Resumen:
El jefe de la Asociación de Maestros de Terranova y Labrador dice que un reciente informe sobre el sistema educativo de la provincia refleja lo que ha estado escuchando de sus miembros, pero la verdadera sustancia será en cómo se implementan las recomendaciones. El primer ministro Dwight Ball publicó el martes el Informe del Grupo de Trabajo sobre la mejora de los resultados educativos , diciendo que su gobierno planea comenzar a actuar sobre las 82 recomendaciones en 2018. La larga lista de cambios recomendados se centra en la educación inclusiva, los actuales programas de matemáticas y lectura, la salud mental de los estudiantes, el desarrollo profesional de los maestros y más. Jim Dinn, presidente del sindicato de maestros, dijo que el reporte aborda temas que han sido planteados por los maestros durante años, pero el verdadero desafío ahora será reunir a todas las personas adecuadas para cambiar las cosas para mejor. Lea el reporte completo aqui
The head of Newfoundland and Labrador’s Teachers’ Association says a recent report on the province’s education system reflects what he’s been hearing from his members, but the real substance will be in how the recommendations are implemented.
Premier Dwight Ball released the completed Task Force Report on Improving Educational Outcomes on Tuesday, saying his government plans to start acting on the 82 recommendations in 2018.
The long list of recommended changes centre around inclusive education, the current math and reading curriculums, student mental health, teacher professional development and more.
Jim Dinn, president of the teachers’ union, said the report addresses issues that have been raised by teachers for years, but the real challenge will now be bringing all the right people together to change things for the better.
The premier’s task force on education presented 82 recommendations that ranged from overhauling inclusive education to addressing student mental health and well being. (CBC)
«It’s a big challenge but it’s going to require all partners,» he told CBC Radio’s St. John’s Morning Show.
«It takes a village to raise a child, and it takes a community and a province to make an education system work.»
Inclusive education
When it comes to the inclusive education component, the task force report recommended an overhaul of the approach which has often been criticized by teachers who say more resources are needed.
Dinn said the problem over the last few years isn’t that people necessarily disagreed with the actual philosophy behind inclusion, but there was a feeling that they were just not equipped to properly manage an inclusive classroom.
«In my four years as president I will tell you I have yet to meet a teacher that they oppose inclusive education. The frustration for them is the inability to help the students in their care,» he said.
‘If you increase the time in one subject area, it’s coming from somewhere else.’– Jim Dinn
«I’ve been in schools where they’ve been noted for their inclusive education practices. Go back the next year and they’ve had a lot of the resources gutted, and they’re struggling.»
It’s a bit overwhelming to cover all 82 recommendation in one interview, Dinn said, but the most important point he wants to stress is that ultimately the ability or inability to implement any of the task force’s ideas will come down to the workload and class sizes that teachers have to contend with.
Government can give teachers all the professional development they want, but if they have a large class of varied students and little support to deal with them all, then it’s going to be a challenge to deliver proper education — no matter how well thought out the policies of the education system are.
«You cannot talk about diverse needs or student behaviour in the classroom without looking at the composition of that classroom,» he said.
«You cannot talk about the fact of having small group settings without realizing that that’s going to mean you will have to increase the numebr of teachers in the system.»
Flexibility with teaching math
The task force report also heavily focused on the need for changes to the current math and reading curriculums in the province, including ending current standardized provincial assessments.
Jim Dinn says addressing class sizes and composition is key to any improvement to educational outcomes. (Shutterstock/Syda Productions)
Dinn said requiring all students to use the exact same strategies for solving a math problem completely went against what teachers were told about inclusive education.
Instead, he said allowing educators more flexibility to teach and accept different ways of learning and how students show their work will benefit for everyone involved.
«It’s a system that’s based on diverse instruction, and differentiated instruction, yet we focus on that one marker, and one marker only,» he said.
«If you have a class that of students that are doing well in math, how many strategies do you need? They’ve obviously already mastered the skill.»
Dinn said he does have concerns about the recommendation to increase the amount of time spent on math by 20 per cent, and has questions about what courses will suffer to make up that extra time.
«If you increase the time in one subject area, it’s coming from somewhere else,» he said. «There are other subject areas that are important.»
Fuente: http://www.cbc.ca/news/canada/newfoundland-labrador/jim-dinn-nlta-report-education-1.4221955
In Samoa, the debate centred on the prevalence of violence in schools, which cumulated in the government closing a high school connected to several violent fights between students. The Global School-based Student Health Survey (GSHS) shows the extent to which there is a culture of violence among students in the country. As the 
This was the right decision. Corporal punishment violates children’s rights. It undermines multiple other rights as well, including their right to education. As with many policies, this one has a gendered dimension, affecting boys more than girls. As may be expected, it has also been shown to have clear links to increased student drop out, especially for children from low income and migrant families already disadvantaged by economic pressures.
Recognizing its prevalence as a form of physical violence suffered in schools, corporal punishment is covered by one of the thematic indicators of the SDG monitoring framework, under Target 4a, which focuses on providing safe and effective learning environments for all. This will help remind countries to recognize that it is not permissible to allow corporal punishment to go unchecked.
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