Centro América/Panamá/08 Julio 2017/Fuente: Prensa Latina
La reunión extraordinaria de ministros de educación del Convenio Andrés Bello (CAB) concluyó aquí con el objetivo de fortalecer la integración educativa, cultural y científico-técnica de Latinoamérica y el Caribe, informó hoy la cancillería panameña.
El CAB facilita un diálogo más abierto entre las instituciones que lo integran, para llegar a acuerdos sobre el intercambio de profesores, convalidación de títulos, investigación y otros, trascendió en la última sesión presidida por la titular panameña Marcela Paredes.
A partir de ahora la sede permanente de la institución estará en Panamá, compartida con Colombia, que hasta ahora ocupaba la secretaría ejecutiva, cargo que asumió la panameña Liza Pinzón.
El CAB lo integran como miembros plenos Bolivia, Chile, Colombia, Cuba, Ecuador, España, México, Panamá, Paraguay, Perú, República Dominicana y Venezuela, mientras Argentina se encuentra en proceso de incorporación, según fuentes de ese organismo internacional creado en 1970.
Entre sus objetivos están favorecer el fortalecimiento de los procesos de integración, configuración y desarrollo de un espacio cultural común; generar consensos y cursos de acción en cultura, educación, ciencia y tecnología, con el propósito de lograr un desarrollo equitativo, sostenible y democrático.
En el encuentro, Isabel de Saint Malo, ministra panameña de Relaciones Exteriores dijo que el Convenio Andrés Bello potenciará sus objetivos desde Panamá, ya que podrá aprovechar las ventajas de conectividad y multiculturalidad que nuestro hub internacional ofrece.
Afirmó que su país adoptó los Objetivos de Desarrollo Sostenible del Milenio como política de Estado y ello incluyó garantizar una educación inclusiva, equitativa y de calidad, y promover oportunidades de aprendizaje para todos.
La también vicepresidenta del país se refirió a que en la región existen grandes retos en materia de educación y con este pacto se puedan fortalecer los esfuerzos conjuntos para abordarlos, y ofrecer a nuestros pueblos una educación acorde con estos tiempos.
Por su parte, Paredes valoró que el CAB es de gran importancia para la educación a nivel de Latinoamérica y el Caribe, porque busca mantener la unidad entre los miembros que lo conforman, para fortalecer la metodología educativa de estos países.
Centro América/Honuras/08 Julio 2017/Fuente: El tiempo
Autoridades de la Secretaría de Educación, recibieron este día un donativo de equipo tecnológico por parte de la República de China (Taiwán) y la empresa ACER.
El donativo fue recibido por la Ministra de Educación Dra.Rutilia Calderón.
Este mismo, consta de un equipo tecnológico, denominado en el idioma inglés CloudProfessor (Profesor de nube, CPF).
Este equipo tecnológico, es un kit desarrollado por ACER que combina hardware, software y servicios en la nube para enseñar a los alumnos a escribir códigos y realizar sus propias creaciones en el ámbito de internet de las cosas (IoT).
La donación está valorada en 460 mil lempiras, según dieron a conocer las autoridades de educación. La entrega de tal donativo fue hecha por parte del Embajador de la República de China (Taiwán), Alejandro Huang.
De igual forma, también participó el representante de la empresa taiwanesa ACER, Chi-Sheng Lin.
Momento de la entrega del donativo.
Capacitación
A la vez, en este mismo evento se inauguró la “Jornada de Capacitación Docente”.
Este evento se llevó acabo en las instalaciones de la antigua Normal Mixta Pedro Nufio.
La jornada de capacitación sirvió para que profesores hondureños recibieran el curso de capacitación para aprender a usar los dispositivos de Profesor de nube, CPF.
La donación además incluye Gigo Blocks (piezas de juego) y tablets ACER.
La Jornada de enseñanza de conocimientos tecnológicos es impartida por personal de la empresa taiwanesa ACER.
Esta misma, se le impartió a 32 docentes del área de Informática de Francisco Morazán, Tela, San Pedro Sula y Occidente.
En el evento participaron:
El Embajador Alejandro Huang; el representante de la empresa taiwanesa ACER, Chi- Sheng Lin; la Ministra de Educación, Dra. Rutilia Calderón; la Subsecretaria de Asuntos Técnicos Pedagógicos de la Secretaría de Educación, Elia del Cid; funcionarios de la Embajada de Taiwán, maestros a ser capacitados, personal de programas y proyectos de la Subsecretaría de Asuntos Técnico Pedagógicos entre otros.
América del sur/Chile/08 Julio 2017/Fuente: La nación
Estudios afirman que las chilenas comienzan su vida sexual a la edad de 16, mientras que hace sólo pocos años, lo hacían a los 24.
Según cifras del Ministerio de Salud, 22.349 adolescentes quedaron embarazadas durante 2016, de las cuales 678 eran menores de 14 años. Ante la cifra, la Asociación Chilena de Protección de la Familia (Aprofa) manifestó su inquietud no sólo por los costos sociales de esa situación, sino que también por el hecho de que la edad de inicio en la vida sexual activa es cada vez más temprana.
Según estudios realizados por el Centro de Estudios Sociales Experimentales Oxford y la Universidad de Santiago, la edad promedio de iniciación sexual para las mujeres en Chile es a los 16 años, mientras que en el grupo que hoy tiene 55 años y más, estaba cerca de los 24 años.
La directora ejecutiva de la entidad, Débora Solís señala que esa baja tiene más de una explicación, “pero sin lugar a dudas, el no tener acceso a educación en sexualidad de calidad y servicios de salud pertinentes, aumentan las posibilidades de tomar decisiones que puedan poner en riesgo sus vidas y proyecciones futuras”.
La institución ha indicado en varias ocasiones la necesidad de que la educación en sexualidad forme parte de los currículos escolares desde los primeros cursos y no sólo en la Educación Media, como se suele abordar. Para la entidad hacerlo en niveles superiores es llegar tarde.
“Hace muchísimo tiempo que nuestro país no cuenta con una política dedicada a la educación en sexualidad en los establecimientos educativos chilenos. Las niñas, niños y jóvenes que asisten a la educación pública no tienen la posibilidad de recibir de manera permanente y como parte de la tarea educativa, los contenidos y habilidades necesarias para asumir su vida sexual de manera plena, pero también informada y responsable”, señaló.
Además desde Aprofa aseguraron que estudios dan cuenta que en Chile existe una relación directa entre nivel socio económico y comportamiento en sexualidad en general, incluida la iniciación sexual. A menores ingresos económicos la exposición es mayor a iniciación sexual a edades tempranas, probabilidades de embarazo en la adolescencia y contagios de infecciones de transmisión sexual, incluido el VIH.
Solís también señaló que fortalecer la educación sexual desde los inicios de la escolaridad es importar a aprender a tomar decisiones y resistir a presiones de sus pares, adultos o ambientes en los que crecen, y a negociar si efectivamente quieren iniciarse y en qué condiciones lo van a hacer. “Por ejemplo el uso del condón, como una requisito para tener relaciones sexuales”, indica la experta.
América del Sur/Argentina/08 Julio 2017/Fuente: Prensa Latina
Los docentes de la Unión de Trabajadores de la Educación (UTE) de esta capital podrían convocar a un nuevo paro ante la falta de respuestas del gobierno local a una nueva convocatoria para discutir un aumento salarial.
Según declaró el titular de ese gremio, Eduardo López, si el Ejecutivo porteño no hace un llamado a las negociaciones para convenios salariales (paritarias), vamos ‘camino a un paro’.
En el más reciente diálogo, el gobierno ofreció a los maestros de esta capital elevar el sueldo a un 19 por ciento, una cifra que consideran ‘por debajo del promedio’ de lo que han acordado distintos sindicatos docentes en otras provincias.
En declaraciones a la emisora La Mañana, de AM750, López recordó que la contraparte se había plantado en el 19 por ciento de aumento que ofreció en febrero pasado.
Con el 27,4 por ciento acordado la víspera entre el Gobierno y los docentes de la provincia de Buenos Aires, el porcentaje que proponen las autoridades porteñas ‘ya explotó’, subrayó el representante de la UTE.
La oferta del 19 por ciento es tanto para los docentes de las escuelas públicas como las privadas. Para un maestro que cobra 10 mil pesos (585 dólares), la propuesta implicaría mil 900 pesos más (111 dólares).
A mí me llegó una boleta de pago de electricidad de dos mil pesos (116 dólares), lo cual quiere decir que el aumento que nos ofrecen es menor al pago de este servicio, subrayó el dirigente sindical.
La lucha de los maestros porteños, al igual que los otros de diferentes partes del país, se enfoca en lograr un salario digno, superior al umbral de la pobreza, con un alza al menos de un 30 por ciento para compensar el incremento de la inflación, indicador que en 2016 alcanzó más del 40 por ciento.
Europa/Francia/Julio del 2017/ Noticias/https://theconversation.com/
There is a growing crisis within children’s mental health, and this is not a term used lightly – between 2010 and 2015 there was a 50% increase in hospital admissions because of children self-harming. And in 2016 Childline reported the highest ever number of callers expressing suicidal thoughts. This is a figure that has doubled over the last five years.
A report by the Children’s Commissioner for England warned that more than 800,000 children were living with mental health issues in the UK, with a large proportion from vulnerable families. Issues they face include parents with alcohol addiction, involvement in the care system, as well as dangers posed by street gangs and modern slavery.
As children’s mental health becomes one of society’s most pressing issues, many teachers find themselves on the frontline – with the effect being felt in schools across the country. In 2017, 79% of teachers in both primary and secondary schools reported seeing an increase in stress, anxiety and panic attacks in their pupils as well as a rise in depression, self-harm and eating disorders. But without specialist training – which isn’t currently a requirement – a lot of those working in schools feel unprepared for the challenges they are facing.
With this in mind, below are a few ways schools can try and help.
1. Start talking about it
Mental health needs to be integrated into the school curriculum, which will help increase understanding and reduce stigma around issues. Without this, pupils may not be aware their mental health is deteriorating and feel silenced or shamed when seeking help.
If both pupils and teachers have more open discussions about mental health, issues will also be easier to identify early on, and this will help to build students’ knowledge and understanding of the subject.
Ideally, mental health needs to be talked about the same way physical education or healthy eating is, because research has found that when schools adopt a comprehensive approach to discussing mental health it supports all pupils – including those who are experiencing mental health difficulties already.
Sharing’s caring.Shutterstock
2. Create a safe space
Students do better in schools when they feel safe – this means ensuring that bullying incidents are low and addressed, including the rising incidents of cyberbullying.
The evidence also shows that when students feel a sense of belonging, have good peer and teacher relationships, and feel listened to when they raise concerns, also helps to support positive mental health in schools.
It’s good to talk.Shutterstock
3. Support for all
Everyone in schools from the teachers to the teaching assistants, the school lunch staff to the school nurse, all have a role to play in improving the school environment – and making it more open to discussions around mental health.
But they can do only do this if they are supported and healthy themselves. Looking out for the well-being of staff will itself have a positive impact on the students. And research shows that when staff are trained in mental health they are more confident in supporting their students. The same research also showed that this additional mental health training even helped to boost staff’s own resilience and job satisfaction.
It’s a team effort.Shutterstock
4. Make sure teachers know how to help
Headteachers should demand mental health training for all new teachers. And before a school takes on a new or trainee teacher, they should ask to see what mental health training they have. This could include an understanding of the risk and resilience factors for their students, how to spot the signs of mental ill health, along with how to support and get help for students at risk.
This will ensure that all new teachers have a basic understanding of the mental health challenges they will face, and will make it easier for them to help pupils in need.
Knowing how to help is half the battle.Shutterstock
5. Recognise that it takes a village
Looking after children’s mental health isn’t just something that can be done on a small scale, it involves a shift in the way everyone not only works together, but also communicates on issues.
The good news is there are lots of additional things schools are already doing in this area, including working with parents and having staff as mentors for vulnerable students. Many schools have also introduced peer mentoring, where children are partnered up with older children who can look out for them.
Running extracurricular social activities for pupils has also been shown to help have a positive impact on students, by providing a space for them to work through their emotions and develop strategies to address their challenges.
In conversations among politicians, college administrators, educators, parents and students, college affordability seems to be seen as a purely financial issue – it’s all about money.
My research into the historical cost of college shows that the roots of the current student debt crisis are neither economic nor financial in origin, but predominantly social. Tuition fees and student loans became an essential part of the equation only as Americans came to believe in an entirely different purpose for higher education.
Students took to the streets to protest their debt burdens as part of Occupy Boston in 2011.CampusGrotto/flickr, CC BY-NC
Cost of a college degree today
For many students, graduation means debt. In 2012, more than 44 million Americans (14 percent of the total population) were still paying off student loans. And the average graduate in 2016 left college with more than $37,000 in student loan debt.
The increase in student loan debt should come as no surprise given the increasing cost of college and the share that students are asked to shoulder. Decreasing state support for colleges over the last two decades caused colleges to raise tuition fees significantly. From 1995 to 2015, tuition and fees at 310 national universities ranked by U.S. News rose considerably, increasing by nearly 180 percent at private schools and over 225 percent at public schools.
The Stanford University crew team, between 1910-1915. Stanford was founded on the principle of providing a free education. The university did not start charging students tuition until 1920.Library of Congress
During the 19th century, college education in the United States was offered largely for free. Colleges trained students from middle-class backgrounds as high school teachers, ministers and community leaders who, after graduation, were to serve public needs.
This free tuition model had to do with perceptions about the role of higher education: College education was considered a public good. Students who received such an education would put it to use in the betterment of society. Everyone benefited when people chose to go to college. And because it was considered a public good, society was willing to pay for it – either by offering college education free of charge or by providing tuition scholarships to individual students.
Other colleges, such as the College of William and Mary, offered comprehensive tuition scholarship programs, which covered tuition in exchange for a pledge of the student to engage in some kind of service after graduation. Beginning in 1888, William and Mary provided full tuition scholarships to about one third of its students. In exchange, students receiving this scholarship pledged to teach for two years at a Virginia public school.
And even though the cost for educating students rose significantly in the second half of the 19th century, college administrators such as Harvard President Charles W. Eliot insisted that these costs should not be passed on to students. In a letter to Charles Francis Adams dated June 9, 1904, Eliot wrote, “I want to have the College open equally to men with much money, little money, or no money, provided they all have brains.”
College education becomes a private pursuit
The perception of higher education changed dramatically around 1910. Private colleges began to attract more students from upper-class families – students who went to college for the social experience and not necessarily for learning.
This social and cultural change led to a fundamental shift in the defined purpose of a college education. What was once a public good designed to advance the welfare of society was becoming a private pursuit for self-aggrandizement. Young people entering college were no longer seen as doing so for the betterment of society, but rather as pursuing personal goals: in particular, enjoying the social setting of private colleges and obtaining a respected professional position upon graduation.
John D. Rockefeller was instrumental in bringing about the modern day reality of college tuition and student loans.The Rockefeller Archive Center
In 1927, John D. Rockefeller began campaigning for charging students the full cost it took to educate them. Further, he suggested that students could shoulder such costs through student loans. Rockefeller and like-minded donors (in particular, William E. Harmon, the wealthy real estate magnate) were quite successful in their campaign. They convinced donors, educators and college administrators that students should pay for their own education because going to college was considered a deeply personal affair. Tuition – and student loans – thus became commonly accepted aspects of the economics of higher education.
The shift in attitude regarding college has also become commonly accepted. Altruistic notions about the advancement of society have generally been pushed aside in favor of the image of college as a vehicle for individual enrichment.
Dartmouth College students carving canes on campus in the early 1920s. In the early 20th century, as more students from upper-class families began attending college for the social – rather than educational – experience, many colleges began the practice of charging tuition.Council of the Alumni of Dartmouth College
A new social contract
If the United States is looking for alternatives to what some would call a failing funding model for college affordability, the solution may lie in looking further back than the current system, which has been in place since the 1930s.
In the 19th century, communities and the state would foot the bill for college tuition because students were contributing to society. They served the common good by teaching high school for a certain number of years or by taking leadership positions within local communities. A few marginal programs with similar missions (ROTC and Teach for America) still exist today, but students participating in these programs are very much in the minority.
Instead, higher education today seems to be about what college can do for you. It’s not about what college students can do for society.
I believe that tuition-free education can only be realized if college education is again reframed as a public good. For this, students, communities, donors and politicians would have to enter into a new social contract that exchanges tuition-free education for public services.
Oceanía/Austarlia/Julio del 2017/Noticias/https://theconversation.com/
Most parents view their children’s playing of electronic games as potentially problematic – or even dangerous. Yet many children are engaging with electronic games more frequently than ever.
Concerns about electronic gaming do not stack up against the research. So, how much gaming is too much for young children?
Electronic games (also called computer or digital games) are found in 90% of households in Australia. 65% of households have three or more game devices. Given this prevalence, it’s timely to look more closely at electronic game playing and what it really means for children’s development and learning.
parents reported on their children’s use of electronic games when their children were eight or nine years of age; and
teachers reported two years later on these children’s social and emotional development and academic achievement, when the children were 10 or 11.
How much time do kids spend gaming?
As the table below shows, there was wide variation in the number of hours per week the children spent playing electronic games.
Most children (52%) played electronic games for four or fewer hours per week. But nearly one-year of the children (24%) were reported as playing electronic games for more than seven hours per week.
How much time should kids spend gaming?
Taking into account family background and parental education, the good news is that low-to-moderate use of electronic games (between two and four hours per week) had a positive effect on children’s later academic achievement.
However, over-use of electronic games (more than seven hours per week) had a negative effect on children’s social and emotional development.
Children whose parents reported they played electronic games for two-to-four hours per week were identified by their teachers as showing better literacy and mathematical skills.
Surprisingly, children who were reported as playing electronic games infrequently or not at all (less than two hours per week) did not appear to benefit in terms of literacy or mathematics achievement.
However, children whose parents reported that they played electronic games for more than one hour per day were identified two years later by their teachers as having poor attention span, less ability to stay on task, and displaying more emotional difficulties.
As the graphs below show, moderate game playing was associated with the most benefits both academically and emotionally.
Are some games better than others?
It is likely that the relationship between the use of electronic games and children’s academic and developmental outcomes is far from straightforward. The quality of electronic games and the family context play important roles.
Social interactions are important in supporting children’s engagement in electronic games. A closer examination of children’s experiences at home may be beneficial in understanding the context of gaming in everyday life.
Often viewed as a leisure activity, studies show that when parents and siblings participate in the game playing, they offer opportunities to negotiate with each other, and engage in conversations and literacy practices. All of these potentially contribute to the child’s language, literacy and social development.
It is important to note that while we know the amount of time children spent playing electronic games, we do not know the detail of the kinds of games that were being played, with whom they were being played, or even the device on which they were played.
This contextual information is clearly relevant for consideration in any further research that explores the relationship across children’s electronic game playing, learning, and wellbeing.
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