América del Sur/Perú/Agosto del 2017/Noticias/http://www.elespectador.com/
Feria Internacional del Libro (FIL) de Cuzco de 2017, a celebrarse del 25 de agosto al 3 de septiembre, reunirá a unos 50 escritores y se centrará en difundir las lenguas nativas de Perú, anunció hoy la Dirección Desconcentrada de Cultura de la región Cuzco en un comunicado, organizadora del certamen.
La FIL de Cuzco rendirá homenaje al escritor Narciso Aréstegui Zuzunaga, nacido en Huaro (Cuzco) hace 200 años y precursor del indigenismo por la publicación de una de las primeras noveladas americanas, titulada «El padre Horán», en 1848.
Bajo el enfoque intercultural se debatirá sobre la concepción del libro como único soporte para transmitir conocimientos, frente a las costumbres de las culturas andinas y amazónicas, que tradicionalmente han transmitido el conocimiento mediante tejidos, cantos, música y retablos, entre otras expresiones artísticas.
La FIL tendrá coloquios sobre la oralidad, la literatura oral, las memorias culturales, los saberes locales y la diversidad bibliográfica.
También habrá conciertos de la Orquesta Sinfónica de Cuzco, encuentros de narrativa, conferencias, espectáculos artísticos para niños, conciertos de música popular y diálogos de filosofía y literatura, entre otras actividades culturales.
El rector de la Universidad Nacional de San Antonio Abad de Cuzco, Nicolás Cáceres, anunció que su institución académica también se unirá a la iniciativa con la participación de su fondo editorial y las publicaciones de la docencia universitaria. EFE
América del Sur/Argentina/Agosto del 2017/Noticias/https://www.lmcipolletti.com/
Se reanudó la paritaria docente entre el Ministerio de Educación y el gremio Unter, pero no hubo ningún tipo de avance desde el punto de vista salarial. Eso -explicaron- será tema de debate recién el mes que viene.
En el encuentro abordaron la puesta en funcionamiento del sistema de licencias y la implementación de la nueva escuela secundaria en los 35 establecimientos en los que aún no funciona. En ese sentido recordaron que la nueva modalidad ya arrancó en 58 instituciones educativas.
Respecto de la negociación salarial, recordaron que ya había sido acordado en la reunión previa que se retomaría en septiembre.
Del encuentro participaron la ministra Mónica Silva, el secretario de Educación, Juan Carlos Uriarte; el subsecretario de Asuntos Institucionales, Gabriel Belloso; y los vocales gubernamentales del CPE, Omar Ribodino y Pablo Núñez. En representación de Unter, en tanto, estuvieron presentes la secretaria general, Patricia Cetera; y el secretario adjunto, Marcelo Nervi, entre otros.
Desde Educación informaron que también se habló pormenorizadamente sobre el sistema ComunicaRNos, para el pedido y el otorgamiento de licencias, que comenzará a funcionar desde el 4 de septiembre.
A partir de esto, los docentes podrán solicitar las licencias a través de un 0800 o la web, en cualquiera de sus 4 modalidades: por enfermedad, atención o fallecimiento de un familiar y para donar sangre.
Una discusión que recién empieza y que culminará con una nueva pauta salarial
Temas controversiales
En este nuevo encuentro entre la Unter y el Ministerio de Educación, se trató como temas centrales la implementación de la nueva escuela secundaria y del sistema de licencias ComunicaRNos.
Los sueldos, más tarde
Ya en el encuentro previo que habían mantenido el gremio y el ministerio, se había acordado que la discusión de la pauta salarial se iniciaría recién en el mes de septiembre.
Alumnos egresados de la Escuela de Bachilleres de la Universidad Autónoma de Querétaro (UAQ) obtuvieron el primer premio en la competencia internacional Robot Challenge 2017, que se desarrolló en Beijing, China, del 4 al 6 de agosto. Ximena Valles Novoa y Manuel Alejandro Cardoso Duarte, a su llegada, afirmaron que están orgullosos de poner en alto el nombre de la Universidad de Querétaro y de México. Miembros del Club MekLab, en la Facultad de Ingeniería de la UAQ, los jóvenes alumnos se enfrentaron a una competencia que reunió a representantes de 26 países, mil 976 participantes y mil 316 robots. “No sólo te enfrentas a equipos como en las competencias nacionales, sino que además tienes que hacer frente al idioma”, explicó Manuel Alejandro, quien agregó que a pesar de contar con un traductor, no fue un asunto sencillo enfrentarse a grupos principalmente asiáticos. Por su parte Ximena, quien actualmente estudia la Ingeniería en Nanotecnología de la Facultad de Ingeniería, explicó que gracias a los conocimientos que obtuvieron en el club, pudieron sortear los diferentes retos que representó el concurso de robótica y alzarse con el triunfo en esta edición. El robot con el que participaron está hecho con piezas de LEGO, es programado por computadora y aunque en las otras dos categorías en las que concursaron -sumo y seguidor de líneas- ya estaba previamente construido en el Unknown Mission, había que empezar desde cero un modelo que les indicaban en ese momento. Por su parte, Daniela Trejo Saavedra, asesora del equipo, señaló que es importante observar los logros de los jóvenes y poner a prueba sus habilidades, y que el trabajo que se hace durante cada semana se refleja con esta clase de resultados. Por lo pronto, los jóvenes ya se preparan para participar en la etapa nacional de la World Robot Olimpiad, que será el próximo 9 de septiembre en Monterrey, Nuevo León, y esperan tener buenos resultados dentro de este y otros certámenes.
Asia/India/Agosto del 2017/Noticias/http://www.thehindu.com/
That day does not mean the same any more, Independence Day couldn’t translate beyond a national holiday. Of late, there are no speeches by principals reinstating the significance of patriotism nor a customary loud speaker that plays Lata Mangeshkar’s Ae Mere Watan Ke Logon.
The memories are vivid in Anjana, a HCU student who has outgrown the Independence Day nostalgia in school. “The day had me appreciating the atmosphere around, taught me to value my roots, and my identity.” Over the years, the flag has turned into another symbol. Attending a flag-hoisting event is not important for her; Independence Day is like any other regular day. At a time when student unions are on the verge of losing their autonomy, she says patriotism also means the right to question. “It’s a phase where student politics, pointing out the flaws of a nation are considered anti-national. For me Independence Day means the opportunity to say that something is wrong as well.”
What has been a positive change in recent years is the interest of youngsters in politics and their strong stance on current affairs.
Students have tried to go beyond token initiatives and instead focus on field work to make a change – Street Cause, HYA, Youngistaan are among those who utilised social media to make an impact. Students efforts to help kirana stores, chai walas tide over demonetisation a few months ago made an impression. Saketh Kothamasu, a student of TISS-Hyderabad feels the Independence Day is a reminder of one’s social responsibility. “I make it a point to spend August 15 with events at several homes, help the needy know that we’re there for them. I pray for the people around me and continue to be the same through the year,” he adds.
Independence Day or not, Ananya Mullapudi is among students who prefer to keep things simple. She states, “In a world that’s not known to be kind always, I want to make it a better place with an act of kindness, even beyond August 15. The context of patriotism has definitely changed from the time I spent at school to now. It was compulsory and fun then, what’s important is to keep the good work going through the year. There is propaganda now, but I seriously don’t mind the order of a national anthem being played at a theatre; standing up for it comes instinctively to me.”
Europa/Reino Unido/Agosto del 2017/Noticias/https://theconversation.com/
Every year, in August, thousands of students in the UK receive their A-level results and discover whether or not they have got the marks needed to take up a place at their chosen university.
If they fail to make the grade – or exceed them – students telephone university clearing centres, to try and find a more suitable course. Twenty years ago, getting a place through “clearing” was seen as something of a failure. Now it is not. Not only are grades often higher in clearing than the original prospectus listing, but students can “adjust” their offer to secure a better place.
For the students making these calls, it can often be a nerve wracking time, filled with unknowns and uncertain outcomes. So to try and find out what makes these calls a success, we transcribed and analysed 300 calls at a clearing contact centre last summer. We looked at how people spoke on these calls, as well as what they said. We were able to identify common patterns in the way the calls unfolded and what made a difference to the final outcome.
So to try and make things a little easier if you are going through clearing, we’ve put together some tips based on our analysis.
1. Do your research
Clearing may seem like a mad dash to the finish, but while there is an element of time pressure in trying to get on a course at a university of your choice, it’s still worth taking time to research which universities or courses to apply for.
It was revealed in our research that university websites are updated more rapidly than UCAS’s, so prepare for your call by checking the grade requirements and spaces beforehand.
If you have your heart set on a particular university, make a list of all the available courses you would be willing to study at that institution. Flexibility will help you, but make sure it’s a course you actually want to do as it’s a big commitment.
2. Know who’s who
It’s also worth having a look at who the key members of staff are in your relevant department or subject area. Our research showed that when students’ grades did not meet the requirements, they sometimes asked to be transferred to the relevant department – but for these students, just asking to be transferred did not always work.
We found that having the name of the programme director or admissions tutor for the course was more likely to result in a transfer. So make sure you look these up ahead of phoning, and have these names to hand throughout the call.
Don’t be clueless when it comes to clearing.Pexels.
3. Have all your information ready
When you phone a clearing centre, make sure you are in a quiet place where you can concentrate. Have your laptop, tablet or computer in front of you, and pen and paper by your side to scribble down any last minute notes. Make sure you have all your grades clearly written out so you can refer back to them at a moment’s glance.
As well as doing this, make sure you have any other relevant information to hand from the offset. This could include details of extenuating circumstances surrounding your A-level performance – as this might change what universities will offer.
Our research showed that call takers at clearing lines don’t know about these circumstances, and don’t ask about them either. So if you don’t mention them, the call will close without you maximising your chances of an offer. And remember that unless you have nominated them on your UCAS form, your parents cannot call on your behalf.
4. Don’t waste time
In our research, we saw a number of instances where students made repeat calls – presumably to try and speak to a different call taker – to see if they could get a place that way. But our analysis showed that repeat calling simply wasted everyone’s time – slowing down call takers and other callers. In the calls we analysed, there wasn’t one case where repeat calling produced an offer when the original call did not.
The take home lesson here is to understand that you only get one chance to call a university clearing helpline – so make sure it counts. It’s also worth knowing that many university clearing lines are open well into the evening, and even the week following results day so don’t feel disheartened if you can’t get through when you first call – lines are likely to be busy. Be patient but persistent and you’ll get through eventually.
América del Norte/EEUU/Agosto del 2017/Noticias/https://theconversation.com/
In times of conflict, education is often viewed as the place to promote better relations. Under the UK’s “Prevent” policy, nurseries, schools and universities are treated as places where the growth of radical extremism may be undermined.
Educators are expected to instil “British values” in their students while also being on the lookout for signs of extremist behaviour or attitudes, which they are required to report.
By contrast, when working in other parts of the world, the UK government encourages a different approach – peace education. It offers funding for this in places like Lebanon, Iraq, Jamaica, Rwanda, and the Somali region of Ethiopia.
The former British prime minister, David Cameron, was co-chair of the UN work that culminated in the Sustainable Development Goals (SDGs). These include a target that children around the world acquire knowledge and skills for peace, non-violence and appreciation of cultural diversity.
But if the UK is happy to support peace education at a global level, why does it adopt such a different approach in British schools?
Peace education focuses on dismantling all forms of violence and on creating a just and sustainable culture of peace. It covers subjects such as human rights, the environment and conflict resolution – and there are many ways of introducing it into education systems.
In Northern Ireland the focus has been on getting young people from Protestant and Catholic communities to interact with each other inside and outside of school.
Another approach uses history as a tool to learn lessons for the present and future. The American organisation, Facing History and Ourselves, has inspired educators in South Africa, Rwanda and the countries which made up the former Yugoslavia.
In Colombia, a new policy requires schools to teach about peace. For some, this has meant the introduction of a new subject, for others it means holding peace events or local history projects.
In Kenya, as a response to the post-election violence in 2007-08, peace education was integrated throughout the national curriculum, in subjects like social studies, religious education and history.
Botswana, a country that has not witnessed major incidents of violent conflict despite being surrounded by neighbours who have, created its post-independence education policy around kagisano (making peace) and continues to involve schools in developing a sense of national unity in an ethnically diverse country.
Peace education and Prevent are both about values. The difference is that peace education seeks to develop values rather than delivering them. Peace education gives students the opportunity to consider the values which are important to them, and to the societies in which they want to live.
Prevent, on the other hand, delivers a set of values (deemed to be British ones) and demands an allegiance to them. It is inherently exclusive, viewing deviation from these values as grounds for concern – a sign of developing extremism.
Peace education would take a more reasonable approach, seeing opportunities for dialogue in the conflict situation. Prevention of violence is, of course, an important part of building peace. But as the Norwegian sociologist Johan Galtung argues, the absence of violence is only the first step towards peace.
Positive peace
Galtung defines the absence of violence as “negative peace”. He calls instead for work towards “positive peace”, which addresses direct violence but also examines its causes and consequences.
To deal with these causes and consequences, societies have to understand them. Good peace education gives young people this chance – encouraging them to explore difficult histories, discuss alternative perspectives, learn lessons from the past and imagine better futures.
Keeping the focus on negative peace in the UK’s classrooms shuts down opportunities for these important discussions. Chances are being missed for young people in increasingly diverse classrooms to learn from one another.
Around the world, countries affected by conflict are turning to their classrooms as a place to build peace. Although the UK is not necessarily viewed globally as a traditional conflict setting, recent events in London and Manchester coupled with the stark reality of the race and hate crimes for England and Wales make clear that relations in the UK are tense and conflicted.
Moving to a broader approach, away from the narrow concerns of Prevent, would align with the UN’s sustainable development goals of achieving quality education and promoting peace, justice and strong institutions.
Fortunately, there is a wealth of international knowledge on peace education programmes from which the UK could directly benefit. It could be used to develop a culture of sustainable peace by enabling difficult discussions and by supporting students to understand and tackle the causes of violence and inequality.
Education is not just about passing exams or economic wealth. To prevent extremism, it needs to enable students to develop alternatives. So, all we are saying, is give peace education a chance.
Though more moderate than the 2014 version, the new higher education package represents groundhog day for the major political parties. The committee, chaired as it was by the Coalition, recommended passing the measures, stating that they will:
… balance the Commonwealth’s need to recover student debts over time with the need of students to access a fair and high-quality system of higher education without facing high upfront fees.
However, the Labor members of the committee dissented. They strongly argued for the bill to be rejected, arguing that:
Australian students will have to pay more, for less, sooner.
Where to next?
What are the changes?
The reforms’ explicit intent is to rein in government spending on higher education without compromising teaching quality or restricting access to higher education by making it unaffordable.
The headline changes are:
An increase in the student contribution toward the cost of the degree to, on average, 46% for Australian students (currently they pay on average 42%).
According to the government, the maximum cost of a Commonwealth-supported course would be A$50,000 for a four-year degree, or $75,000 for a six-year medical degree.
Students paying for their degree through HECS-HELP would start paying it back when they earn $42,000 (the current threshold is $54,869).
The universities would be subjected to a 2.5% funding cut (the government calls it an efficiency dividend), which amounts to around $380 million in 2019.
Access to Commonwealth-supported places for Australian permanent residents and New Zealand students would be removed. These students would have to pay the full tuition rate. This would typically double or even triple the cost of their degree. To offset the fee increase, these students will be able to access HECS-HELP loans like Australian citizens, whereas previously they had to pay up front.
For context, when higher education reform was last attempted in 2014, proposed cuts to university teaching funding were around 20%. And student fees were to be deregulated, leading to fears that degrees could cost more than $100,000.
The 2014 proposals proved almost universally unpopular but the legislation lingered, zombie-like, for several years before being shelved. This new proposal is an attempt to press the reset button and move forward.
Those opposed to the latest proposal have pointed to reduced funding for universities, higher costs to students, and tougher loan repayment requirements.
Those supporting the changes feel the fee increases and funding cuts are moderate in comparison to the 2014 proposals, and in line with the overall fiscal reality.
How was the new reform agenda received?
Since announcing the changes, the government has received more than 1,200 submissions from a wide range of higher education stakeholders, including students and their parents.
Further submissions were made to the Senate committee. The vast majority opposed the proposed changes to student tuition fees and repayments.
The general sentiment revealed by the submissions was a belief that “students will end up paying more to get less”. This phrase, or similar versions of it, appeared in multiple submissions.
Many submissions were from permanent residents and New Zealanders, worried about the intended increase to the cost of their education. In the words of one:
I am pretty sure there are countless others who have had their dreams of studying higher education crushed … We should take care of the people living in this country, and give them a chance to progress into university, before they like us feel as though they may have to return back to their home countries just to follow their educational dreams.
In its submission, the University of South Australia supported the student fee increase but opposed the lowering of the repayment threshold.
Victoria University proposed the money raised by increasing student tuition fees should be given to the universities rather than the Commonwealth:
… in order to directly improve the student experience of those paying the fees.
All other universities either opposed the student fee increases, or avoided the issue in their submissions.
All universities opposed the proposed funding cut to the universities themselves.
What next?
In its dissenting report, Labor calculated, for example, that a graduate with a HELP debt earning $51,000 will have less disposable income than someone earning $32,000.
Labor also expressed its concern about the impact of student debt on New Zealanders and permanent residents, given they will be required to pay full fees.
Similarly, the Greens members of the committee dissented, stating that:
… young people from low socioeconomic backgrounds would be priced out of an education.
Assuming the government proceeds with the changes, the Senate will debate and vote on the bill in due course. If so, its fate lies with the minor parties and independents – just as it did the last time.
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