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Venezuela: La Educación Bolivariana

Venezuela/ 19 de octubre de 2017/ Por: Elías Jaua Milano/ Fuente: Correo del Orinoco

El pasado viernes 15 de septiembre se cumplieron 18 años de la implementación, por parte de nuestro comandante Hugo Chávez, de las Escuelas Bolivarianas. Es el programa educativo que rescató la concepción del Estado docente, tesis del gran maestro venezolano Luis Beltrán Prieto Figueroa, desechada en la última década del siglo 20 por el modelo neoliberal privatizador.

La Educación Bolivariana reivindica el papel indeclinable del Estado en garantizar la educación pública, gratuita y de calidad como derecho humano fundamental. Igualmente, persigue garantizar que nuestros niños, niñas y jóvenes sean formados en los valores republicanos de Simón Bolívar, que son la base de nuestra nacionalidad, y en los fines que como Nación hemos acordado en nuestra Constitución: la independencia, la soberanía, la igualdad, la solidaridad, la justicia, la paz, la democracia participativa y protagónica, y el reconocimiento a nuestra pluriculturalidad.

De igual manera, el programa de Educación Bolivariana concibe la Escuela como una integración de variables que contribuyen al libre desarrollo de la personalidad, en lo individual y en lo social. Para ello, es necesario que, además de la formación académica, los y las docentes tengan derechos laborales garantizados; que los niños, las niñas, los y las jóvenes reciban alimentación adecuada, practiquen deporte, desarrollen su vocación cultural, científica y en oficios prácticos, tengan acceso a las tecnologías de información y comunicación, desarrollen capacidades de liderazgo social y político, entre otras importantes áreas del saber y el hacer, como lo predicó Simón Rodríguez, maestro de nuestro Libertador.

Más allá del debate político y social polarizado, que en la educación ha tenido el escenario para el desarrollo de falsas matrices a lo largo de estos 18 años, los resultados, además de ser cuantificables, pueden ser apreciados cualitativamente.

Logros a la vista: 18 años de paz en el magisterio y en los liceos, una generación que aumentó de talla y peso, una generación que brilla en todos los escenarios deportivos mundiales donde se presenta, una generación que canta, hace música, teatro, pinta; una generación que se asume protagonista de lo político y social, una generación que se mueve como pez en el agua en el mundo de las tecnologías de la información.

Hoy podemos afirmar que hay una generación más consciente de nuestra historia, de nuestra diversidad cultural, de la importancia de tener una patria, de la responsabilidad histórica de ser herederos y herederas de Bolívar y de los libertadores y las libertadoras de toda Suramérica. Misión cumplida, comandante Chávez.

Ahora nos toca a nosotros. Los desafíos siguen siendo grandes, consolidar y expandir lo logrado, no permitir la reversión. Seguir luchando y formando para la calidad académica, cultivar con más empeño los valores de la convivencia pacífica, del reconocimiento del otro y la otra, sembrar en la conciencia colectiva la necesidad de una cultura del trabajo productivo y de la preservación ecológica, como fundamento de un modelo económico que nos permita producir lo que necesitamos como sociedad, para poder vivir con igualdad, justicia, dignidad y libertad.

Especialmente, hoy tenemos como reto que nuestro modelo educativo se convierta en el espacio para la restauración plena de la ética, de la moral pública, del valor de la honestidad y de la lealtad para preservar y expandir hacia el futuro nuestra República Bolivariana de Venezuela. Feliz inicio de año escolar 2017 2018.

Fuente de la Noticia:

http://www.correodelorinoco.gob.ve/la-educacion-bolivariana/

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Perú: Marilú Martens se despide del Ministerio de Educación con este sentido mensaje

Perú/ 19 de septiembre de 2017/ Fuente: https://peru21.pe

La ex ministra señaló que cuando estuvo a cargo de la cartera defendió «el enfoque de igualdad de género en la educación».

Marilú Martens, la saliente ministra de Educación, se pronunció a través de su cuenta en Twitter para agradecerle al presidente Pedro Pablo Kuczynski por “trabajar por una educación de calidad, con igualdad de oportunidades para todos”.

Como se recuerda, Martens fue interpelada por el Congreso de la República tras la huelga de maestros, la cual finalizó con su moción censura que presentó Fuerza Popular el último miércoles a horas de la noche.

La ex ministra de esta cartera señaló que durante su gestión defendió “el enfoque de igualdad de género en la educación” y que lo seguirá “haciendo por las mujeres que aún sufren violencia”.

Asimismo, enfatizó que “¡la meritocracia no se negocia!” antes de hacer énfasis en seguir “trabajando juntos para formar al peruano y la peruana que todos queremos”.

Marilú Martens, por último, agradeció “el compromiso de todo el equipo” del Ministerio Educación para seguir con la “defensa de la reforma de la educación”.

La ex ministra de Estado del censurado gabinete de Fernando Zavala abandonará su cargo tras la juramentación de los nuevos ministros, ceremonia oficial que se ha pactado para las cinco de la tarde de este domingo.

Fuente de la Noticia:

https://peru21.pe/politica/marilu-martens-despide-ministerio-educacion-sentido-mensaje-376289

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Venezuela: Currículo escolar: ¿educación improvisada?

Venezuela/ 19 de septiembre de 2017/ Por: María Fernanda Peñalver / Fuente: http://www.elimpulso.com

Actualmente se ha convertido en algo común dar inicio al nuevo año escolar con un modelo educativo que se desconoce, parte de lo que varios expertos en la materia consideran que se trata de una improvisación debido a que no se le da el trato adecuado para activar un planteamiento tan importante como lo es modificar el manejo de la educación media en el país.

Según lo consultado a Leonardo Carvajal, profesor y director del doctorado de educación de la Universidad Católica Andrés Bello (UCAB), en los últimos 10 años el Ministerio de Educación ha planteado realizar al menos cuatro reformas en el currículo educativo.

El primer intento fue en el 2008 por parte de Adán Chávez, posteriormente en el 2013 en manos de Maryann Hanson, para el periodo 2015-2016 se dijo nuevamente que implantaría una nueva versión, en esa oportunidad con Rodulfo Guzmán como ministro. Esa vez fueron diversas las críticas y al poco tiempo de haber dado inicio a las actividades de aula, fue suspendido.

Este año nuevamente aparece la idea de modificar el diseño curricular bajo la tutela de Elías Jaua como ministro. La precariedad de la decisión generó que los señalamientos fueran retomados, considerando que se ha cometido el error que llega a ser reiterativo: no consultar el cambio.

A criterio de Carvajal “todo lo que es impuesto es malo”, y el hecho de que los educadores sientan que se está implantando algo tan importante, sin tener idea de lo que significa, genera un rechazo. Crítica que se manifiesta tanto en el pasado como en la actualidad. “Es justo lo que se critica porque el Gobierno se ha acostumbrado a dirigir al país como si fuera un cuartel”, expuso el especialista.

El profesor recuerda que si bien desde hace dos años comenzaron a tratarse ciertas modificaciones en los planteles públicos, los mismos fueron detenidos debido a un pronunciamiento realizado por el mandatario nacional, Nicolás Maduro, con la llegada de Jaua al ministerio de educación. “Fue un giro de 180°. Dijo que se trabajaría por área, física, química y biología por separado, lo hizo sin ningún basamento, echando para atrás lo que creían los técnicos y teóricos del Ministerio”.

Para Carvajal, esto se hizo más por imposición que por haber realizado algún estudio al respecto, destacando el hecho de que la unificación de estas materias es algo que se ejecuta en distintos países del mundo y ha dado un resultado positivo. Si bien el error es imponerlo y no consultarlo, para el director universitario el diseño planteado no es negativo en dicho aspecto. “Se pierde el tiempo porque se pasan dos años creando un nuevo diseño y luego no se hace”, dijo.

Consideró que no por tener una tendencia política se puede ver como malo todo lo que se genere de parte del Gobierno, no obstante, tampoco ve como positivo que no dé a conocer de manera certera cómo funcionará el planteamiento, lo que por supuesto genera incertidumbre, no solo en los docentes, también en los representantes quienes temen que sus representados tengan problemas al adaptarse a esta especie de reforma.

De tal manera “se genera una formación alocada, una absoluta locura”, resaltó a la vez que cree que esto implica una repercusión negativa cuando se ingresa en el ámbito universitario para aquellos que les ha correspondido cursar su vida ejecutiva entre tanto trajín

Sí hay modificaciones

Luego de las distintas discusiones sobre si habría cambios o no en este nuevo año escolar, la directora de la Zona Educativa (ZE), Mirna Víes, expuso que ciertamente el plan de estudio planteado en esta oportunidad tiene ciertas modificaciones.

Se retomarán las asignaturas de física, química, inglés, biología y ciencias de la tierra de maneras individuales y no unificadas como se había establecido el año pasado. Serán 44 las horas que se cursarán semanalmente en primer y segundo año de bachillerato, mientras que para tercero, cuarto y quinto año serán 46 las horas a tratar.

Los grupos estables llevarán el nombre de grupos de creación, recreación y producción, los cuales corresponderán a aquellas actividades extra cátedras que prefiera ejecutar el alumno, Víes destacó que a pesar de no tratarse de una materia formal, igualmente se tendrá evaluación.

La directiva aseguró que los cambios se realizaron debido a que el planteamiento que se hizo para el pasado año escolar, era para observar cómo se daba el proceso. “Fue decisión producto de observaciones serias, de manera consensuada”, destacó.

Informó además que el tiempo que resta de año será utilizado para comprobar cómo se desarrolla esta nueva propuesta, esperando entonces que para enero del 2018, en caso de ser positivo el proceso, inicie el cambio en total.

Igualmente, destacó que desde ahora se encuentran realizando una consulta por vía digital a las autoridades educativas de las diferentes instituciones, no sólo en el estado Lara, sino en todo el país; esto con la finalidad de conocer las impresiones que se tengan.

Para Víes, realizar modificaciones de este tipo implica tiempo, por lo que no se puede pretender que se generen de un momento a otro.

Si bien desde la semana pasada se han generado ciertos encuentros con los docentes para dar a conocer este nuevo diseño curricular, que se asemeja al que se ha venido manejando en la última década; será en octubre cuando se inicie el ciclo de talleres generales.

Las modificaciones establecidas para el año escolar 2017-2018 para algunos docentes pueden considerarse como haber tenido la razón desde un principio, puesto que se retomó que cada materia se dé individualmente y no en conjunto como se pretendió el pasado año.

Según lo dado a conocer por Víes, este plan educativo también podría estar propenso a cambios debido a que se estará evaluando el funcionamiento “sobre la marcha”, así que dependerá de las decisiones que se tomen por parte del Ministerio de Educación.

Para los representantes también significa un respiro al ver nuevamente las materias funcionar de manera independiente, no obstante la preocupación también se da por los constantes anuncios al respecto, lo que los hace considerar que más que medidas concretas, son decisiones improvisadas que pueden perjudicar a los estudiantes que son sometidos a estos cambios continuos.

Fuente de la Noticia:

http://www.elimpulso.com/noticias/regionales/curriculo-escolar-educacion-improvisada

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Australia: Why is a ‘sugar daddy’ funded education being sold as empowering to women?

Australia/ September 19, 2017/By: Kasey Edwards/ Source: http://www.smh.com.au

Concerned about that HECS debt, ladies? Worry no more, because here’s a great new way to afford your education. Get yourself a rich old guy to pay for it!

That’s the message from a recent press release sent to me by a dating site that pairs young women with «sugar daddies». As the website says, all you have to do in return for your free education is «cater to [his] needs» with «no strings attached».

«These men and women are taking a proactive approach to tackle their student debt, while so many other students will be haunted by it for years to come,» squeals the press release.

I know what you’re thinking. There must be a catch? And there is: a never-ending risk of blackmail. Because even though you might not be «haunted» by a HECS debt, there’s the lifelong risk of being outed as a sugar baby.

To be clear, I am not suggesting that there’s anything wrong with young women hooking up with rich old men. If that’s what floats your boat, then more power to you.

But exchanging sexual services for an education isn’t likely to play out well when these sugar babies hit the workforce and start to rise in seniority.

Imagine if a sugar baby were to enter politics, become a CEO or get a job in the media or public life. One phone call from a jilted sugar daddy, his wife, or a disgruntled employee at the dating website, and she would be accused of sleeping her way to the top faster than you can say «Monica Lewinsky 2.0».

Hell, he doesn’t even have to be jilted. The guy might just be mischievous or decide that he doesn’t like his former sugar baby’s success. Because that’s what men often do to women they decide are too powerful: they use a woman’s sexuality to discredit her.

A woman’s level of education, experience, and track record of success counts for nothing if she can be portrayed as relying on sex to achieve her status and power. She becomes the water cooler joke as the Boys Club wonders aloud about who she had to blow to get her job.

By contrast, there’s seemingly no downside for powerful men who have sexual arrangements with less powerful women.

In the corporate world a man can even end up with a pay rise after being forced to settle a high-profile sexual harassment case, a footballer can be involved in infidelity and a group sex scandal and be rewarded with his own radio show, and a president’s affair can improve his approval ratings.

While sugar daddy funded education is being sold as empowering to women, businesses like this dating website are actually appropriating sex-positive language to exploit women.

Businesses like this dating website are actually appropriating sex-positive language to exploit women

Let’s be clear: sugar babies have no status and no power. And the power imbalance for the women lasts well after the arrangement has been terminated.

There is a big difference between supporting women who choose to be sex workers, and a business model that sells women the least-crappiest short-term option to avoid a debt, but may potentially ruin the careers they worked so hard to achieve.

Because as wrong as slut-shaming is, it exists. It ends careers and it can be financially and socially devastating to women.

It would be interesting to know how many young men have to rely on providing «no-strings-attached» romantic services to anyone in order to afford their educations. And how many sugar daddies have exchanged sex for qualifications? Most likely, when they were at uni, education was free.

It’s not surprising that business has latched onto education as a way to entice young women to submit to a sugar daddy.

On average, women will earn significantly less than men in their careers due to the gender pay gap and taking time out of the workforce to have children. And given the ever-increasing cost of a tertiary education and the constant threat from successive Liberal governments to reduce the HECS repayment threshold – which will disproportionately hurt women – a tertiary education is fast becoming a risky financial gamble for many women.

Women retire with half as much superannuation as men, so having someone cough up tens of thousands of dollars for your education at the beginning of your working life could quite literally mean the difference between living above or below the poverty line at the end of your career.

Dangling the carrot of financial security via a free education in front of young women, who may not yet fully appreciate the gendered barriers they will face in the workforce, is a cynical abuse of male power.

The idea that a sugar daddy is an easy and sex-positive solution to lifelong student debt isn’t progress. It’s an expression of the fundamental inequality between men and women.

Source:

http://www.smh.com.au/lifestyle/news-and-views/opinion/why-is-a-sugar-daddy-funded-education-being-sold-as-empowering-to-women-20170917-gyja3d.html

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Arab Emirates: GCC education sector ripe for private investment

Arab Emirates/ September 19, 2017/ Source: http://www.tradearabia.com/

Set to host 65 million youth by 2030, the GCC is set to be very attractive for private investors in the coming years, with the education sector looking especially promising, according to a recent study.

Education trends that will flourish over the next decade and contribute to increased opportunities for investors in the education sector, says the study by management consultancy Strategy& (formerly Booz & Company), part of the PwC network.

The factors aiding the sector include:
• The region has a young and growing population, which is projected to approach 65 million people by 2030, a third of whom will be under the age of 25, which will likely be enrolled in schools or universities;
• GCC governments are actively encouraging private sector participation to help relieve the budgetary strains created by low oil prices;
• Disposable income levels are on the rise, and GCC consumers are willing to spend on high-quality private education.

Ramy Sfeir, partner with Strategy& who leads the family business, investments and real estate practice, said: “Unsurprisingly, the GCC education sector has attracted significant investor interest as it has been developing at a fast pace. The sector ranks second in terms of private equity transactions among all sectors in the Middle East and first in sector rank among education sectors globally. The number of announced private equity and M&A transactions has increased three-fold over the past decade, from nine transactions in the two-year period between 2005 and 2007 to 24 transactions in the period from 2014-2016.”

Commenting on the education investment landscape in the GCC, Marc-Albert Hamalian, partner with Strategy& and a member of family business, investments and real estate practice, said: “The question for investors is how to capitalise on these opportunities the GCC education sector offers. It will not be enough, to simply buy into the strong market for private education in the GCC and ride its growth as it is typically priced into valuations. Investors will need to identify the investment opportunities best suited to their risk versus return profiles and best determine how to create value. Only those who do this will unlock the full potential of their investments.”

Investors seeking exposure to the GCC education sector should consider pursuing different investment opportunities, based on their risk/return appetites:

Growth-focused acquisitions: These plays are the easiest way to participate in organic growth of the sector. Investors should seek established companies in growing market segments (such as mid-end K-12 schools offering international curricula), exhibit sustainable competitive advantages, and already have established reputations, as well as room for capacity growth. The K–12 and higher education segments in the UAE and Saudi Arabia offer the most attractive growth acquisition opportunities in the region. A few recent examples include: GFH Capital acquiring an American curriculum school for $34 million and a British curriculum school for $54 million in Dubai; the investment stake in Dubai-based, K–12 school operator GEMS Education, purchased by Blackstone and a consortium of other investors that same year; In Saudi Arabia, in 2016, Alkhabeer Capital acquired a controlling stake in the privately held Adwa’a Al Riyadh National School.

Greenfield investments: Investors with a greater risk appetite will find the GCC education sector a good start-up incubator. There are opportunities for greenfield ventures in education delivery niches, such as pre–K (due to the growing numbers of women entering the workforce), special education, and vocational training; in education services, such as online tutoring and student assessment services; and in education support services, such as school management systems.

Consolidation: These plays are rare in the GCC, but they will become more common as the sector matures and investors seek to optimize fragmented investments, realize scale advantages, and unlock incremental returns. The high number of well-established local institutions combined with the fragmented competitive landscape in segments such as pre-K and vocational institutions offer clear benefits of scale.

Real estate sale-leasebacks: Real estate investors who seek exposure to the sector, can acquire and lease back the land and property assets of educational institutions. One of the first sale-leaseback deals in GCC education was completed in 2013 when PineBridge Investments acquired a GEMS campus in Dubai, leasing back the property for over 20 years. That same year, GEMS sold a second campus in Dubai to UAE-based real estate investment trust Emirates REIT, raising additional capital for expansion.

Further commenting on the investment opportunities available in the GCC education sector, Bilal Mikati, principal at Strategy& and a member of the family business, investments and real estate practice, said: “As the second most active sector in GCC deals, the education sector continues to beckon private equity and strategic buyers with attractive returns. With a number of investment types on the table, investors will need to identify favorable combinations of curriculum, price point and geography and then use a tailored set of value creation levers to make their deals pay. By capitalising on these opportunities, private investments will further fuel the growth and maturity of the GCC’s education sector over the years to come.” – TradeArabia News Service

Source:

http://www.tradearabia.com/news/REAL_330343.html

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Germany: WISE Prize for Education Jury Meets in Berlin

Germany/ September 19, 2017/ Source: https://www.albawaba.com

The Qatari Ambassador to the Federal Republic of Germany, H.E. Sheikh Saoud bin Abdulrahman Al Thani, hosted the WISE Prize for Education Jury for its final deliberations meeting at the Arab Culture House, Villa Cale, in Berlin recently.

The WISE Prize for Education Laureate will be publicly announced and introduced at the World Innovation Summit for Education 2017, which is taking place in Doha from November 14-16. The Prize is the premier recognition of an individual or team for outstanding, life-long achievement in any field of education. The Laureate(s) receive the specially designed WISE Prize for Education gold medal, and an award of US$500,000.

The WISE Prize for Education Jury deliberations in Berlin come within the context of the 2017 Germany-Qatar Year of Culture, which has featured a wide range of exchange programs focusing on the arts, education, culture, and sports. The goal of the initiative has been to strengthen ties between the two countries, providing opportunities for discussions on issues of concern to both countries.

H.E. the Qatari Ambassador, the WISE Prize Jury, members of the WISE team, and guests were also honored at a high-level roundtable discussion on today’s global education challenges at the Bundestag – Germany’s federal parliament. Mr. Jürgen Klimke, a member of the Bundestag representing Hamburg, hosted the gathering.

At the Bundestag, Mr. Klimke welcomed the guests and spoke briefly of his involvement in exchanges with the MENA region, particularly within the context of the 2017 Germany-Qatar Year of Culture. He noted his interest in education challenges facing his country, and Germany’s role in supporting education causes globally.

H.E. Sheikh Saoud bin Abdulrahman Al Thani also addressed the roundtable, welcoming the WISE Prize Jury and noting the strong ties between Qatar and Germany as indicated by the several high-level visits and meaningful exchanges over recent years.

Mr. Stavros N. Yiannouka, CEO, WISE, a member of Qatar Foundation for Education, Science and Community Development (QF), outlined the work of WISE, including the WISE Prize for Education and other initiatives. He introduced the members of the WISE Prize for Education Jury, and launched the discussion on contemporary education priorities and challenges. The roundtable discussions ranged widely and included topics such as massive forced migration from conflict zones, uncertain labor markets, rapid technological change, and questions about the relevance of conventional education systems.

Commenting on the WISE Prize jury deliberations, Mr. Yiannouka remarked: “It’s a great honor to welcome the WISE Prize for Education Jury to Berlin for these important deliberations. Together they bring a deep understanding of education issues to the task of choosing the WISE Prize Laureate. Their collegial spirit of collaboration and consensus reflects the best values of the WISE Prize and for education leadership. Each one of our WISE Prize for Education Laureates are an inspiration for all who dedicate themselves to education as the best investment any society can make in its people.”

The members of the 2017 WISE Prize for Education Jury are: Dr. Jörg Dräger, Member of the Executive Board, Bertelsmann Foundation (Germany); Sheikha Hanadi bint Nasser bin Khaled Al Thani, Founder and Chairperson, Amwal (Qatar); Dr. Madhav Chavan, President, Pratham Education Foundation (India); and Ms. Vicky Colbert, Founder and Director, Fundación Escuela Nueva (Colombia). Mr. Yiannouka chaired the WISE Prize Jury deliberations.

Dr. Chavan and Ms. Colbert are themselves WISE Prize for Education Laureates.

Source:

https://www.albawaba.com/business/pr/wise-prize-education-jury-meets-berlin-1023220

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EEUU: Harvard’s education through athletics

EEUU/ September 19, 2017/By: Jimmy Golen/ The Associated Press / Source: http://www.ncaa.com

When Harvard sophomore Seth Towns awoke in his riverside dorm room Wednesday morning, he had options.

He could work out at the gym to prepare for the upcoming Ivy League basketball season. He could slog downstairs for another dining hall breakfast with his roommates. Or he could head over to Harvard Square to eat instead with civil rights activist Harry Edwards, sportscaster James Brown, Boston Mayor Marty Walsh and philosopher Cornel West.

Towns chose to stretch his mind instead of his muscles.

«It’s the kind of thing you come to Harvard for,» the 6-foot-7 forward for the Crimson basketball team said. «Growing up, I would have never thought that I’d have these people to look up to and talk to. I’m just acting as a sponge, and taking it all in.»

At a monthly event dubbed the «Breakfast Club,» tucked away in the private dining room of a Harvard Square hotel restaurant, Towns and senior Chris Egi joined coach Tommy Amaker this week to mingle with a few dozen leaders in the city’s financial, political and intellectual communities.

Later that afternoon, Edwards spoke to the whole basketball team about a life at the intersection of sports and activism, from John Carlos and Tommie Smith — not to mention Malcolm X — to Colin Kaepernick.

Amaker arranged the talk for a simple but somewhat quaint reason: As long as his paycheck comes from Harvard, he plans to take his role as an educator seriously.

«We’re teaching, we’re engaging, we’re exposing. We’re hopefully enlightening,» Amaker said. «I’m not sure how much they know about Dr. Harry Edwards. But we’re going to give them an education about that. I promise you that.»

The oldest and most prestigious university in the United States, Harvard has produced more than its share of U.S. presidents and Nobel laureates, along with national champions in sports like hockey and crew. But the highlight of the athletic year has always been the football team’s century-old rivalry with Yale known as The Game.

The Crimson basketball team had never won an Ivy League title, beaten a ranked team or cracked The Associated Press Top 25 before Amaker arrived in 2007. But the former Duke point guard, who previously coached at Seton Hall and Michigan, knew he had something else going for him.

«How amazingly powerful the brand and the calling card of Harvard is,» he said. «It’s a powerful pull.»

While other schools built barbershops or miniature golf courses for their athletes, Amaker name-dropped Harvard’s academic credentials to attract top talent, landing a 2016 recruiting class that was ranked in the top 10 nationally — unheard-of for an Ivy school. He has also used it to lure politicians, Hall of Fame basketball players and coaches, and business and thought leaders to speak to his players on issues more important than bounce passes or boxing out.

«I tell them, ‘You’ll forever be able to say you lectured at Harvard,'» he said, half-joking. «They all like that.»

Hall of Famer Kareem Abdul-Jabbar spoke to the team last year, two weeks before the presidential election — not about his basketball records or titles, but about the rising tide of racism that concerned him. Edwards’ talk on Wednesday put Kaepernick’s national anthem protest in the context of athlete activism over the decades.

Amaker also shuttles his team to local plays with social justice themes. At an annual «Faculty, Food and Fellowship» dinner, they might hear from a cabinet secretary, a presidential candidate or a dean. And the Breakfast Club allows them to connect with prominent Bostonians and others with Harvard ties, many of them African-American.

«Their motivation is the full-rounded commitment to the people who play ball for them,» said Clifford Alexander, who played freshman basketball at Harvard and went on to serve as the first black Secretary of the Army.

«(Amaker) does not think that just because you can shoot and pass, that’s the end of his responsibility,» he said. «If you can find three other places in the country where the football or basketball team gets that kind of talk, I’ll buy you dinner.»

At last week’s breakfast, Towns sat down to eggs and French toast served family style a few seats away from orthopedic surgeon Gus White, the first black graduate of Stanford’s medical school, who this June gave the commencement address there 56 years after he spoke at his own graduation.

To Brown, the arrangement was a formula for success : «The teams I’ve seen that are successful are a mix of veterans and younger players,» he said.

Along with Harvard Law School professor Charles Ogletree, Amaker started the Breakfast Club as a sort of «kitchen cabinet» of advisers when he first arrived on campus as the only black head coach among Harvard’s 32 varsity teams.

But Amaker has also turned the mostly — but not entirely — African-American gathering into a network for his players, inviting them to meet potential mentors in law and business and medicine and politics, as well as authors and occasionally an athlete with something interesting to say.

«It’s one thing to read about riding a bicycle or swimming. It’s another thing to get in the pool,» Edwards told the group last week. Towns watched the luminaries file out after breakfast and said: «I’m in the pool right now.»

Then-Celtics point guard Isaiah Thomas spoke last year, and two Massachusetts governors have dropped by the gathering. Egi said he met a professor at the Breakfast Club that led to an independent study and a research project that is now in its second year.

«Just being exposed to people who’ve done important things, and getting to hear about their life stories — it’s an inspiration,» the senior forward from Canada said.

And that, Amaker said, pays off on the court.

Too often, he said, colleges are forced into a false choice between education and athletics, between grades and winning games. But creating well-rounded, thinking citizens also makes them better players, he said.

«This isn’t something that’s happened because we’ve won a few games,» Amaker said. «I’m saying to you: This is how we won those games.»

And the wins have come.

In Amaker’s tenure, the school earned the first five Ivy League titles in its history, making four trips to the NCAA tournament and twice advancing as a double-digit seed. Harvard grad Jeremy Lin became an NBA star (though somewhat meteorically).

Amaker himself now occupies an endowed coaching position and is a special assistant to Harvard President Drew Faust. The school’s basketball arena, first built in 1926, is being renovated at a cost of $12 million, according to the architectural firm.

More importantly, there are off-the-court success stories, too.

Corbin Miller, who came to Harvard from Utah, said a faculty talk with Harvard Business School professor Clayton Christensen led him to a tech startup where he’s worked since graduating last spring.

Like Towns, he had options.

«You could kind of look around and see that each person in there had been affected in there in a pretty deep way,» Miller said. «Apart from the athletics and apart from the academics, it was a life lesson. It’s really a setup for the rest of your life, whether it’s basketball immediately after or not.»

Source:

http://www.ncaa.com/news/basketball-men/article/2017-09-18/college-basketball-harvard-pushes-education-through-athletics

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