Author: Noticias

Page 3462 of 6178
1 … 3.460 3.461 3.462 3.463 3.464 … 6.178

Colombia: Radio Sutatenza: la primera revolución educativa del campo para el campo

Noticias

Colombia/Agosto de 2017/Fuente: Gloria Elizabeth Morad/Fuente: Radio Nacional de Colombia

A mí la Radio me enseñó a leer y a escribir, si no fuera por eso yo ni siquiera supiera firmar”, esas palabras las dijo don Rosendo Maura un campesino del municipio de  Sutatenza (Boyacá), que a su edad todavía conserva intactos sus recuerdos y sus cartillas con las que aprendió no solo a escribir, también a sumar, conoció por primera vez el mapa de Colombia.

Supo qué era la fotosíntesis, le enseñaron  a llevar las cuentas claras y muchos temas relacionados con la cosecha,  el cultivo y la finca. Todo a través de las clases que escuchó  por Radio Sutatenza, esta emisora que nació en 1947 en el corazón del Valle de Tenza en el departamento de Boyacá, un proyecto de Escuelas Radiofónicas que surgió bajo una organización denominada Acción Cultural Popular ACPO, que le permitió a más de 8 millones de campesinos salir de la ignorancia y  que marcó el comienzo el de una revolución cultural y educativa para el campo colombiano de la mano del sacerdote José Joaquín  Salcedo, como lo explica Luis Enrique Satoque Medina, quien trabajó con monseñor Salcedo por más de 20 año en la emisora.

El primer programa cultural fue difundido el 16 de octubre de 1947. Era un espacio de música interpretada por los campesinos del municipio.

Entre 1968 y 1994, ACPO trabajó en conjunto con el Gobierno Nacional para la implementación de proyectos de desarrollo rural específicamente con el Departamento de Planeación Nacional, el Ministerio de Agricultura, el ICA, la Caja Agraria y el Sena y también con el Ministerio de Comunicaciones y el Ministerio de Educación, para ampliar el sistema de educación a distancia y fortalecer los  procesos de educación de adultos.  Radio Sutatenza se fortalecía y tenía en su parrilla de programación espacios de salud, alfabeto, números, trabajo, producción agropecuaria y espiritualidad.

El hecho de tener una emisora cuyo público era el campesinado colombiano fue vital para que el resto de la sociedad colombiana percibiera la complejidad del mundo rural, y la importancia que tenía para la nación contar con una población campesina, que solo necesitaba de un radio y las cartillas que le suministraba el Ministerio de Educación Nacional.

Este modelo de educación radial se  convirtió en referente para muchas emisoras  de América Latina, que lo utilizaron para la implementación de programas de educación y  desarrollo rural realizados por la Fundación Radio Escuela para el Desarrollo Rural (FREDER) en Osorno, Chile; el Instituto de Cultura Popular (INCUPO) en Reconquista, Argentina; las Escuelas Radiofónicas Populares de Ecuador (ERPE); Radio Onda Azul en Puno, Perú; la Asociación Cultural Loyola (ACLO) en Sucre, Bolivia; Radio Occidente en Tovar, Venezuela y las Escuelas Radiofónicas de Nicaragua, emisoras que posteriormente se afiliarían a la Asociación Latinoamericana de Educación Radiofónica (ALER).  Esta Asociación se constituyó el 22 de septiembre de 1972 en Sutatenza como resultado del segundo Seminario de Directores de Escuelas Radiofónicas de América Latina convocado por ACPO, con sede primero en Argentina y posteriormente en Quito, Ecuador.

Las cifras muestran tanto la importancia del proyecto educativo como su cobertura: Se distribuyeron 6.453.937 cartillas de Educación Fundamental Integral en 955 municipios del país. El periódico El Campesino editó 1.635 números consecutivos para un total de 75.749.539 de ejemplares. Se respondieron 1.229.552 cartas provenientes de los alumnos y oyentes de las emisoras y de los lectores del periódico. Se formaron 20.039 dirigentes campesinos Se realizaron 4.365 cursos de extensión en 687 municipios del país. Las emisoras de la cadena de Radio Sutatenza transmitieron programas durante un total de 1.489.935 horas. Se repartieron 690.000 Disco Estudios en conjunto con 170.000 cartillas, las cuales se hicieron llegar a 687 localidades.

No obstante, por problemas económicos y administrativos, así como las polémicas y conflictos generados con la jerarquía eclesiástica por la campaña de la procreación responsable, las difíciles relaciones con algunos sectores políticos y gubernamentales por su independencia y planteamientos frente al desarrollo del sector rural y campesino en el país  y el gran desarrollo de los medios de comunicación comerciales (radio y televisión) en la década de los ochenta llevaron a la pérdida de influencia de la emisora y a su gradual desaparición. El proyecto finalizó en 1994, fecha en la cual Radio Sutatenza fue clausurada y sus instalaciones vendidas a la red de emisoras comerciales colombianas.

Pero el apagón no fue total, para tranquilidad de muchos, el programa Escuelas Digitales Campesinas nacido de las Escuelas Radiofónicas de Radio Sutatenza,  surgió  en 2012 con el fin de buscar mejorar las condiciones de vida de los habitantes rurales, reduciendo la brecha digital con respecto a las ciudades, a través de procesos educativos (hoy en día, menos del 7,5% de los habitantes rurales dispersos de Colombia tienen conocimientos básicos de manejo de computadores y acceso a Internet).

Actualmente, ACPO cuenta con 68 Escuelas Digitales Campesinas en 8 departamentos (Antioquia, Boyacá, Caquetá, Cauca, Chocó, Cundinamarca, La Guajira y Valle del Cauca) y beneficia a más de 18.000 campesinos. De ellos, el 60% son mujeres y el 40%, hombres; el 38% tienen entre 14 y 17 años, el 28% entre 18 y 26 años, el 17% entre 27 y 46, el 8% entre 12 y 13 años, y el mismo porcentaje entre 47 y 70 años.

ACPO, la organización que creó Radio Sutatenza  celebra su septuagésimo aniversario y por este motivo realiza los días 19 y 20 de Agosto en Sutatenza – Boyacá el ‘Encuentro Intergeneracional de Líderes Campesinos, familias que siembran paz’.  Entre las temáticas abarcadas se destacan: ‘Educación, TIC y desarrollo rural’, ‘Liderazgo rural para el siglo XXI’ y ‘De radio Sutatenza a Escuelas Digitales Campesinas’, como lo explica María José Pineda, organizadora del evento.

Sin ninguna duda, a Radio Sutatenza le debemos gran parte de la transformación educativa y cultural del campo.  Siempre debe ser recordada como el origen de la radio al servicio de sus oyentes.  Para quienes se interesen por este proyecto, uno de los más importantes que tuvo Colombia en el siglo XX,  la Biblioteca Luis Ángel Arango conserva toda su memoria sonora para que las experiencias nacionales del pasado sean reconocidas en el presente.

Fuente: https://www.radionacional.co/noticia/campesinos/radio-sutatenza-la-primera-revolucion-educativa-del-campo-campo

Comparte este contenido:
Leer más »

Canadian teachers lack confidence to discuss Indigenous cultures in class, study says

Noticias

Canada/Agosto de 2017/Fuente: The Globe and Mail

Resumen: Un estudio sugiere que si bien los maestros pueden querer instruir sobre las escuelas residenciales e incluir la cultura indígena en sus aulas, no se sienten suficientemente seguros y están nerviosos por decir lo malo. Emily Milne, profesora asistente de sociología en la Universidad MacEwan de Edmonton, entrevistó a 100 padres y maestros indígenas y no indígenas en el sur de Ontario entre 2012 y 2014. Su informe, publicado en el International Indigenous Policy Journal, recomienda que las escuelas usen «entrenadores indígenas», quienes, según ella, fueron utilizados con éxito como un recurso para los maestros durante un programa de verano de prueba en una escuela de Ontario. «Había educadores que conocí que no sabían acerca de las escuelas residenciales. No sabían acerca de los pueblos indígenas en Canadá, la cultura indígena y el patrimonio y la historia «, dijo Milne durante una entrevista.

A study suggests that while teachers may want to instruct about residential schools and include Indigenous culture in their classrooms, they don’t feel confident enough and are nervous about saying the wrong thing.

Emily Milne, an assistant professor of sociology at MacEwan University in Edmonton, interviewed 100 Indigenous and non-Indigenous parents and teachers in southern Ontario between 2012 and 2014.

Her report, which was published in the International Indigenous Policy Journal, recommends that schools use “Indigenous coaches,” who she says were successfully used as a resource for teachers during a trial summer program at one Ontario school.

“There were educators I met who didn’t know about residential schools. They didn’t know about Indigenous people in Canada, Indigenous culture and heritage and history,” Milne said during an interview.

“Then there were teachers who knew a bit about it but still were unsure how to incorporate it into their classes, and maybe were too uncomfortable, and so didn’t.”

“The problem is that when you have people that are uncomfortable and intimidated, the result is that we have educators that may not be doing it at all.”

The Truth and Reconciliation Commission’s report into residential schools made several recommendations aimed at incorporating Indigenous history and culture into curricula for all students, including age-appropriate instruction about the schools.

Some of the recommendations have been endorsed by provincial governments, which control education, and teachers’ unions have posted articles on their websites with examples of ways educators can include Indigenous culture in everything from social studies to science.

The British Columbia Teachers’ Federation in June launched a guide for teaching about residential schools. It includes the short life and tragic death of Gladys Chapman, a child from the Spuzzum Nation, who died of tuberculosis at age 12 in Kamloops Indian Residential School.

But Milne said it’s hard to take something from a document or a book and implement it confidently.

Indigenous parents who were interviewed for Milne’s study were open to non-Indigenous teachers talking about Aboriginal culture, but said teachers sometimes misappropriate or incorrectly present information, sometimes lump groups together or make generalizing statements.

Melissa Purcell, supervisor of First Nation, Metis and Inuit education with the Edmonton Public School Board, said schools within that district have consultants to provide support on how to build relationships with elders, knowledge keepers and cultural advisers.

Some of the work involves helping teachers with culturally respectful terminology. The office also provides assistance with how to teach about residential schools.

“Some of our staff are in the very beginning stages where they’re just becoming aware of the importance and significance of why we do this work, and then some are becoming more aware and are keen to find innovative ways to weave it into their classrooms and school environments,” Purcell said.

Fred Hines, principal at an Edmonton school with mostly Indigenous students but a number of non-Indigenous teachers, said professional development, along with support, is key.

“It’s a transition. It’s not like a real ‘right or wrong,’ but if there’s anything that’s really culturally sensitive, that’s where you bring in your experts,” he said.

Fuente: https://www.theglobeandmail.com/news/national/education/canadian-teachers-lack-confidence-to-discuss-indigenous-cultures-in-class-study-says/article36038597/

Comparte este contenido:
Leer más »

Estados Unidos: Riverside Unified’s first black teacher, Hazel Hawkins Russell, dies at 93

Noticias

Estados Unidos/Agosto de 2017/Fuente: The Press Enterprise

Resumen:  Hazel Hawkins Russell, el primer maestro afroamericano en Riverside Unified, murió el viernes. Tenía 93 años. A partir de 1947, siete años antes de que la Corte Suprema decidiera que las escuelas tenían que ser desagregadas, Russell enseñó a generaciones de estudiantes en la escuela primaria, secundaria, Cal State Fullerton y Riverside Community College. Ella también enseñó a la comunidad, dijo Woodie Rucker-Hughes, presidente de la rama Riverside de la NAACP y una educadora de larga data. «Sin ella, muchos de nosotros probablemente no estaríamos donde estamos», dijo Rucker-Hughes. «Cuando llegué en 1969, había muchos afroamericanos en su lugar, la gente simplemente te aceptaba en base a tu profesionalismo y experiencia. Así que le doy las gracias por preparar el camino.Cuando llegó de su lugar de nacimiento de Texas y durante gran parte de su carrera, Russell enseñó en la Casa Blanca School en el barrio predominantemente latino de Riverside.Romper la barrera de color significaba que a menudo enfrentaba resistencia, pero siempre la manejaba con gracia, según Rucker-Hughes.

Hazel Hawkins Russell, the first African American teacher in Riverside Unified, died Friday. She was 93.

Starting in 1947 — seven years before the Supreme Court would rule that schools had to be desegregated — Russell taught generations of students in elementary school, junior high, Cal State Fullerton and Riverside Community College.

She also taught the community, said Woodie Rucker-Hughes, president of the Riverside branch of the NAACP and a longtime educator herself.

“Without her, many of us probably wouldn’t be where we are,” Rucker-Hughes said. “By the time I came in ’69, there were many African Americans in place —people just accepted you based on your professionalism and experience. So I thank her for paving the way.”

When she arrived from her Texas birthplace and for much of her career, Russell taught at Casa Blanca School in Riverside’s predominantly Latino neighborhood.

Breaking the color barrier meant she often faced resistance, but she always handled it with grace, according to Rucker-Hughes.

“She was courageous and she didn’t back down for no one,” Rucker-Hughes said. “She could also work within the confines of a situation, so she wasn’t so combative where she was constantly (fighting) — she didn’t need to be. People appreciated her intellect and her ability to move forward without conflict.”

For instance, things were tough when Russell started at Casa Blanca, Rucker-Hughes has heard.

“When she went to the first meeting of the staff, people were looking at her like she was something alien and started moving their seats,” she said. “She stayed right there and held her head high, and by the time she (retired from the school) she was friends with everyone.”

Russell kept teaching into her 80s for one reason, said her daughter Vickie Russell: She loved her students.

“She just loved the children,” she said. “(She had a) strong work ethic. Especially in college, they became her friends. She would give them insight into life.”

With her own children, Russell loved to travel: Israel, Egypt, Kenya, Russia, Spain and England are some of the memorable trips, according to Vickie.

What she remembers most is her mom’s hard work and the lesson she passed to her family: “Be true to yourself.”

Russell wasn’t always recognized as a pioneer, and didn’t refer to herself as one, according to Rucker-Hughes.

“She didn’t make a big deal out of being a pioneer or a number one,” she said. “But she was a trailblazer and a fine example of good and truth and education.”

Rep. Ken Calvert, R-Corona, honored Hawkins on the floor of the House of Representatives in 1997.

“She is an outstanding advocate for increasing educational opportunities for minorities and those with special needs,” Calvert said, according to the Congressional record. “… Her enthusiasm and positive spirit served as an inspiration, and every student left Dr. Hawkins Russell’s class with a little piece of her in their hearts.”

She leaves behind two daughters, Beverly Russell and Vickie Russell, both of whom still live in Riverside. Her husband, James Russell, died in 1988.

Russell died at Kindred Hospital Ontario.

Funeral arrangements have not yet been made.

Fuente: http://www.pe.com/2017/08/19/riverside-unifieds-first-black-teacher-hazel-hawkins-russell-dies-at-93/

Comparte este contenido:
Leer más »

Religious classes in schools must adapt to fit a changing Australia

Noticias

Australia/Agosto de 2017/Fuente: The Conversation

Resumen: El papel y el lugar de la religión en las escuelas estatales ha alcanzado los titulares nacionales de nuevo en las últimas semanas. En Queensland, la controversia se ha levantado sobre una política propuesta para restringir el proselitismo por los estudiantes. Y el programa de educación religiosa del gobierno de Nueva Gales del Sur, en el que los estudiantes que no toman parte en las clases de recoger basura o hacer colorear, ha sido objeto de críticas renovadas. La religión forma parte de la educación estatal a través de la instrucción religiosa específica conocida como educación religiosa especial (SRE) o instrucción religiosa especial (SRI), el Programa Nacional de Capellanía Escolar (NSCP) e instrucción religiosa general. El último de éstos forma parte de la educación cultural general de un estudiante, y causa raramente la controversia. Pero los dos primeros han sido fuente de intenso debate.

The role and place of religion in state schools has hit national headlines again in recent weeks. In Queensland, controversy has arisen over a proposed policy to restrict proselytising by students. And the New South Wales government’s religious education program, in which students not taking part in the classes pick up litter or do colouring in, has come under renewed criticism.

Religion forms part of state schooling via specific religious instruction referred to as special religious education (SRE) or special religious instruction (SRI), the National School Chaplaincy Program (NSCP), and general religious instruction.

The last of these forms part of a student’s general cultural education, and rarely causes controversy. But the first two have been the source of intense debate.

States differ in approach

All states and territories currently provide some form of SRI or SRE in their education acts. However, the way in which the religious instruction is offered varies from state to state.

For example, Western Australia and NSW operate an opt-out system, while Victoria operates an opt-in system. In the first system it is presumed students will attend religious instruction class, while in the second the presumption is reversed.

The availability of diverse options for SRI and SRE classes also varies.

Western Australia has only three providers: YouthCARE, WA Baha’i Centre of Learning, and a Catholic SRE program. By contrast, the NSW Department of Education lists 110 authorised providers including Jewish, Islamic, Hindu, Buddhist, Sikh, Vedic and Baha’i – although the majority of providers are Christian.

The Victorian and NSW systems provide the greatest contrast. In Victoriaspecial religious instruction can only be offered outside of normal class hours (such as before or after school or during lunchtimes). In NSW, SRE classes are conducted during normal class times and schools are to ensure that:

… no academic instruction or formal school activities occur during time set aside for SRE/SEE.

Special Education in Ethics (SEE) classes are offered in some schools for students who opt out of the SRE program. However, ethics classes are currently not available in all schools.

A Howard government initiative

The National School Chaplaincy Program (NSCP) is another source of controversy.

The program was first introduced in 2007 under the Howard government. It involves the federal government funding the provision of chaplaincy services in both state and non-government schools. While chaplains already operated in state schools, the NSCP dramatically increased their number.

In 2012 and again in 2014, Queensland man Ron Williams challenged the constitutional validity of the NSCP in the High Court. In both cases the court found that the method used to fund the program was unconstitutional. However, the religious aspects of the NSCP did not breach the Constitution.

The federal government remedied the funding deficiencies with the program by funding the program via the states. Today the program operates in more than 3,000 schools nationwide, with funding secured until 2018.

While some have called for an end to religious programs such as SRE and SRI and the NSCP in state schools, a better way forward would be to standardise and restructure these programs by:

  • operating all SRI/SRE programs nationwide on an opt-in basis, which would ensure children whose parents do not wish them to attend the classes do not accidentally end up taking part;
  • enhancing their provision by providing schools, students and parents with meaningful choices in the provision of SRI/SRE and chaplaincy programs;
  • ensuring that a range of religious options are available to students wishing to take SRI/SRE along with chaplains from diverse religious backgrounds, which is important in Australia’s multi-faith society; and
  • offering students who do not take part in SRE/SRI meaningful alternatives. The NSW ethics classes are a good start, but need to be made available to more students.

Quality curriculum and training

A major challenge of the SRI/SRE programs is that they are predominantly delivered by volunteers. As a result, the quality and appropriateness of the material delivered can vary significantly between providers.

Recently in NSW, the pastor of an approved SRE provider was reported as describing the Quran as “a virus”, and Islam as “culturally incompatible with Western Christian values”.

In approving SRE/SRI providers, state education departments must ensure each provider not only has an appropriate curriculum but also provides adequate training for its volunteers.

As Australia’s religious demographics continue to change in the coming years and decades the place of religion in state school education will continue to be controversial.

Rather than responding with kneejerk reactions to controversial incidents state education departments, SRE/SRI providers and chaplaincy providers must evolve their programs to keep up with the needs of all state school children – both the religious and non-religious.

Fuente: http://theconversation.com/religious-classes-in-schools-must-adapt-to-fit-a-changing-australia-81484

Comparte este contenido:
Leer más »

Ghana: NPP’s free SHS will collapse secondary education – Okudzeto

Noticias

 

Ghana/Agosto de 2017/Fuente: Pulse

Resumen: El ex ministro de Educación a cargo de la educación terciaria, Samuel Ablakwa Okudzeto, ha dicho que el programa de educación gratuita del gobierno colapsará la educación secundaria en el país. Dijo que la financiación para el programa no es adecuada y que muchas de las escuelas de segundo ciclo carecen de infraestructura básica. Hablando en Asempa FM a mediados de la tarde del programa político el viernes, el MP de Tongu Norte dijo muy pronto, los padres preferirán las escuelas secundarias privadas a las públicas.

The former Minister of Education in charge of tertiary education, Samuel Ablakwa Okudzeto, has said the free education programme of the government will collapse secondary education in the country.

He said funding for the programme is not adequate and that many of the second cycle schools lack basic infrastructure.

Speaking on Asempa FM mid-afternoon political show Friday, the North Tongu MP said very soon, parents will prefer private secondary schools to the public ones.

“With this wrong implementation, with this wrong thought out implementation of free SHS, we are going to collapse the quality of secondary education and very soon when we take what is happening at the basic level, the private secondary schools will be preferred to the public secondary schools. And that will be a sad sad day for secondary education.

According to him: “There is a report that says we should begin to target rather than this wholistic approach in providing free education. I think this is the time to look at those studies dispassionately and objectively because I think it is a very sensible argument.”

“Instead of the government would target the vulnerable, and I have said that are we sure that the wards of members of parliament, ministers of state, the governor of the central bank, managing directors, top chief executives, all the middle class and all of that, are we sure their children need free education,” he quizzed.

The government has announced that the free SHS programme will start in September 2017 with first year students.

It has also announced as part of the policy that 30 percent admission into elite schools will be reserved for students in public schools.

And on the funding, president Nana Akufo-Addo has said Ghana’s oil revenue will be used to fund the Free Senior High School programme.

“Are we sure they would be proud that government is paying fees for their children. Meanwhile, at this same time, we have people in the second year and the third year who are in the vulnerable category and run the risk that they can drop out of school.

He accused the government of making continuing students worse off by starting the programme with only first year students.”

According to him, the Mahama administration provided support for all secondary school students and that the support has been withdrawn.

Fuente: http://www.pulse.com.gh/campus/education-in-ghana-npp-s-free-shs-will-collapse-secondary-education-okudzeto-id7173521.html

Comparte este contenido:
Leer más »

Over 10,000 women and girls reached in disaster-affected Peru

Noticias

Peru/Agosto de 2017/Autor: Juan Pablo Casapia/Fuente: UNFPA

Resumen:  Las inundaciones y las fuertes lluvias en la costa norte del Perú causaron un desplazamiento generalizado y daños entre febrero y abril. Más de un millón de personas fueron afectadas y se declaró el estado de emergencia. Las mujeres y las niñas se enfrentaron a algunos de los mayores desafíos, incluyendo la amenaza de la fiebre del dengue y Zika a las mujeres embarazadas, las barreras a los servicios de planificación familiar y el mayor riesgo de violencia de género que a menudo se intensifica durante las emergencias humanitarias. El UNFPA ha estado trabajando con el gobierno y los socios locales para asegurar que las mujeres y niñas afectadas reciban los servicios que necesitan. En julio, se había calculado que unas 10.000 mujeres y niñas habían recibido servicios de salud reproductiva que salvaban vidas y esfuerzos para prevenir la violencia de género.

Flooding and heavy rains on the northern coast of Peru caused widespread displacement and damage between February and April. Over a million people were affected and a state of emergency was declared.

Women and girls faced some of the greatest challenges, including the threat of dengue fever and Zika to pregnant women, barriers to family planning services, and increased risk of gender-based violence, which often escalates during humanitarian emergencies.

UNFPA has been working with the government and local partners to ensure affected women and girls receive the services they need. By July, an estimated 10,000 women and girls had been reached with life-saving reproductive health services and efforts to prevent gender-based violence.

UNFPA is working with the government and local partners to ensure women and girls have access to the care they need. © UNFPA Peru/Angela Valverde

Mobile brigades bring care and information

In the hard-hit departments of Piura, La Libertad and Lambayeque – where over 210,000 have been affected – UNFPA and the Regional Health Directorate have deployed mobile brigades staffed by physicians, gynaecologists, obstetricians, psychologists and social workers.

UNFPA has also organized more than 150 awareness-raising sessions in roughly 20 camps and communities in the most affected areas, reaching more than 10,000 women.

These sessions address issues including where to find maternal health care, how to prevent unintended pregnancy, how to identify the signs of pregnancy complications and how to preventing dengue, Zika and Chikungunya infections.

Marta*, a 34-year-old mother of two, is living in a San Pablo shelter. She says access to reproductive health care has offered her family peace of mind in a difficult time.

“Suspecting that I might be pregnant, I went to see an obstetrician from the mobile brigade of the San Pablo health centre,” she told UNFPA. “My pregnancy test was negative.”

She was relieved, and decided to learn more about the family planning services available. “I received advice on family planning, information on the risks of being pregnant under these circumstances, and contraceptive pills.”

She discussed what she’d learned with her husband, and together they decided to avoid pregnancy until their lives are more stable.

Preventing and responding to gender-based violence

UNFPA is also supporting efforts to prevent and address gender-based violence.

Marta* and her husband plan to use family planning until their lives are more stable. © UNFPA Peru/Angela Valverde

In camps in Piura, one of the worst-affected departments, UNFPA distributed 7,500 protection kits to women and girls. The kids contain whistles, solar flashlights, padlocks and other items.

UNFPA also worked with community members to spread messages that promote safety and help survivors of violence find support services.

Information was distributed about a helpline for survivors of violence, run by the Ministry of Women and Vulnerable Populations. Community members were also encouraged to identify reliable leaders to contact when needed. And women and girls were urged to use their whistles to alert authorities if they are in danger.

“When we received the whistle, we realized it was an important tool for us to communicate,” said Carmela*, 33, a resident at the Nuevo Santa Rosa shelter. “Ever since we began using it, we have felt more protected, because we know that if a problem arises and we blow the whistle, the community will come to our help.”

Strengthening communities

UNFPA also provided medical and surgical equipment, health-care personnel and technical assistance to improve public health in emergency-affected areas.

Experts say the humanitarian response has helped community members support themselves and each other.

“Community committees for protection against violence towards women were created and strengthened,” reported Elena Zúñiga, UNFPA’s representative in Peru.

And there has been increased recognition of the value of sexual and reproductive health care.

“Awareness-raising and information activities led to an increase in the demand for sexual and reproductive health services at medical units,” Ms. Zúñiga said.

Fuente: http://www.unfpa.org/news/over-10000-women-and-girls-reached-disaster-affected-peru

Comparte este contenido:
Leer más »

Venezuela: Agosto de Paz llegará a más de 300 instituciones educativas de Carabobo

Noticias

Venezuela/Agosto de 2017/Autora: Katiuska Santana/Fuente: MPPE

Más de 300 planteles fueron seleccionados para el proceso de recuperación y mantenimiento de las instituciones educativas en Carabobo en el marco del Plan de Escuelas Abiertas, actividades que se elaborarán conjuntamente con el plan Chamba Juvenil la cual forma parte del Movimiento Somos Venezuela.

El objetivo del Plan Agosto de Escuelas Abiertas, es que las instituciones educativas estén disponibles para la colectividad, a fin de realizar actividades, recreativas, deportivas, culturales y de siembra.

En ese sentido, Ana Pinto directora de la Zona Educativa Carabobo, precisó que se incorporará al Plan de Escuelas Abiertas, el programa de mantenimiento “Una Gota de Amor para mi Escuela”, el cual suministrará material necesario para alargar la vida útil de las infraestructuras educativas del estado.

Resaltó que recreadores y promotores, pertenecientes al “Plan Chamba Juvenil”, están brindando recreación a más 170 mil niños y niñas, en el marco del “Plan Vacacional Comunitario”.

Asimismo, indicó que se harán jornadas para cuidar los cultivos del Programa Todas las Manos a la Siembra, “Hago la invitación a padres, representantes y comunidad en general a que apoyen el trabajo productivo que realizan nuestros niños y niñas en los patios productivos, y que se sumen al Plan de Agosto de Escuelas Abiertas”, agregó.

Fuente: http://me.gob.ve/index.php/noticias/85-noticias-2027/agosto/3216-agosto-de-paz-llegara-a-mas-de-300-instituciones-educativas-de-carabobo

Comparte este contenido:
Leer más »
Page 3462 of 6178
1 … 3.460 3.461 3.462 3.463 3.464 … 6.178