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Ghana: Support government’s education initiatives – Second Lady to teachers

Ghana/February 20, 2018/ By: citifmonline.com/Source: https://www.ghanamma.com

The Second Lady addressing the audience

 Samira Bawumia, the wife of Vice President, Dr Mahamudu Bawumia has admonished teachers to continuously support government policies aimed at improving the quality of education in the country.

She has also called on teachers to be effective role models to students and guide them to become successful future leaders.

The Second Lady was speaking at the 68th Speech and Prize-giving day of the T.I. Ahmadiyya Senior High School (SHS) in Kumasi where she represented the Vice President.

She said the New Patriotic Party (NPP) Government believes in a teacher-first approach to education and has begun introducing reforms such as teacher training, skills upgrade and improving teaching and learning materials to enable them deliver quality education outcomes for students.

“Government is confident that you will support its initiatives aimed at improving the quality of our education including the Free SHS policy. Be diligent in your dealings with the students and encourage them to take their studies seriously. Be effective role models for them, because at their impressionable ages how you conduct yourselves, will have a huge impact on their lives. Guide them to understand that they are the future leaders Ghana needs”.

Mrs. Bawumia said Government was aware of the challenges confronting the implementation of the Free SHS policy and is currently working to address them.

She added that government was also determined to ensure that the implementation of the policy does not compromise quality education and will work hard to resolve the challenges.

Source:

Support government’s education initiatives – Second Lady to teachers

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Pakistan: Quality education to be provided in AJK under HEC standards

Pakistan/February 20, 2018/Source: https://www.pakistantoday.com.pk

Azad Jammu and Kashmir President Sardar Masood Khan has said that providing quality higher education at the doorstep of students will be made a reality with the rigorous assurance that HEC standards are met.

The president said this while chaired a meeting held to discuss the modalities and procedural formalities for establishing the Neelum-Jhelum sub-campus of the AJK University. He said, “Our universities will be made competitive and graduating students will be provided education in line with international standards.” The president, who is also the chancellor of AJK public sector universities, asserted the need to provide quality higher educational facilities to the people of Azad Kashmir. He said that the government was committed to establishing tertiary level institutions in AJK.

AJK University Vice-Chancellor Prof Dr Kaleem Abbasi, in his introductory remarks, apprised the president that a 193 kanal of land for the Neelum sub-campus has been identified at Tangot. The VC informed that payments for the land would soon be made in order to guarantee it acquisition. He also briefed the president that funds for construction of prefabricated structures have been committed by the AJK government and further coordination for acquiring the said funds would be made.

The president said procedural formalities for acquiring the said land needed to be completed on priority and a desired an update on the situation may be presented in a week’s time. He further said that additional land identified at Islampura would also be processed for the sub-campus.

He thanked AJK Legislative Assembly Speaker Shah Ghulam Qadir for dedicating his time and extending his sincerest efforts in assisting the university and district administration in addressing issues related to the establishment of the Neelum sub-campus. The president said that timely completion of the derivative projects would be ensured.

Higher Education Commission Chairman Prof Dr Mukhtar Ahmad also informed that in the first phase, HEC would provide Rs 5 million for construction of the Neelum sub-campus. The AJK president commended the support of HEC chairman and said that with the help of HEC we would ensure the highest standards of education at all public sector universities in AJK.

Shah Ghulam Qadir, Higher Education Commission Chairman Prof Dr Mukhtar Ahmad, AJK University VC Prof Dr Kaleem Abbasi, Higher Education Secretary Zahid Khan and deputy commissioners of Neelum and Jhelum attended the meeting.

https://www.pakistantoday.com.pk/2018/02/18/quality-education-to-be-provided-in-ajk-under-hec-standards/
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Oman, Egypt sign higher education cooperation pact

Oman – Egypt/February 20, 2018/By: ONA/Source: http://timesofoman.com

The Sultanate and Egypt signed at the Ministry of Higher Education yesterday an executive programme for cooperation in the field of higher education for the 2018 to 2020 period.

The programme was signed on behalf of the Sultanate’s government by Dr. Rawya bint Saud Al Busaidiyah, Minister of Higher Education, while it was signed from the Egyptian side by Dr. Khalid Abdel Ghaffar, Minister of Higher Education and Scientific Research in the Arab Republic of Egypt.

The pact was signed when Dr. Al Busaidiyah received in her office the Egyptian minister and his accompanying delegation.
The two sides held a session of talks during which they discussed means of cooperation and coordination in matters of common concern.

The session touched on several topics, such as the recognition of some higher education institutions in the Sultanate by the Ministry of Higher Education and Scientific Research in Egypt, as well as benefiting from the Egyptian experiences in conducting research surveys related to the higher education.

The session also touched on means of enhancing the exchange of scholarships between the two countries and encouraging cooperation in the fields of scientific research.

Source:

http://timesofoman.com/article/128447/Oman/Government/Oman-Egypt-sign-higher-education-cooperation-pact

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Fondo para el desarrollo de los pueblos indígenas inicia alianza estratégica de cooperación directa con agencias de Naciones Unidas en Bolivia

América del Sur/Bolivia/ 19.02.2018 /Fuente: filac.org.

El Coordinador Residente del Sistema de Naciones Unidas en Bolivia, Mauricio Ramírez, destacó la importancia de fortalecer la relación entre las agencias de NNUU y el FILAC ya que esta última institución tiene una rica y amplia experiencia en América Latina y puede aportar mucho en países de población mayoritariamente indígena como Bolivia. Estas declaraciones las ha realizado en el diálogo mantenido entre ambas instituciones este 2 de febrero en La Paz, Bolivia, en el marco de las actividades previas a la XXVI Cumbre Iberoamericana organizadas por el FILAC.

La reunión organizada por el FILAC con el sistema de Naciones Unidas tuvo el objetivo de establecer un diálogo de cooperación directa entre ambas instituciones. En la misma, han participado representantes y técnicos de la Oficina del Coordinador Residente en Bolivia, PNUD, OPS-OMS, UNICEF, OCHA, Banco Mundial, FIDA, ONUDI, PMA, UNFPA, ONU Mujeres, UNDSS, OIM y UNODC, quienes han destacado puntos de encuentro entre ambas instituciones.

Uno de los temas destacados de colaboración fue la Cooperación Sur-Sur como alternativa a la disminución de la cooperación internacional. Esta nueva manera de colaboración “puede ser de muchísima utilidad para nuestros países”, señaló Mauricio Ramírez.

Desde ONU Mujeres han ofrecido el apoyo al FILAC en el empoderamiento de las mujeres indígenas que “son el colectivo más vulnerable” en palabras de su representante Carolina Taborga. Durante los próximos días 7 y 8 de febrero se van a reunir mujeres de América Latina y El Caribe y de esta reunión va a salir una declaración la cual van a compartir con el FILAC como insumo previo a la Reunión de Altas Autoridades de Pueblos Indígenas de América Latina y El Caribe (abril 2018 – Antigua, Guatemala). Esta declaración tomará en cuenta “el acceso al trabajo, la protección social, el acceso a los recursos productivos, el cuidado y el empoderamiento de organizaciones de mujeres rurales y mujeres indígenas”, destacó Taborga.

Otro de los asistentes, Fernando Leanes, representante de la Organización Panamericana de la Salud/Organización Mundial de la Salud en Bolivia, mencionó que existen pocos profesionales indígenas bolivianos con formación en temas de salud y que las becas que se han otorgado a esta población han sido limitadas. Desde esta organización han ofrecido como punto de colaboración la participación directa del FILAC en la Asamblea Mundial de la Salud y en la oficina regional de la OPS.

Por su parte, desde UNICEF han querido resaltar la falta de visibilidad de los jóvenes indígenas y la falta de datos estadísticos para poder enfocar bien el trabajo local. La representante de UNICEF en Bolivia, Sun Ah Kim Su, enfatizó que “no hay suficientes espacios para escuchar a los jóvenes indígenas y para que sus expectativas puedan ser canalizadas a través de la gestión pública”. En paralelo, el oficial de Educación de UNICEF, Adam Pari, añadió que falta una base de datos sobre pueblos indígenas y esto crea un vacío en la planificación de atención a salud y educación, entre otros temas sociales enfocados a Pueblos Indígenas. “Por ello es importante trabajar en esta temática de manera conjunta”, señaló Pari.

En el marco de esta reunión, el Coordinador de la Cooperación Española y representante de la Segunda Vicepresidencia del FILAC, Francisco Sancho, reforzó la necesidad de generar alianzas con el sistema de Naciones Unidas para implementar acciones concretas que ayuden a la población indígena y en la construcción e implementación de políticas públicas que promuevan su desarrollo. En el mismo sentido, el Secretario Técnico del FILAC, Álvaro Pop, pidió mejorar las alianzas entre el FILAC y las agencias de Naciones Unidas para fortalecer a los pueblos indígenas ya que las buenas prácticas implementadas por todas estas instituciones permiten aportar insumos positivos al desarrollo de esta población.

En esta reunión, el FILAC aprovechó para presentar al Sistema de Naciones Unidas en la ciudad de La Paz, Bolivia, las actividades de la Ruta Iberoamericana organizadas por el FILAC para asegurar la participación de pueblos indígenas en la XXVI Cumbre Iberoamericana. Entre ellas, se presentó en detalle la Reunión Subregional de Pueblos Indígenas de Sudamérica que tendrá lugar los días 21-23 de febrero en Lima, Perú.

Fuente de la noticia: http://www.filac.org/wp/notiteca/filac-informa/filac-inicia-alianza-estrategica-de-cooperacion-directa-con-agencias-de-naciones-unidas-en-boliv

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England: ‘Crisis brewing’ as rising number of teachers quit the classroom

England / 19.02.2018 / By: news.sky.com/.

A crisis is looming in schools across England because the Government has failed to get a grip on the rising number of teachers quitting the profession, MPs have warned.

The Department for Education has been accused of being «sluggish and incoherent» in tackling the problem – with the Commons Public Accounts Committee (PAC) calling for a detailed plan as a «matter of urgency».

Despite this, the Government has said there is a record number of teachers in schools, and retention rates have been «broadly stable» for 20 years.

According to the PAC’s report, a particular source of worry is the fact that the number of secondary school teachers has been dropping since 2010.

The MPs said this had been exacerbated by how only half of vacancies in 2015-16 were filled with qualified teachers who had the requisite experience and expertise.

Allegations of misplaced priorities have also been levelled at the Government, amid claims it has spent £555m a year training new teachers but just £36m on retaining and developing them.

Pupils in class ahead of GCSE results day, 2017

Video:Teachers don’t feel ‘valued enough’

MPs say the Government should take action to eradicate the wide variations in the quality of teaching across the country.

According to the report, more than 20% of pupils in the Midlands and the North were in secondary schools rated as «requiring improvement or inadequate for teaching, learning and assessment».

The committee said: «The quality of teaching and the level of teaching vacancies vary significantly across the country.

«However, the department does not seem to understand the reasons for the variation or the different challenges that schools in different regions face.

«The failure of the department to get to grips with the number of teachers leaving puts additional pressure on schools faced with rising numbers of children needing a school place and the teachers to teach them.»

Rear view of high school students on a class in the classroom.

Video:December: Schools failing to raise standards

While the overall number of teachers increased by 15,500 between November 2010 and November 2016, secondary school posts dropped 10,800 over the same time frame.

MPs raised concerns over DfE forecasts which show pupil numbers in secondary schools will increase by 540,000 – almost 20% – between 2017 and 2025.

Figures show the numbers of teachers quitting for non-retirement reasons increased from 22,260 in 2011 to 34,910 in 2016.

The workload was a cited as a big factor, according to the PAC, as well as living costs.

New initiatives to help teachers with housing costs in expensive areas was suggested by the MPs as one potential solution.

A school pupil

Video:November: Hammond pressure over schools funding

PAC chairwoman Meg Hillier said: «A crisis is brewing in English classrooms but government action to address it has been sluggish and incoherent.

«It should have been clear to senior civil servants that growing demand for school places, combined with a drive for schools to make efficiency savings, would only build pressure in the system.

«Instead they seem to have watched on, scratching their heads, as more and more teachers quit the profession.»

Labour’s shadow education secretary Angela Rayner said the Government was presiding over a retention «crisis», with «demoralised teachers leaving the profession in record numbers».

Ms Rayner claimed the problem had been exacerbated by the cap on public sector pay, which has made it «impossible» for schools to keep desperately needed staff.

A DfE spokesman said teaching remained an «attractive career» and the department was continuing to work to help schools recruit and retain the best teachers.

From: https://news.sky.com/story/crisis-brewing-over-number-of-teachers-quitting-profession-mps-say-11230194.

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Colombia: Uincluye empodera a jóvenes con discapacidad cognitiva

Colombia/Febrero de 2018/Autora: María  Camila Salazar/Fuente: El Tiempo.

Mariana Mesa y Wilmar Restrepo tienen 22 años.

Hace tan solo un año y medio atrás, ellos lograron aprender a movilizarse en transporte público y a contar el dinero.

Mariana y Wilmar saben que no son como los demás jóvenes de su edad. Ambos son conscientes de que tienen una discapacidad cognitiva y de que la sociedad que los rodea no los logra comprender bien.

Para ellos, sus vidas se estancaron desde que terminaron la básica secundaria debido a la enfermedad.

Sin embargo, un golpe de suerte les permitió conocer el proyecto investigativo Uincluye que emprendió la Universidad de Antioquia desde el 2016 y el cual pretende la inclusión universitaria de este grupo poblacional.

“En el país se han hecho esfuerzos para las personas con discapacidad visual, auditiva, motora y no para discapacidad intelectual”, explicó Doris Adriana Ramírez, coordinadora del programa, investigadora y profesora de la Facultad de Educación.
Para ella, tratar esta problemática requiere de profesores, espacios y procesos especiales que permitan un adecuado desarrollo en los jóvenes.

El proyecto ha sido financiado por Colciencias y liderado por dos grupos de investigación de la alma máter: Medicina, física y rehabilitación y Didáctica y nuevas tecnologías, de la Facultad de Medicina y la Facultad de Educación, respectivamente.

“Los jóvenes no pagan nada. Nos dieron 200 millones de pesos por tres años. Hay muchachos de todas las clases sociales y a quienes se les da refrigerio y transporte”, agregó Ramírez.

Había colegios personalizados, pero eran muy costosos. Lo que más tristeza nos daba era que en los colegios, incluso desde los mismos maestros, le hacían bullying.

Por su parte, mientras Aura Rivera, madre de Mariana, comentaba los cambios positivos que ha tenido su hija, ella la miraba atenta y, con timidez, aceptaba lo que esta decía.

“Mariana era muy sola, no tenía amigos. Ella seguía siendo muy niña para los amigos de su edad”, detalló Rivera sobre la parte social.

Según explicó Ramírez, los procesos que se están dando en la educación media, para este grupo poblacional, no son adecuados pues no desarrollan un perfil para que ingresen a la universidad.

“Había colegios personalizados, pero eran muy costosos. Lo que más tristeza nos daba era que en los colegios, incluso desde los mismos maestros, le hacían bullying”, aseveró la madre de Mariana.

En el segundo semestre del 2016 ingresaron 30 jóvenes, de los cuales quedaron 20, con discapacidades como síndrome de Down, discapacidad intelectual por problemas en el parto o por ciertos tipos de epilepsia, autismo y retraso mental.

Ellos debían cumplir con dos condiciones: el haber terminado el bachillerato y no tener otro diagnóstico siquiátrico.

En dicho tiempo ingresaron a la fase ‘Escalar’, en la que se les trabajó la parte adaptativa y se les niveló en lectura, escritura, oralidad y desarrollo del pensamiento lógico matemático. Todo esto acompañado de médicos fisiatras, trabajadores sociales, educadores especiales, sicólogos y aspirantes a maestrías en medicina.

Uincluye

Las facultades de Medicina veterinaria, Educación, Artes, y Alimentos, se vincularon a la iniciativa para desarrollar modelos educativos para esa población.

Foto:

Cortesía Universidad de Antioquia

“Diseñamos un modelo para la formación de personas con discapacidad intelectual que estuviera basado en las capacidades que tienen los jóvenes para desarrollar algunas actividades y pensando en la inclusión en la educación superior y en una perspectiva de las experiencias múltiples, es decir, qué tipo de inteligencia está más desarrollada en estos jóvenes”, detalló Ramírez.

Uno de los logros que más resaltó la funcionaria fue que los jóvenes que hacen parte de Uincluye se redescubrieron, encontraron un propósito de quiénes son y como personas adultas, están conscientes de sus responsabilidades, de sus derechos y deberes en la sociedad.

Fue el caso de Wilmar, quien también se mostraba tímido para conversar, desde que comenzó el programa muestra más interés en colaborar con lo que le pide su madre, Otilia Rivera. “Ya él se defiende solo, pues siempre era con ayuda del hermanito. Él antes no quería hacer nada, ni siquiera salía de la casa”, señaló la madre.

Su sueño, de convertirse en un director técnico de fútbol, persiste y, aunque en ‘Uincluye’ le asignaron el área de gastronomía, Wilmar tiene varias opciones por si lo primero no se le da.

“Me gustan las artes y por eso dibujo caricaturas anime”, dijo con convencimiento. Y es que, después de realizar ‘Escalar’, llegaron talleres que realizaron los jóvenes durante un semestre con énfasis en panadería, conserva de frutas, de pedagogía, arte y expresión corporal, actuación, música, sexualidad, agronomía y veterinaria.

Uin2

De acuerdo con cifras en salud, en la ciudad 10.136 personas padecen deficiencia intelectual.

Foto:

Cortesía Universidad de Antioquia

En este nuevo semestre, que irá hasta mediados de junio, los jóvenes estarán en la fase tres, la de los ‘Diplomas’, con preponderancia en alimentos, veterinaria y educación artística.

Este sería el final del plan piloto de Uincluye, el cual presentará sus resultados ante la universidad y, si lo aprueban, formular un programa académico formal que se pueda presentar ante el ministerio de Educación. “Queremos que sea formación académica, de técnica o tecnología. Aún no se sabe. No queremos formar para el empleo sino para que se ocupen”, concluyó Ramírez.

Mariana consiguió su primer novio, un compañero del proyecto. Wilmar, por su parte, trabaja en una microempresa de chocolates de su barrio. La libertad, la confianza y la responsabilidad los definen ahora.

Sin embargo, las personas con discapacidad cognitiva no fueron los únicos beneficiados, Ramírez resaltó que los docentes de las unidades académicas que se vincularon al programa, lograron identificar que es posible acompañar un proceso educativo con esta población.

Fuente: http://www.eltiempo.com/colombia/medellin/uincluye-empodera-a-jovenes-con-discapacidad-cognitiva-178392

 

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Ireland: May warns universities over high cost of tuition fees

Ireland/ 19.02.2018/ By: www.theguardian.com.

Theresa May is to press ahead with attempts to force universities to charge less for some courses based on their costs and potential graduate earnings, despite critics within her own party and the higher education sector branding the move incoherent and unworkable.

Announcing a long-awaited review of education funding for over-18s in England, the prime minister will say that reserving university for the middle class and vocational training “for other people’s children” is outdated.

Her comments come after the new education secretary, Damian Hinds, hinted on Sunday that the review would recommend that some universities cut their fees for social science and humanities courses, particularly if recent graduates earned salaries below those of others.

In a speech in Derby on Monday afternoon, May will say that higher education institutions should change the existing structure whereby all undergraduate courses cost £9,250 a year in tuition fees.

“The competitive market between universities which the system of variable tuition fees envisaged has simply not emerged,” she is to say. “All but a handful of universities charge the maximum possible fees for undergraduate courses. Three-year courses remain the norm. And the level of fees charged do not relate to the cost or quality of the course. We now have one of the most expensive systems of university tuition in the world.”

May’s speech is the Conservative party’s latest attempt to grapple with the complexities of the funding system it created as part of the coalition government in 2012, which has pushed up average graduate debt toward £50,000 and up to £57,000 for students from the poorest backgrounds.

The hike in fees from £3,600 to £9,000 has not dented the appetite for undergraduate study, but universities have been heavily criticised for swiftly raising the pay of their vice-chancellors and other senior leaders.

Labour’s performance among young voters and their parents at the last election has been attributed to Jeremy Corbyn’s promise to scrap tuition fees entirely and reintroduce maintenance grants for the less well-off.

In her speech May will attempt to tackle Labour’s policy head on, criticising her government’s own support for the current system even as ministers defend it by arguing that more people from disadvantaged backgrounds are now in higher education than ever before.

According to May, widening access to university “is not made easier by a funding system which leaves students from the lowest-income households bearing the highest levels of debt, with many graduates left questioning the return they get for their investment”.

May also hints that the review, which the Guardian understands will be led by a senior figure from the City, will look at restoring income-related grants in some form by examining “how we can give people from disadvantaged backgrounds an equal chance to succeed. That includes how disadvantaged students and learners receive maintenance support, both from government and universities and colleges”.

The review panel is likely to include Prof Alison Wolf, an economist at King’s College London with a strong interest in further education provision and qualifications. Other members will include a former vice-chancellor and head of an Oxford college.

May has been determined to make universities offer variable fees for many years, backed by her former special adviser Nick Timothy, who last year complained about receiving a haircut from a university graduate. Timothy also accused the former education secretary Justine Greening of blocking May’s efforts to cut tuition fees. May removed Greening earlier this year and replacing her with Hinds, a more enthusiastic supporter.

On Sunday Greening appeared to confirm the rift over tuition fees, suggesting that the review would be more talk than action. She proposed more radical moves, such as doing away with interest payments on student loans and bringing back grants for poor students.

“The thing that really matters from my perspective is social mobility, and making sure we don’t end up with a system where young people from more disadvantaged backgrounds feel like they ought to do one of the cheaper degrees, rather than doing the degree they actually want that will unlock their potential in the future,” she said.

Greening’s comments echoed those of Angela Rayner, Labour’s shadow education secretary, who said the Conservatives had lost touch with reality over education funding. “Charging more for the courses that help graduates earn the most would put off students from the most disadvantaged backgrounds from getting those same qualifications. So much for the prime minister’s talk about social mobility,” Rayner said.

“To make science and maths degrees more expensive flies in the face of what our economy’s going to need in the future. As part of our industrial strategy we need to ensure that we get more students on those courses.”

Prof Janet Beer, the president of Universities UK and the vice-chancellor of the University of Liverpool, took issue with May’s claims of an academic-vocational divide. “The perception may be of academic versus technical qualifications, but the reality is very different. Universities are key to developing the skills needed by employers and students across a wide range of industries, sectors and professions,” she said.

Mark Leach of the higher education thinktank Wonkhe said the government’s arguments were incoherent and could damage the sector. “Forcing struggling universities to charge lower fees to poorer students, and therefore have less money to spend on their retention, learning, facilities and other real value for money indicators, could simply entrench a cycle of poverty,” he said.

From: https://www.theguardian.com/education/2018/feb/18/cutting-tuition-fees-would-backfire-justine-greening-warns-theresa-may

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