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Malaysia’s International Education by 2020 and Beyond

Noticias

Malaysia/January 16, 2018/By: Kris Olds/ Source: http://www.insidehighered.com

Editor’s note: This guest entry has been kindly contributed by Professor Dato’ Dr Morshidi Sirat. Morshidi was the former Director-General of Higher Education Malaysia, and is now Director of the Commonwealth Tertiary Education Facility (CTEF) based at Universiti Sains Malaysia, Penang. Morshidi is also a Senior Research Fellow at the National Higher Education Research Institute (IPPTN), Universiti Sains Malaysia. Given Morshidi’s expertise and experience in higher education policy, he is often engaged in consultancy work on higher education policy in Malaysia, then Association of Southeast Asian Region (ASEAN) and the South Pacific Island States.

This entry is based on recent work in ASEAN and South Pacific Island States, specifically to address confusion between international education and the internationalisation of education in many emerging and developing higher education systems. In many systems, these terms are used interchangeably. This entry is an attempt to re-examine international education as a concept and a strategy for both international understanding and economic development as implemented in Malaysia. Arguably, lessons learnt should provide guidance for Malaysia’s international education beyond 2020, especially with respect to the manner in which Malaysia’s citizens “engage with others in this globalised and yet highly divisive world.” Kris Olds

~~~~~~~~~~~~~~~~~~~~~~~

Malaysia’s International Education by 2020 and Beyond:

Re-examining Concept, Targets and Outcome

Morshidi Sirat

Preamble

It is important to address international education in this era of globalisation and unsettling geopolitical issues, in particular on Malaysia’s response to preparing Malaysians for future global and regional scenarios. Anyone that studies international development dynamics from the ‘people perspective’ as opposed to the ‘economic and neo-liberalism perspective’ will almost immediately agree that we are in dire need of international and intercultural understanding as we try to deal with longstanding and more importantly, emerging geopolitical issues. As such, international education is not merely about the dynamics of flows in terms of the numbers of students, scholars, and/or programs between countries. More importantly, it is about qualitative impact, in particular about the content of international education and related programs. It must be emphasized that “in any educational program, of any educational system, for any educational process and under any educational material”, the aims and objectives of international education must be communicated in order to realise international understanding among nations (Juan Ignacio Martínez de Morentin de Goñi, 2004: 94).

With this as a preamble and context, we can then proceed to re-examine international education as a concept and as a strategy for both international understanding and economic development as implemented in Malaysia.

Introduction

With globalisation, many terms connected with the “international” are loosely defined and liberally adopted in policy circles particularly in the formulation of strategic planning directions on education and higher education. These policy documents and the people behind these policy documents are equally guilty of adopting terms and terminologies without proper definition, contextualisation and correct usage of these terms. Thus, in our attempt to trace and assess the progress of international education in Malaysia to-date it is important at the outset to provide a working definition of ‘international education’. But more importantly, it is pertinent for us to establish whether, at the time of target setting for the so-called international education in 2007 (for the National Higher Education Strategic Plan Phase 1), the Economic Transformation Plan (ETP)and in 2013 (in the case of the Malaysia Education Blueprint), did we conceptualise and operationalise the term ‘international education’ as it should be conceptualised and operationalised? Moving on from issues and questions which I have raised earlier, this entry will begin with a deliberation on the term ‘international education’, detailing the aims and objectives of international education. Subsequently, a working definition is adopted in order to assess where Malaysia is in terms of international education. Following that, the ‘international education’ element in the Malaysia Education Blueprint and the National Higher Education Strategic Plan (NHESP) will be highlighted and the implementation of international education rated. A statement of “where we are” and “where we should be heading” will be offered for further consideration and deliberation based on the Malaysia Education Blueprint, 2015-2025 (Higher Education).

What is International Education?

Admittedly, the term ‘international education’ has yet to acquire a single, consistent meaning. The reason for the uncertainty, confusion and disagreement lies partly in the many interpretations of the term ‘international education’. As James (2005:314) notes, further confusion arises because the word ‘international’ itself is equally ambiguous as not all things regarded as international are in essence international. To understand the meaning of international education, we need to explicate the term in terms of aims and objectives.

Epstein (1994: 918) describes ‘international education’ as fostering «an international orientation in knowledge and attitudes and, among other initiatives, brings together students, teachers, and scholars from different nations to learn about and from each other. In other words, “All educative efforts that aim at fostering an international orientation in knowledge and attitudes” (Huse´n and Postlethwaite, 1985: 260) and seek “to build bridges between countries” (McKenzie, 1998: 244) fit this idea of international education. Arum (1987) divides international education into three parts: (1) international studies (including all studies involving the teaching or research of foreign areas and their languages); (2) international educational exchange (involving American students and faculty studying, teaching, and doing research abroad and foreign faculty and students studying, teaching, and doing research in the United States); and (3) technical assistance (involving American faculty and staff working to develop institutions and human resources abroad, primarily in Third World countries).

The justification for international education can be approached from two directions: a ‘top-down’ approach considers addressing global and national needs, and a ‘bottom-up’ approach, that is the development of the individual. These approaches are not mutually exclusive (James, 2005: 315). Thomas (1996: 24), writing on the development of an International Education System, asserts that ‘education is uniquely placed to provide lasting solutions to the major problems facing world society’, problems which transcend political borders (Gellar, 1996).

The Mission and Aims of International Education

Belle-Isle (1986) states that the “mission of international education is to respond to the intellectual and emotional needs of the children of the world, bearing in mind the intellectual and cultural mobility not only of the individual but . . . most of all, of thought”.

The aims of international education are related to developing ‘international understanding’ for ‘global citizenship’, and the knowledge, attitudes and skills of ‘international-mindedness’ and ‘world-mindedness’ (Hayden and Thompson, 1995a, 1995b; Schwindt, 2003; YAIDA, 2007). Admittedly, none of the aims of modern ‘international education’ are exclusively international (James, 2005: 324). Therefore, and in a post-9/11 world, the term ‘internationalist’ may no longer be sufficient to describe the values espoused by the movement; it might be time to transcend ideas based on nation-states (Sarup, 1996; in Gunesch, 2004). Gunesch (2004) proposes ‘cosmopolitanism’ as an alternative name for the outcome intended of ‘international education’ (Mattern, 1991). While the aims of international education are laudable, it is misleading to relate them to internationalism, for they extend beyond differences in nationality (James, 2005: 323). Peterson (1987) asserts that international education seeks instead to produce what might be termed ‘cosmopolitan locals’, who have a national identity, understand others better, seek to co-operate and have friends across frontiers. That cosmopolitan is “familiar with many different countries and cultures” and “free from national prejudices”. OED (2004) indicates the potential limitations of the cosmopolitanism, in associating prejudices with nations. But, it is preferable as a term to ‘international’ in the sense that it does transcend purely nation-based associations.

Towards a Working Definition

Any working definition for international education should appropriately address the issue of “global interconnectedness that characterizes the contemporary world, and point to a form of international understanding required by the citizen of the future that must comprise some understanding of the world perceived as a whole.”

UNESCO experts have developed conceptual approaches to international education that resulted in an operational definition being adopted by UNESCO (1974). I must emphasize here that we are more interested in a working definition and not an academic definition. UNESCO’s effort may be considered as the only large-scale effort to provide a working definition of the term “international education” by a widely recognized international educational body. The definition, agreed at UNESCO General Conference level, combined the elements of international understanding, cooperation and peace with the range of focal points of international education under the overall rubric of “education for international understanding”. UNESCO (1974: 2) outlines the following relevant educational objectives for international education:

  • a curriculum with a global perspective
  • understanding and respect for other peoples and cultures
  • human rights and obligations
  • communication skills
  • awareness of human interdependence
  • necessity for international solidarity
  • engagement by the individual in the local, national and global scale

Malaysia’s International Education

At this juncture, let us pose some pertinent questions: To what extent is international education important in the educational process and the education system in Malaysia? Personally, I like to think it should be important as “There is nothing that is more effective than having nations-states and people break down barriers between themselves.” In fact, in this highly globalised and inter-connected world it is imperative that we understand other cultures, languages, institutions, and traditions. More so, in today’s globalized world, Malaysian students and in fact students of ASEAN need more international experience. For Malaysia, foreign students enrich our campuses and our culture, and they return home with new ideas and ways to strengthen the relationship between countries. But interestingly, since the early 1990s, the market place and international education have become intertwined and international education has and continues to be seen as an engine for growth (see http://www.nxtbook.com/naylor/IIEB/IIEB0114/index.php – /38). Let us not mention the contribution of international students to the Malaysia economy at this juncture as I want to focus on aspects or issues that are beyond the monetary in this entry. That is, I want to focus on to what extent Malaysia has been successful in leveraging international education as a vital part of 21st century diplomacy. Admittedly, we send undergraduates, graduate students, administrators, faculty, and researchers on short and long-term programs abroad but what is more important and pertinent question to ask is: what are the impacts of our programs on students and scholars from abroad in Malaysian education system? Another question that beg some answers: Malaysia education institutions are implementing internationalisation-related activities such as international student mobility, but are these institutions themselves internationalised in its leadership, governance and management arrangement, curriculum content and pedagogy?

The National Higher Education Strategic Plan, 2020 (NHESP), while adopting UNESCO’s operational definition for international education, could not be regarded as intending to progress the comprehensive aims and objectives of international education. This strategic planning document addresses the internationalisation of higher education and not international education. The NHESP fleetingly touched on the aims and objectives of international education by way of the benefits of international exposure and experience. For instance, while a “curriculum with a global perspective” is embedded in many courses offered by Malaysian universities, this is targeted at international student enrolment and recruitment or providing exposure to local students with limited global citizenship or international understanding objective. At best, these are offered at the “exposure level”. Promoting the establishment of Malaysian branches of foreign universities in Malaysia is widely regarded by policy makers as one element of international education. However, the introduction of the Malaysia’s Global Reach component in phase two of the implementation of the NHESP, 2011-2015 is an attempt to insert amendment to what is incomplete from the perspective of international education. Malaysia’s Global Reach was introduced with international education for 21st century diplomacy in mind.

If we examined international education from more recent government documents, in particular the recently launched Malaysia Education Blueprint, 2013-2025, it is stated that:

“…it is …imperative that Malaysia compares its education system

against international benchmarks. This is to ensure that

Malaysia is keeping pace with international educational

development.” (Ministry of Education, 2013: 3-5).

Our reading of this important document is that the emphasis is on “international educational development” and not “development in international education.” The international education element of the Blueprint is the International Baccalaureate (IB) programme, which is designed to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (international education), are offered only in two Fully Residential Schools in Malaysia) (Ministry of Education, 2013:4-6).

At another level, the International Schools, which use international curriculum such as the British, American, Australian, Canadian, or International Baccalaureate programmes, sourced their teachers from abroad. In terms of enrolment, data as of 30 June 2011 shows that 18% of Malaysian students in private education options are enrolled in international schools nationwide (Ministry of Education, 2013:7-11).

With a very restricted notion or definition of international education, based on the NHESP and re-emphasized in the Malaysia Education Blueprint, 2013-2025, the Performance Management Delivery Unit, and Prime Minister’s Department (PEMANDU) subsequently identified prioritised segments of the education system to drive the economic growth of the nation, namely:

  • Basic Education (primary and secondary), with Entry Point Project (EPP) identifying the private sector as playing an important role in improving basic education in terms of the provision of international education, as well as in the training and upskilling of teachers.
  • Technical and Vocational Education and Training (TVET), with EPP 12: Championing Malaysia’s International Education Brand aims to position Malaysia as a regional hub of choice in the global education network. This will include marketing vocational training to international students. This EPP’s goal is to transform a foreign student’s experience in Malaysia into one that is comparable to that in Australia, the United Kingdom and the United States. Thus, targets are set as Gross National Income (GNI) by 2020 (mil) RM2, 787.7 and 152,672 -projected jobs by 2020.

The prioritised segments identified above complement the regional education hub, which is the thrust for the NHESP. For the Malaysia Education Blueprint, 2015-2025 (Higher Education), the notion of international education was not conceptualised in the context of achieving UNESCO’s aims and objectives of international education as opposed to internationalisation of higher education and its monetary aspect to the Malaysian economy. In this Blueprint, the shifts on “Holistic, Entrepreneurial and Balanced Graduates’ and ‘Global prominence’ are conceived primarily in terms of monetary return and institutional reputation. There is no direct and clear statement in the Malaysia Education Blueprint, 2015-2025 (Higher Education), with respect to UNESCO (1974) guidelines on international education and the outcome for the students in a highly interconnected but at the same time highly divisive world. What can we improve upon in the next 15 years, is to present the idea of international education beyond the notion that international education is about “engine of growth for the national economy”. Arguably, we need to re-orientate our efforts towards international understanding, citizenship and (mutual rather than soft power) diplomacy (Knight, 2014).

Conclusion

The term international education has yet to acquire a single, consistent meaning. But the manner in which Malaysia interprets and uses this concept/term in the context of economic development need some reflection and re-examination. We may achieve the targets set for 2020 in terms of international student enrolment in our education system, but what about the real aims and objectives of international education, which is to realise international understanding among nations. We need to seriously examine whether the aims and objectives of international education are effectively embedded in Malaysia’s (i) educational program, (ii) educational system, (ii) educational process and (iv) educational material.” There is a need to reassess Malaysia’s commitment towards creating the goals of international mindedness and ‘international understanding’ beyond 2020 and in the context of the Transformasi Nasional 2050 or National Transformation 2050 (TN50). In the case of Malaysia, where economic development is of top priority, we need to seriously think in terms of the economic impetus for better intercultural understanding. Nothing much could move forward in the Malaysian context unless and until there are clear economic impetus for any initiatives coming out of the higher education institutions. We need to re-look at this economic premise if we are to emerge as a nation of ‘global prominence” with respect to the manner our citizen engage with others in this globalised and yet highly divisive world.

References

ARUM, S. ‘International Education: What Is It? A Taxonomy of International Education of U.S. Universities.’ CIEE Occasional Papers on International Educational Exchange, 1987, 23, 5–22.

BELLE-ISLE, R. (1986) ‘Learning for a new humanism’. International Schools Journal 11 Springs: 27–30.

EPSTEIN, E.H. (1994). Comparative and International Education: Overview and Historical Development. In: Torsten Husén and T. Neville Postlethwaite, eds., International Encyclopaedia of Education (p.918–923). Oxford: Pergamon Press.

GELLAR, C.A. (1996) ‘Educating for world citizenship’ International Schools Journal 16(1): 5–7.

GUNESCH, K. (2004) ‘Education for cosmopolitism? Cosmopolitanism as a personal cultural identity model for and within international education’. Journal of Research in International Education 3: 251–75.

HAYDEN, M.C. AND THOMP SON, J. J. (1995a) ‘International Education: The crossing of frontiers’. International Schools Journal 15(1): 13–20.

HAYDEN, M.C. AND THOMP SON, J. J. (1995b) ‘International Schools and International Education: A relationship reviewed’. Oxford Review of Education 21(3): 327–45

HUSE´ N, T. AND POSTLETHWAITE , T.N. (1985) The International Encyclopaedia of Education. Oxford: Pergamon.

JAMES, KIERAN. (2005). ‘International education: The concept, and its relationship to intercultural education Journal of Research in International Education’, December 2005; vol. 4, 3: pp. 313-332. Available at: http://jri.sagepub.com/content/4/3/313.full.pdf+html

JUAN IGNACIO MARTÍNEZ DE MORENTIN DE GOÑI. (2004). What is International Education? UNESCO Answers. San Sebastian: UNESCO Centre. Available at: http://unesdoc.unesco.org/images/0013/001385/138578e.pdf

KNIGHT, JANE. (2014). ‘The limits of soft power in higher education’. University World News, 31 January 2014 Issue No:305.

MINISTRY OF EDUCATION (2013.) Malaysia Education Blueprint, 2013-2025. Putrajaya: Ministry of Education.

OED (2004). The Concise Oxford English Dictionary, 11th edn. Oxford: Oxford University Press.

PETERSON, A.D.C. (1987). Schools across Frontiers: the Story of the International Baccalaureate and the United World Colleges. Chicago, IL: Open Court.

MATTERN, W.G. (1991). ‘Random ruminations on the curriculum of the international school’, in P.L. Jonietz and D. Harris (eds) World Yearbook of Education 1991: International Schools and International Education, pp. 209–16. London: Kogan Page.

McKENZI E , M. (1998). ‘Going, going, gone . . . global!’, in M.C. Hayden and J.J. Thompson (eds) International Education: Principles and Practice, pp. 242–52. London: Kogan Page.

SARUP, M. (1996). Identity, Culture and the Postmodern World. Edinburgh: Edinburgh University Press.

SCHWINDT, E . (2003). ‘The development of a model for international education with special reference to the role of host country nationals’. Journal of Research in International Education 2(1): 67–81.

THOMAS , P. (1998). ‘Education for peace: The cornerstone of international education’, in M.C. Hayden and J.J. Thompson (eds) International Education: Principles and Practice, pp. 103–18. London: Kogan Page.

UNESCO (1974). Recommendations Concerning Education for International Understanding, Co-operation and Peace and Education Relating to Human Rights and Fundamental Freedoms: adopted by the General Conference at its eighteenth session in Paris, November, 1974. UNESCO, Paris.

YAIDA PUSUSILTHORN (2007). International Mindedness among Expatriate Teachers in Bangkok Patana School. MA Thesis. Language Institute, Thammasat University, Bangkok. Feb. available at: http://digi.library.tu.ac.th/thesis/lg/0262/01TITLE.pdf

Source:
http://www.insidehighered.com/blogs/globalhighered/malaysia%E2%80%99s-international-education-2020-and-beyond
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Canadá: Liberals still keeping lid on student standardized test results

Noticias

Canadá/Enero de 2018/Autor: Robert Jones/Fuente: CBC

Resumen: Los resultados de las pruebas académicas estandarizadas para los escolares de New Brunswick, que han estado en secreto desde el otoño sin ninguna explicación, finalmente podrían publicarse esta semana.
«Los detalles se están finalizando y los resultados se publicarán más adelante (en la) semana», escribió Kelly Cormier, vocera del Departamento de Educación, en un correo electrónico a CBC News.

Standardized academic test results for New Brunswick schoolchildren, which have been under wraps since the fall with no explanation, could finally be released this week.

«Details are being finalized and the results should be posted later (in the) week,» Kelly Cormier, a spokesperson with the Department of Education, wrote in an email to CBC News.

Last year New Brunswick students in Grade 2, 4, 6, 10 and 12 took a variety of standardized tests to measure proficiency in various subjects, including math, science, reading and language skills.

Results of the tests were promised last fall but with one exception have been held back.

Test results help expose weaknesses in the school system and also track whether the education being delivered to children is improving or worsening over time.

Calls for progress in targets

In 2016 New Brunswick adopted a 10-year education plan to drive  progress in the school system. In the plan, testing students and publicly reporting on the results is a central element.

«The plan establishes clear expectations on standards and performance, with outcome measures that will be tracked and reported,» Premier Brian Gallant wrote in the document’s introduction.

The education plan calls for progress toward academic targets to be published annually but after embarrassingly poor assessment results were released in the fall of 2016, information appeared to dry up in 2017.

Of 12 assessments done on New Brunswick anglophone students in five grades last year, the results of only one has been released so far. The department refused a CBC request last month to view the rest.

«The results are not currently available but we will advise you when they are,» Cormier said at the time.

Grade 2 results miss target

Last November the province did release 2017 reading assessment results from Grade 2 students in the anglophone system.

Test scores showed 75.7 per cent of students scored appropriate or above for reading proficiency in 2017.

Although it was the second-worst score recorded on the assessment in the last 10 years and well below the target of 90 per cent, it was still a modest improvement from 2016 and government quickly cited it as an example of progress.

«Thanks to the efforts of our government, the literacy level of New Brunswick students is improving,» said Liberal MLA Bernard LeBlanc during member statements in the legislature in November about the lone release of the single Grade 2 test.

2016 results ‘disappointing’

More concerning in 2016, however, were Grade 6 results and so far the 2017 version of those and other assessments, remain secret.

In 2016, there were 5,006 Grade 6 students who took a math assessment and 3,995 of them failed to achieve an «appropriate» or better score, which involves answering at least 64 per cent of math questions correctly.

It was a failure rate eight times higher than targets the province had set for math achievement in that grade.

Grade 6 results in science were nearly as bad, and reading results, although somewhat better, were also poor. The number of Grade 6 students falling short of «appropriate» in reading proficiency was 2,303, nearly five times higher than the provincial target.

After disappointing test results in 2016, Education Minister Brian Kenny suggested the province had nowhere to go but up. (CBC)

Education Minister Brian Kenny acknowledged the 2016 results were disappointing but predicted they would begin to improve quickly.

«These results here are not good, there’s no doubt,» he said in October 2016. «But there’s lots of optimism with our new 10-year education program. «I do believe we’ve identified some issues that are there in the province with regards to our results. We have no where to go but up.»

But whether results did improve in 2017 remains a mystery.

In preparing parents for testing in 2017, the province pledged the results would be transparent and available publicly «in the fall of 2017» but that mostly failed to happen.

Results that have not been released so far include math, science and reading assessments of grades 4 and 6 students and science and math assessments of students in Grade 10. Those exams were all written between May 8 and June 9 last year.

Also missing are Grade 6, 10 and 12 assessments of students French second language oral proficiency.

Fuente: http://www.cbc.ca/news/canada/new-brunswick/department-education-liberal-standardized-assessments-1.4487568

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Perú: Fortalecen marcha nacional del Tahuantinsuyo

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Perú/Enero de 2018/Autor: Mayhc Vizcarra/Fuente: Los Andes

El Sindicato Unitario de Trabajadores en la Educación del Perú (SUTEP) base Puno, el pasado fin de semana desarrolló una convención regional con participación de los docentes de todas las provincias de la región, donde acordaron respaldar la movilización nacional de los pueblos originarios de país.

Cesar Hugo Tito Rojas, representante de los docentes de la región Puno, precisó que el acuerdo fue mayoritario, motivo por el cual se ultimarán detalles para respaldar esta movilización nacional.
Precisó también que la marcha nacional debe desarrollarse los días 17 y 18 de enero, con el objetivo de pedir al gobierno nacional la convocatoria a una Asamblea Constituyente y a partir de ello formular una nueva Constitución.

Finalmente, mencionó que para el 01, 02 y 03 de febrero se viene programando una asamblea nacional de las bases del SUTEP, en donde se pondrá en agenda el reinicio de la huelga indefinida, de manera que se pida la inmediata derogatoria de la ley de Reforma Magisterial, así como el incremento del presupuesto al sector educación.

Cabe precisar que para esta movilización nacional distintas organizaciones se vienen sumando, entre ellas la CGTP, SUTEP, FEMUCARINAP, entre otras.

Fuente: https://www.losandes.com.pe/Regional/20180115/112224.html

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Venezuela: Hoy celebramos el Día del Maestro y la Maestra

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Venezuela/Enero de 2018/Fuente: MPPE

 Cada 15 de enero se celebra en Venezuela el Día Nacional del Maestro, fecha decretada por el General Isaías Medina Angarita en reconocimiento a las luchas iniciadas por los Maestros venezolanos en el año 1932.

En plena dictadura de Juan Vicente Gómez, un grupo de educadores conformaron una asociación para defender los derechos laborales de los maestros y mejorar la educación en Venezuela, iniciándose así la Sociedad Venezolana de Maestros de Instrucción Pública (SVMIP).

Para el año 1936, el organismo convocó la Primera Convención Nacional del Magisterio y de esta Asamblea surgió la Federación Venezolana de Maestros (FVM), organismo que encaminó sus labores hacia la modernización de la educación y las mejoras de las condiciones de las y los educadores.

Por ello, el gobierno del General Isaías Mediana Angarita asumió la importancia de su labor decretando la celebración del Día del Maestro el 15 de Enero de cada año, como parte de los reconocimientos a las luchas iniciadas por el magisterio quienes unificaron esfuerzos para defender los derechos laborales de las y los docentes logrando así mejorar la educación en nuestro país.

La historia del país cuenta con grandes maestros: desde Andrés Bello y Simón Rodríguez hasta Luis Beltrán Prieto Figueroa. Simón Rodríguez en uno de sus pensamientos expresó el significado del rol desempeñado por los docentes en el proceso de formación de los niños y niñas.

“El título de maestro no debe darse sino al que sabe enseñar, esto es al que enseña a aprender; no al que manda a aprender o indica lo que se ha de aprender, ni al que aconseja que se aprenda. El maestro que sabe dar las primeras instrucciones, sigue enseñado virtualmente todo lo que se aprende después, porque enseñó a aprender”, es una cita que refleja el pensamiento del Maestro de América Simón Rodríguez, filósofo y educador venezolano, uno de los más grandes de su tiempo, tutor y mentor del Libertador Simón Bolívar.

Actualmente, Venezuela celebra el Día Nacional del Maestro, para honrar a miles de hombres y mujeres quienes con dedicación y mucha paciencia, son junto a los padres, los formadores de valores de los hijos e hijas de la patria con la intención de forjar el ser, lo intelectual, lo moral y lo espiritual de cada niño y niña de acuerdo a su crecimiento enseñándoles el sentido ciudadano del mañana.

Gremio educativo dignificado

En 19 años de Revolución Bolivariana, ha sido reconocida la labor y el rol social de maestros y maestras venezolanos, y es que gracias a este proceso de transformación, cientos de venezolanos han tenido la oportunidad de cumplir su sueño de estudiar, graduarse e incorporarse al mercado laboral.

En este sentido, el Gobierno Bolivariano en materia educativa ha ido fortaleciéndose y ha creado más instituciones educativas, así como se ha incluido a un mayor número de niños, niñas, adolescentes y jóvenes al sistema de educación gratuito y de calidad.

El Comandante Eterno Hugo Chávez defendió la educación como un derecho primordial, así lo establece la Ley Orgánica de Educación (LOE), por eso se ha expandido el sistema educativo en Venezuela y todos los días se inaugura o rehabilita una escuela nueva, así como se otorga las titularidades a las y los nuevos maestros.

Mayor calidad

El magisterio venezolano ha sido reivindicado con diferentes programas educativos impulsados por el Gobierno Bolivariano, entre los que destacan la Colección Bicentenario y la entrega de las portátiles Canaimas, como principales recursos de aprendizajes para la formación de las y los niños de Venezuela.

Además, comenzaron a implementarse los Programas Nacionales de Formación Avanzada los cuales brindan la oportunidad de formar al docente con una dinámica distinta, crítica, con la que pueden completar que tiene que ver la educación en nuestro país para brindar la calidad educativa de todos nuestros niños y niñas que se encuentran en el ámbito escolar.

Enseñar es una bendición

Para Ninoska Saavedra, directora del Centro de Educación Inicial Canta Pirulero, el ser personal que atiende, forma y resguarda a los hijos e hijas de los trabajadores del Ministerio del Poder Popular para la Educación (MPPE), es una bendición, ya que junto a su equipo de maestras reciben a los niños y niñas “con la convicción de hacer una mejor Patria bajo las raíces del gran maestro Simón Rodríguez”, expresó.

Asimismo, Saavedra afirmó que “el ser una maestra de educación inicial es signo de amor, de juegos, de compresión, de valores y de vocación lo que nos caracteriza del resto del mundo. Somos 60 docentes responsables de la garantía de una educación de calidad de aproximadamente 400 niños y niñas con edades de 6 meses a 5 años”.

La docente Dayana Rivas, con 22 años de servicio, se desempeña como enlace del Programa de Alimentación Escolar (PAE) en el Centro de Educación Inicial Canta Pirulero, y comentó que la labor de toda la comunidad educativa, incluyendo a las y los cocineros de la Patria es “garantizar el trabajo de enseñar y formar por y para los niños y niñas de la Venezuela hermosa, felicito a todas mi colegas en esta nueva celebración del Día Nacional del Maestro”, concluyó.

Fuente: http://www.me.gob.ve/index.php/noticias/94-noticias-2029/enero-3/3912-hoy-celebramos-el-dia-del-maestro-y-la-maestra

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Vietnan: New curriculum to give students more practical experience

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Vietnan/Enero de 2018/Fuente: Vietnan News

Resumen:  Bajo el borrador del nuevo plan de estudios, se espera que los estudiantes de secundaria tengan más experiencia fuera de la escuela y creativa, en lugar de solo teoría.

El borrador de la lista de materias de la escuela secundaria bajo el nuevo plan de estudios estará abierto para la opinión pública este mes, dijo a la prensa Nguyễn Minh Thuyết, editor en jefe del nuevo plan de estudios para la reforma educativa integral del Ministerio de Educación y Capacitación.

Con respecto a la literatura, la asignatura se centrará en el desarrollo de la lectura, la escritura, el habla y la escucha de los alumnos. Los alumnos ya no tendrán que aprender «ensayos de ejemplo» de memoria, sino que se los alienta a expresar sus propios puntos de vista, ideas y creatividad.

Under the draft new curriculum, secondary students are expected to have more out-of-school and creative experience, rather than only theory.

The draft list of secondary school subjects under the new curriculum will be open for public opinion this month, Nguyễn Minh Thuyết, chief editor of the new curriculum for comprehensive education reform of the Ministry of Education and Training, told the press.

Regarding literature, the subject will focus on developing reading, writing, speaking and listening for pupils. Pupils will no longer have to learn “example essays” by rote, but are encouraged to express their own viewpoints, ideas and creativeness.

Đỗ Đức Thái, head of the compiling board for math, said that the new math will be streamlined, focusing on developing a learner’s capacity. Learners will have more time to carry out experience and creative activities, such as educational projects with the application of math in reality or math-related games.

The new curriculum will include compulsory practical activities for pupils to experience. Activities for primary schools will focus on developing their life skills, soft skills, relationships with friends, teachers and family. Meanwhile, secondary education will focus on activities for social and community services and job-oriented activities.

History will be taught following the historical process of the country and the history of Việt Nam will be incorporated into world history during each period, and not separated, as usual.

The foreign language subject has yet been completed and will be announced later.

Fuente: http://vietnamnews.vn/society/education/421185/new-curriculum-to-give-students-more-practical-experience.html#M5VsMA0bmtkrLADJ.97

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Education a core pillar in Brunei-Australia ties

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Australia/Enero de 2018/Fuente: Borneo Bulletin

Resumen:

BRUNEI es un país importante en la región para Australia, y uno de los aspectos más significativos de la relación bilateral entre los dos países es la educación, destacó Nicola Rosenblum, Alto Comisionado de Australia a Brunei Darussalam durante una entrevista con el Boletín.

Explicando más sobre esta relación bilateral, el alto comisionado dijo que Brunei es «un país regionalmente importante para Australia» y que «Asean es realmente una parte clave de su vecindario».

«Para nosotros, Asean es estratégicamente importante, y dentro de ese (contexto) tenemos vínculos bastante estrechos con Brunei porque tenemos vínculos históricos de la Commonwealth, y también porque en realidad tenemos una historia militar compartida interesante», dijo, y señaló que Australia dirigió las fuerzas aliadas que desembarcaron en Brunei en 1945 como parte de la campaña para liberar Borneo.

BRUNEI is an important country in the region for Australia, and one of the most significant aspects to the bilateral relationship between the two countries is education, highlighted Nicola Rosenblum, the Australian High Commissioner to Brunei Darussalam during an interview with the Bulletin.

Explaining further on this bilateral relationship, the high commissioner said that Brunei is “a regionally important country for Australia” and that “Asean is really a key part of her neighbourhood”.

“For us, Asean is quite strategically important, and within that (context) we actually have quite close ties to Brunei because we have historical Commonwealth links, and also because we actually have an interesting shared military history,” she said, noting that Australia led the Allied forces that landed in Brunei in 1945 as part of the campaign to liberate Borneo.

“Our trading relationship is about half a billion dollars a year. A lot of that is petroleum – Australia buys oil from Brunei – but it’s also food in the other direction. So Australia supplies quite a lot of meat, in particular, to Brunei.”

Increasingly, this has come to include education and air services, she said, such as “Australians flying Royal Brunei Airlines, Bruneians choosing to study in Australia, and increasingly, Australians coming to Brunei”.

Nicola Rosenblum, the Australian High Commissioner to Brunei Darussalam. – DANIAL NORJIDI

“Australia is the second-largest desti-nation for Bruneian students studying overseas, so we have around 400-500 Bruneian students in Australia at any one time,” she said, adding that some of the students are on government scholarships and some on twinning programmes from Universiti Brunei Darussalam (UBD).

The high commissioner also shared that under the New Colombo Plan – an Australian Government initiative – Australians can study and work in the region.

“This year, we’re expecting probably 40 Australian students to come to Brunei for work and study placements,” she said. “Most will be (in Brunei) for a relatively short-term – a few weeks or a few months, doing things like environmental science, physiotherapy and disability studies… They’ll actually come to learn from Brunei in its area of expertise.”

Rosenblum also shared that the Study in Australia Fair will be held on February 9, where the Australian High Commission will bring Australian universities to Brunei to allow Bruneian students to meet directly with university representatives.

“We also have the Endeavour Awards, a scholarship programme that Bruneians are eligible to apply for. We have had some Bruneian students study in Australia under the Endeavour Awards,” she said.

The high commissioner also noted that Brunei’s Mahakarya Institute of Arts has formed a relationship with TAFE Queensland to set up a film school in Brunei. “That will actually be delivering Australian film studies qualifications to Brunei, so that will be a completely different way of kind of looking at that education relationship,” she said.

The high commissioner said, on the sidelines of the Asean-Australia Special Summit taking place in March, there will be a business summit gathering CEOs from each of the Asean member countries to Australia to meet with Australian CEOs.

“I’m expecting at least five CEOs from Brunei to participate in that summit, where attendees will be looking at ways to try and expand economic and business links between Australia and Asean,” Rosenblum said.

She also said efforts will be made at the summit to inform Australian businesses how they could expand into the Asean market and “how they can target Asean markets for development, for investment, or for expanding their own economic footprint”.

“For a lot of them, it might feel like a big step or they might not be aware of the opportunities that are available in Asean.”

Fuente: https://borneobulletin.com.bn/education-a-core-pillar-in-brunei-australia-ties/

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15 injured in Columbine-inspired knife attack at Russian school

Noticias

Rusia/Enero de 2018/Fuente: The Telegraphe

Resumen: Quince personas han resultado heridas en Rusia después de que dos adolescentes inspirados por la masacre de Columbine apuñalaron a niños más pequeños y un maestro.

El docente y los dos atacantes de 15 y 16 años se encontraban en estado crítico el lunes en Perm, una ciudad de un millón de personas cerca de los montes Urales, según la oficina del gobernador.

Las imágenes de la escena mostraban a la policía esposando a un adolescente ensangrentado y sin camisa, que se encontraba fuera de la escuela, así como a sangre salpicada en el suelo de un salón de clases.

Fifteen people have been injured in Russia after two teenagers inspired by the Columbine massacre stabbed younger children and a teacher.

The teacher and the two attackers aged 15 and 16 were in critical condition on Monday in Perm, a city of a million people near the Ural Mountains, according to the governor’s office.

Footage from the scene showed police leading a bloodied, shirtless teenager away from the school in handcuffs, as well as blood splattered across the floor of a classroom.

Russia’s investigative committee said the bloodshed had occurred when the teacher and her pupils tried to break up a knife fight between a current student and his former classmate.

Other accounts, however, said the incident began as an attack on the school. The regional children’s ombudswoman told Perm news site 59.ru that security had failed to catch the two teenagers, who climbed to a fourth-grade class on the third floor with knives. At that point, a fight broke out between the two attackers, and the teacher and students “were drawn into the conflict,” she said.

Mash, a popular news channel on the Telegram messenger app, quoted witnesses as saying the attackers had targeted the teacher.

“Two older students dressed in black burst in, went up to the teacher and started to stab her with knives,” a student told Mash.

Although the authorities did not name the pair, several Russian media and eyewitnesses identified them. The interior ministry said one of the suspects was registered at a local psychiatric facility.

Deputy education minister Olga Golodets said security in schools would be strengthened.

At least one of the alleged attackers appeared to reference the 1999 shooting at Columbine high school in Colorado, which left 14 students and one teacher dead, on social media.

An account on the Russian social network VK with a name, location and age matching one of the suspects had posted videos of American high school shooters, including Columbine killers Eric Harris and Dylan Klebold. Several videos mixed footage of Harris and Klebold shooting guns in the woods and attacking their high school with Foster the People’s 2011 song about school shootings, Pumped Up Kicks.

The user also belonged to a group called “(school)shooters,” which had a profile picture of Dylann Roof, the white supremacist who shot to death nine black worshippers at a church in Charleston, South Carolina.

A VK account under the name of the other suspect featured a drawing with the title Slender Man, the name of an Internet meme connected the stabbing of a 12-year-old girl in Wisconsin in 2014.

Fuente:  http://www.telegraph.co.uk/news/2018/01/15/15-injured-columbine-inspired-knife-attack-russian-school/
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