some specialising in good teaching, others in excellent research, and still others providing education midway between research and teaching,” Prof Munene says.

SALARY
He sees in Kenyan universities outdated pedagogical practices that discourage critical thinking; weak doctoral courses that duplicate work done at the undergraduate level; poor governance structures; and the absence of strategic planning as the other challenges facing Kenyan universities.

With low pay, university academic staff resort to moonlighting to make ends meet.

There is hardly any time to prepare for classes, and they end up giving students yellow notes. Cases of missing marks are common across all universities.

Without any clearly laid down ethical standards, universities watch as professors sexually abuse their hapless students for good grades. Rarely are sexual predators on campus punished.

The systematic degrading of education to serve the ruling class has been effective.

TRIBALISM

Now Kenyan universities value mediocrity above anything else. Professors are hired on the basis of their ethnicity, and top brains are edged out to teach in South Africa, Europe or America.

The lack of basic management skills are the bane of university administration, and woe unto you if you expect a university administrator to respond to your enquiries on anything.

“You will not get feedback from them because they don’t know the importance of feedback and research,” Prof Amutabi says.

“The university fat cats are too busy to answer calls or emails.”

Ethnocentrism is the order of the day on campus. “Some people think universities belong to them because they bear their ethnic name or are located in their counties,” Prof Amutabi says.

POLITICIANS

On September 2016, Uasin Gishu Governor Jackson Mandagoled demonstrations to demand the sacking of the Moi University vice-chancellor on the basis that he did not come from the dominant ethnic community around the university.

The students have also responded well to the unrelenting assault on higher education.

Congratulations! Even those born in the city and cannot say “good morning” in their mother tongues are as tribalistic as their grandparents in the rural backwaters.

Their response to political crises is based purely on tribe, usually to secure power for their ethnic tin gods.

LEADERS
Like the rest of Kenya, the students choose their leaders on the basis of how much the candidate can drink, smoke illicit substances, and steal from the public coffers.

Unlike in the 1970s, when student leaders practised selfless ideals, their counterparts today are protégés of the corrupt national leadership, whom they eventually join at the national level to continue the vicious circle of degrading universities. 

The few student leaders who don’t play ball are shot in cold blood in potato farms — left to die like the universities whose interests they agitate for.

evanmwangi@gmail.com Twitter: @evanmwangi

Source:

https://www.nation.co.ke/news/education/How-our-university-education-system-went-terribly-wrong/2643604-4336630-cj92ug/index.html

 

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Australia: NSW Education boss Mark Scott in Batemans Bay to meet southern principals

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Australia/March 13, 2018/By Ian Campbell/Source: https://the-riotact.com

The principals of 50 public schools from across Southern New South Wales have gathered in Batemans Bay to meet with chiefs of the NSW Education Department.

Schools from the Monaro, Far South Coast, Illawarra, Shoalhaven, Southern Tablelands, Southern Highlands and Queanbeyan were all represented, part of a road trip by Department Secretary, Mark Scott, Deputy Secretary School Operations and Performance, Murat Dizdar, and Deputy Secretary Educational Services, Georgina Harrisson.

“We have 2,200 schools and we want them to be great schools and you don’t have great schools without a great principal, and so we are asking them – what kind of support do they need in order to provide great leadership?” Mr Scott says.

The Batemans Bay forum came just two weeks after the release of the 2017 Principal Health and Wellbeing Survey, a nationwide check up on over 5,500 principals in state, religious, and independent schools.

Ninety percent of respondents said they were passionate about their work, however, a few alarm bells were rung:

*44% or close to 1 in 2 principals say they have been threatened with violence;

*The survey pointed to high levels of job demands, 1.5 times greater than the general population, emotional demands 1.7 times higher, and emotional labour 1.7 times higher when compared to the general population;

*Stress and burnout were flagged as issues, with principals saying the sheer quantity of work and a lack of time to focus on teaching and learning are impacting on them.

Mr Scott says he got a sense of that stress and pressure when talking to principals at Batemans Bay on Monday. “If we are a world class system then we are providing outstanding support for principals,” he says.

“We are looking at how the Department and the system can better support principals and also how principals can better support themselves.”

Students from Batemans Bay High School and Broulee Primary combine for the 2017 Southern Stars Concert. Photo: Bay High Facebook.

Students from Batemans Bay High School and Broulee Primary combine for the 2017 Southern Stars Concert. Photo: Bay High Facebook.

The influence of the outside world is a big part of the daily challenge for teachers and principals. “The complexity [of the job] is not all to do with teaching and learning,” Mr Scotts says.

“The complexity in part is because of broader pressures in society – pressures around families and the stability and security of the environments young people come from.

“Schools are often the one secure anchor point in a child’s complex and turbulent world, so schools often need to broker an array of support for students that often extends well beyond what has been traditionally provided in a school,” he says.

That traditional work of schools; preparing kids for their future, was also front and centre in the day-long meeting at Batemans Bay.

The former ABC boss, says his Department has been doing a lot of work trying to imagine the world of the future and the skills our kids will need.

“In the last year, we’ve done a big research project called ‘Education for a Changing World‘ tapping into a global array of leading academics in this area,” Mr Scott says.

“To be successful we know that a young person will need to have very strong literacy and numeracy skills because frankly, they are going to spend their entire career learning.

“Young people are going to need a growth mindset, we know that they are going to need to be able to take on new challenges, learning new things, they are going to have to back themselves,” Mr Scott says.

Cooma cheers one of it;s own, Emily Blyton, top marks on the 2017 HSC. Photo: Monaro High Facebook.

Cooma cheers one of its own, Emily Blyton, top marks on the 2017 HSC. Photo: Monaro High Facebook.

Fostering a love of learning in each child is central to Mr Scott’s vision of the future, and indeed his challenge.

“We once may have thought we take young people to school to teach them knowledge, in a way now we feel they are at school so we can help them learn to learn,” he says.

“We think less in terms of a class and think more about where each individual student is up to.

“Our great teachers are aware that every student is different and at a different point in their learning – it’s a long way from a row of desks that’s for sure,” Mr Scott says.

NSW public education is the largest education system in Australia, with 810,000 students in 2,200 schools, looked after by 85,000 staff.

The Departments tour also takes in meetings at Newcastle, Coffs Harbour, Tamworth, Wagga Wagga, Dubbo, Sydney, Penrith, and Liverpool.

Source:

https://the-riotact.com/nsw-education-boss-mark-scott-in-batemans-bay-to-meet-southern-principals/236124

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EEUU: Northwest Arkansas schools expand health care education to meet demand

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EEUU/March 13, 2018/Source: http://www.nwaonline.com/

Higher education institutions are increasing class sizes and starting programs to meet the growing need for health care workers in Northwest Arkansas, school officials said.

«We believe we are addressing the workforce shortage — not just in Arkansas — but specifically, the increased need that is projected for Northwest Arkansas,» said Stephanie Gardner, interim chancellor at the University of Arkansas for Medical Sciences.

Fastest growing in Arkansas

The fastest-growing occupation through 2024 is projected to be occupational therapy assistants with a 54 percent growth. Physical therapist aides are expected to grow by 45 percent, and physical therapist assistants are expected to see 42 percent growth over the same time period.

Source: Arkansas Department of Workforce Services

Northwest Arkansas is among the fastest growing areas in the nation and is expected to reach 800,000 people by 2040, according to a 2016 report by the Northwest Arkansas Regional Planning Commission. That growth means more health care professionals and support staff members are needed, said Mervin Jebaraj, director at the Center for Business and Economic Research at the University of Arkansas.

The region also has an aging population, more access to insurance than previous years and more health care workers nearing retirement, Jebaraj said. The combination is driving the need for more workers, he said.

The Northwest Arkansas metropolitan statistical area — which includes Benton, Washington and Madison counties in Arkansas and McDonald County, Mo. — will need about 1,000 medical professionals and 800 support staff annually through 2028, Rob Smith, Northwest Arkansas Council communications and policy director, wrote in an email. From 2015 to 2016, about 1,024 people became health care staff or professionals, he wrote.

The council is a group of business and community leaders who attract businesses to Northwest Arkansas and improve the area’s workforce.

Statewide, about 15,000 health-care-related jobs have been created since 2014, Jebaraj said. That increase is expected to continue.

«We’ve seen health care jobs across the state and in Northwest Arkansas go up significantly,» Jebaraj said.

Health care technicians, practitioners and support specialist jobs are expected to grow in Benton and Washington counties by nearly 5 percent between 2016 and 2018, according to the Arkansas Department of Workforce Services. That’s above the statewide prediction of 3.6 percent over the same time period.

«What’s encouraging is that many of our region’s school districts are actively addressing our need for those health care support staff,» Smith said. «There’s a real willingness to be active creators of new programs.»

Expanding with need

Educational programs, from bachelor’s degrees to nine-week certificates, are growing among Northwest Arkansas institutions. The schools are partnering to funnel students into more education.

UAMS and Northwest Arkansas Community College are working on an early acceptance agreement for the community college’s students to go directly into the Radiologic Imaging Sciences program at the university’s campus in Fayetteville.

The University of Arkansas and UAMS are offering a new occupational therapy doctorate program. The first students in the program will arrive during the 2019 school year, said Fran W. Hagstrom, assistant dean for the UA College of Education and Health Professions.

That joint-venture works in part because UAMS started a physical therapy program that could become a pipeline for other programs, Hagstrom said. The first cohort of physical therapy students at UAMS graduate in May, which means the new program is on target for professional accreditation, said Susan Long, interim dean of the UAMS College of Health Professions.

Schools are working together, including hospitals and clinics that accept more students to train, said Jamin Snarr, EMS program director at Northwest Arkansas Community College.

«Everybody kind of stepped up to help us out and allowed us to increase our student numbers,» Snarr said.

NWACC agreed in November to accept licensed practical nurse graduates from Northwest Technical Institute into its registered nursing program early. About 50 nursing students at the technical school are expected to graduate this May and be eligible for the early admittance.

«It’s just a pathway from Northwest Technical Institute to further their nursing career with higher degrees,» said Blake Robertson, institute president.

Hospitals in particular are looking for more education among its employees, Robertson said.

The shortage of health care professionals includes paramedics, Snarr said.

The employee turnover rate at Central Emergency Medical Service, an ambulance service that covers nearly all of Washington County, was about 17 percent last year. Officials with Central EMS and fire departments have said they struggle to find, recruit and keep paramedics.

That shortage is why the community college accepted 25 students, instead of the usual 18, into the paramedic program this spring, Snarr said. The school plans to expand to 34 students until the shortage is over, he said.

The institute plans to begin a short-term phlebotomy program starting next fall.

UAMS continues to grow in the area. It is assessing whether to start a sonography program and wants more students in radiological imaging sciences, Gardner said. The master’s degree in genetic counseling program is growing to eight students, and four of those students will be at the Northwest campus.

The competition

Schools are trying to expand while continuing to give students quality education and find space, officials said. But, there is a bottleneck at the education level, Jebaraj said.

The University of Arkansas gets about 400 applications for 100 student spots per semester, Hagstrom said.

«That’s not uncommon among health professionals at all,» she said.

For example, 261 people applied for 36 slots in the UAMS physician assistant program this year, according to the school. The ratio for speech language pathology is even worse — 151 applications for about 20 spots.

Competition among students is stiff, Robertson said.

Last semester, the institute moved students in its nursing and surgical technology programs into a bigger classroom and laboratory, but it’s not enough, Robertson said. The school needs more space, and applications are on the rise.

«We turn away good students because we just don’t have the space,» Robertson said.

Robertson asked the state for a $3.5 million grant to double the size of its center for health care programs about a year ago but didn’t get the money, he said. He plans to ask the governor again, he said.

Schools inevitably must accept more students, but growth should be done so class sizes don’t overwhelm instructors and students still get the education they expect, Hagstrom said. Decisions on growth are up to the schools, she said.

«Can we expand? Absolutely,» Hagstrom said about the University of Arkansas. «And, I think we will see some expansion of programs in the coming years.»

Source:

http://www.nwaonline.com/news/2018/mar/11/northwest-arkansas-schools-expand-healt/?news

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Pakistan: Quality education vital for progress: Tirmzi

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Pakistan/ March 13, 2018/Source: https://www.pakistantoday.com.pk/

Federal Minister for Norcotics Control General (r) Salahud Din Tirmzi said that education played a vital role in economic development of the country and urged the students to get quality education so that they could contribute towards national progress and stability.

Addressing the annual prize distribution ceremony of Jinnah Preparatory School held at the auditorium of Rawalpindi Arts Council on Sunday, Salahud Din Tirmzi said that education was the only way to overcome poverty, ignorance, unemployment and extremism.

He said, “It is the need of hour that we invest in education and provide a conductive environment to the kids for education to enable them to combat the challenges of the future.”

He appreciated the high standard of education at Jinnah Preparatory School, which had provided opportunities to the students to express their capabilities and talents in an efficient manner. He congratulated the parents of students who secured positions in the annual examinations.

Jinnah Preparatory School Head Abdul Qadir Hai said that no society could progress without education and mutual cooperation of parents and teachers.

Later, the chief guest awarded prizes and certificates among the students who showed outstanding performance in different categories.

The ceremony was also attended by parents, faculty members and students. The well prepared kids of Jinnah Preparatory School presented beautiful tableaus, dramas, skits, a fancy dress show and a cultural show.

Source:

https://www.pakistantoday.com.pk/2018/03/11/quality-education-vital-for-progress-tirmzi/

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Chile: Ley de Educación Superior: los 6 artículos que el Tribunal Constitucional podría objetar

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Chile/12 de Marzo de 2018/El Dinamo

En dos sesiones, el Tribunal Constitucional (TC) evaluará el Control de constitucionalidad del proyecto de ley sobre educación superior, correspondiente al Boletín N° 10.783-04. Son 170 artículos que componen la ley y que podrían ser objetados por el entre regulador.

Si bien esto es un proceso por el que pasan todos los proyectos de ley que esperan ser promulgados, la iniciativa emblemática de la Presidenta Michelle Bachelet presenta un desafío mayor: el TC revisará el proyecto al filo de que termine el período presidencial, por lo que su sentencia podría provocar que la ley sea firmada por el mandatario electo, Sebastián Piñera, quien asumirá el próximo 11 de marzo.

Acción Educación detectó 6 artículos que podría objetar el TC, aspectos del proyecto que deberán ser especialmente revisados por el ente regulador.

El primero de ellos es el artículo 63 que prohíbe que las instituciones de educación superior de derecho privado sin fines de lucro tengan controladores con fines de lucro. Esto quiere decir que un privado que tenga fines de lucro no podrá tener una institución de educación superior, aunque esté constituida sin fines de lucro. Para Acción Educar, esto podría afecto el ejercicio del derecho de asociación y libertad de enseñanza

Este mismo artículo tiene un efecto retroactivo (artículo 63) donde se exige que las instituciones de educación superior reestructuren su organización y se les concede un plazo de dos años contado desde la publicación de la ley afectando a los derechos adquiridos.

En tanto, en el artículo 80, inciso segundo, del proyecto exime a las universidades Austral, de Concepción y Técnica Federico Santa María de los artículos 63 a 70 del proyecto. Esto quiere decir que las excluye de la prohibición de contar con controladores con fines de lucro, sino que también de las reglas, obligaciones y prohibiciones que contiene el proyecto para todas las instituciones de educación superior de derecho privado sin fines de lucro. Para la fundación, esto podría significar una discriminación para el TC.

Dentro de la ley, el artículo 6 establece la posibilidad de que las universidades se integren al Consejo de Rectores en la medida de que cumplan con determinados requisitos. Dentro de los mencionados requisitos están “contar al menos con acreditación institucional avanzada cuya vigencia mínima sea por un plazo de cinco años, incluida la dimensión de acreditación referida en el artículo 17, inciso cuarto, de la ley N° 20.129”, que es investigación, creación e innovación.

Al respecto, es importante señalar que algunas de las universidades del CRUCH no cumplen con este requisito, lo que vulnera el artículo 19 número 2 de la Constitución, que establece la igualdad ante la ley y la prohibición a la autoridad de establecer diferencias arbitrarias. “No existen fundamentos para imponer mayores exigencias a las universidades que pretenden formar parte del CRUCH que a las que ya lo integran”, establece Acción Educar.

Asimismo, el artículo 35 transitorio establece la fijación de aranceles para alumnos no beneficiados con la gratuidad que asistan a instituciones de educación superior adscritas a la gratuidad, lo que podría atentar contra la autonomía de dichas instituciones, mientras que el artículo 34 regula la implementación de la gratuidad comprometiendo presupuestos futuros a través de una ley simple. De esta forma se infringiría el artículo 67 inciso cuarto de la Constitución.

Plazos

El pasado martes 6, el ministro Secretario General de la Presidencia, Gabriel de la Fuente dio a entender en un punto de prensa en La Moneda que hubo conversaciones con el TC y que se daría prioridad a la sentencia del proyecto para que pudiera ser promulgado por la Presidenta Bachelet. Sin embargo, su futuro sigue siendo incierto. Esto se suma a las críticas de algunos expertos que cuestionan la premura de las autoridades por revisar el documento en tan corto tiempo.

“Lo que está en discusión no son los aspectos vitales del proyecto. Hay otros aspectos que no sabemos si el tribunal va a revisar, pero es difícil pensar que el tribunal pueda hacer una revisión sopesada de estos temas con esta complejidad en tan sólo dos sesiones”, explica a El DínamoDaniel Rodríguez, director ejecutivo de Acción Educar.

En esa línea, a su juicio, indica que “llama la atención” y que “no hay elementos para saber cuándo se va a despachar la ley, pero esperaría que el tribunal tuviera una discusión mucho más amplia y dilatada de este tema que sólo dos sesiones. Si se trata de cumplir un capricho político del gobierno saliente, es algo que más bien daña a la institucionalidad a que lo refuerza”.

Una opinión completamente distinta es la de Cristian Miquel, asesor legislativo de Educación 2020. “Esperamos que haya luz verde pronto porque en realidad el proyecto de ley ordena un sistema que requiere de ese orden. Vaya ocurrir este jueves o no, esperamos que sea lo antes posible que se promulgue y se publique, independiente de sea el Presidente”, aseguró a El Dínamo.

“Nosotros creemos que la discusión pública ya se ha agotado. Ya es momento que la ley vea la luz y que se puedan ver sus efectos. Esto corre para todos, incluyendo para el Tribunal Constitucional”, agrega.

Fuente: https://www.eldinamo.cl/educacion/2018/03/08/ley-de-educacion-superior-los-6-articulos-que-el-tribunal-constitucional-podria-objetar/

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UNICEF reconoce políticas sociales enfocadas en niños y niñas nicaragüenses

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Nicaragua/12 de Marzo de Marzo/Vos TV

La representante regional para América Latina y el Caribe de UNICEF, María Cristina Perceval, vino a conocer las políticas sociales que implementa el Gobierno para atender a los niños y niñas.

Managua es la sede del Foro Centroamericano “Derecho de la niñez a crecer en una familia”, promovido por el Ministerio de la Familia y UNICEF, en el que participa la representante regional para América Latina y el Caribe de esta organización infantil, María Cristina Perceval, quien dijo que vino a conocer las políticas sociales que implementa el Gobierno para atender a los niños y niñas que por destinos de la vida les fue arrebatado el derecho a una famili,a pero a través de esos programas se les ha devuelto ese derecho.

“Venimos a reconocer una política de Estado, hemos hecho del amor una política de Estado y en que se expresa en una política concreta, una política del retorno, de retornar al amor, a las familias, pero ¿retornar de donde? De las jaulas del encierro de los muros de indiferencia de los desiertos de la injusticia” aseguró Perceval.

Según ella, estos programas como Amor para los más Chiquitos son un ejemplo a seguir. “Vengo a decirle como directora de UNICEF que queremos que el mundo vea que Nicaragua decidió no encerrar a los niños pobres, no encerrar a las niñas pobres, sino retornarlos del encierro a la mesa familiar, aunque haya un pancito que no es tan grande para repartir, pero hay mucha dignidad para compartir, estamos aprendiendo cómo lo hicieron”.

Unicef reconoce los programas sociales que han ayudado a la niñez de escasos recursos económicos para mejorar las condiciones de vida, pero hay otros temas donde se debe profundizar

“Los temas que están pudiente por ejemplo es el tema de la calidad de la educación, estamos comprometidos con el gobierno a mejorar la calidad de la educación” dijo Iván Yerovi, representante de UNICEF en Nicaragua.

En este foro participan organismos de Panamá, El Salvador, México, Honduras, de Costa Rica, que han venido aprender este modelo que implementa el Gobierno con estos niños y niñas.

Fuente: https://www.vostv.com.ni/nacionales/6679-unicef-politicas-sociales-ninez-nicaragua/

 

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