The Translational and Professional Leadership Centre (TPLC) is inviting applications for the third batch (2017-19) of their M.Tech programme in translational engineering.
This programme aimed at solving societal problems with an engineering skill set has been recognised by the AICTE and is run under the APJ Abul Kalam Technological University (KTU). IIT Madras has signed an MoU with the centre. Loyola college has extended a helping hand for facilitating socially relevant works as part of internships.
The pedagogy of this programme seeks to bring out inter-disciplinary engineering professionals who are socially committed and tuned to address the global challenges of the 21st century. International universities and IITs across India are offering their faculty expertise. Student exchange programmes are also being initiated from TU Delft, Netherlands as part of this programme.
The first batch (2015-17) of students has been offered internships at TU Delft, Australia, and IIT Madras.
Registration for the course has just begun and the deadline is June 26. The requirement for admission is a B.Tech in any branch of engineering. Out of 18 seats, 10 are reserved for government-sponsored candidates. Students without a valid GATE score can also apply. The selection will be based on an entrance test and interview.
América del Norte/México/Junio del 2017/Noticias/http://www.vanguardia.com.mx/
Se dio a conocer en el DOF; participaron distintos sectores de la población para la consolidación, señala
La Secretaría de Educación Pública (SEP) presenta el proceso que se llevó para consolidar el Modelo Educativo para la Educación Obligatoria.
En la edición del Diario Oficial de la Federación (DOF) explicó que en diciembre de 2012, las principales fuerzas políticas del país pusieron en marcha un proceso de profunda transformación: la Reforma Educativa.
Esta reforma, subrayó, elevó a nivel Constitucional la obligación del Estado Mexicano de mejorar la calidad y la equidad de la educación, es decir que todos los estudiantes se formen integralmente y logren los aprendizajes que necesitan para desarrollar con éxito sus proyectos de vida en un mundo globalizado, como lo exige la sociedad del siglo XXI.
La SEP señaló que como parte de la Reforma, tal como lo mandata el Artículo 12 transitorio de la Ley General de Educación, se realizó una revisión del modelo educativo en su conjunto, que incluyó los planes y programas, los materiales y los métodos educativos.
Precisó que este replanteamiento inició en el primer semestre de 2014, con 18 foros de consulta regionales sobre el modelo educativo vigente, seis de ellos sobre la educación básica, e igual número para la educación media superior y educación normal.
Adicionalmente, se realizaron tres reuniones nacionales en las cuales se presentaron las conclusiones del proceso.
En total, participaron más de 28 mil personas y se recibieron cerca de 15 mil documentos con propuestas.
Con estas aportaciones, en julio de 2016, la SEP presentó un planteamiento para la actualización del modelo educativo, compuesto de tres documentos:
1. Carta sobre los Fines de la Educación en el Siglo XXI. Expone de manera breve qué mexicanas y mexicanos se buscan formar con el nuevo Modelo Educativo.
2. Modelo Educativo 2016. Explica, en cinco grandes ejes, el modelo que se deriva de la Reforma Educativa, es decir la forma en que se propone articular los componentes del sistema para lograr el máximo logro de aprendizaje de niñas, niños y jóvenes.
3. Propuesta Curricular para la Educación Obligatoria 2016. Contiene un planteamiento curricular para la educación básica y la media superior, y abarca tanto la estructura de los contenidos educativos como los principios pedagógicos que la sustentan.
A partir de la convicción de que el mejoramiento de la educación es un desafío que requiere de la participación de todos y de que un modelo educativo tiene que conformarse como una política de Estado, la SEP sometió los tres documentos al análisis y discusión de todos los actores involucrados en la educación.
Centro América/Nicaragua/Junio del 2017/Noticias/https://nuevaya.com.n
El Secretario General de la Asociación Nacional de Educadores de Nicaragua (ANDEN-FNT), José Antonio Zepeda, destacó que en el marco de la celebración nacional del Día Nacional del Maestro, los educadores cuentan con muchas razones para sentirse orgullosos de brindar el pan del saber a la niñez y juventud nicaragüense.
“La gesta de Emmanuel Mongalo fue la que hizo posible que hoy los maestros nicaragüenses gocemos de paz y armonía en el país, por lo tanto, su pensamiento es conmemorado cada 29 de junio. Hoy los maestros vemos las políticas educativas dirigidas hacia el sector como un reconocimiento cotidiano al esfuerzo que hace el magisterio”, destacó.
Las políticas de actualización, capacitación y profesionalización de los educadores les permite enfrentar los retos del modelo de enseñanza- aprendizaje, factores que han venido mejorando las condiciones laborales de los docentes.
“Podemos decir que el magisterio es un sujeto de las transformaciones educativas, lo que incluye el convenio colectivo, el reconocimiento a través del bono que se les entrega año con año para esta fecha, la participación activa en los congresos y encuentros pedagógicos, los que abonan al mejoramiento y la transformación de la educación en Nicaragua”, manifestó.
Actualmente nuestro país cuenta con crecimiento en cuanto a la contratación de docentes a nivel nacional, con un promedio de entre 600 y mil plazas anuales, generando de esta manera oportunidad de empleos y la ampliación de la educación.
“Contamos con 52 mil educadores a nivel nacional, en todas las modalidades educativas lo que se traduce en una práctica permanente que a diario se esfuerza por forjar a miles de niños y jóvenes, quienes son el futuro de esta nación que a diario lucha por alcanzar la calidad en la educación”, refirió.
Los avances en educación han sido sustanciales, sin embargo, los maestros cuentan aún con muchos retos y desafíos, los que esperan superar en los próximos cinco años, siempre haciéndose acompañar de las políticas promovidas por el Gobierno Sandinista.
“Dentro de nuestros retos a cumplir está la utilización de la tecnología y continuar con el proceso de mejoramiento de la infraestructura, lo cual significa dotar a los centros de estudio de las herramientas tecnológicas, tomando en cuenta que el mundo está cambiando y los conocimientos además de científicos son retos para las sociedades y los cambios tecnológicos son requerimientos que nos inducen a actualizar nuestras metodologías”, afirmó Zepeda.
“Las políticas en estos últimos once años nos han demostrado que somos una prioridad de este gobierno, somos el segundo presupuesto más grande de la nación y dentro del cual el 65% está destinado para el salario de los educadores, siendo satisfactorio para nosotros pues se nos reconoce nuestro rol en el país”, concluyó.
Oceanía/Australia/Junio del 2017/Noticias/https://theconversation.com/
When we think of a “good society” – one that is fair and just – a defining characteristic is likely to be that all people have the opportunity to realise their potential, irrespective of the circumstances into which they are born.
There is growing evidence that investment in universal early childhood education is a prerequisite to providing opportunity and achievement throughout the formative years.
New research from the Bankwest Curtin Economics Centre report, Educate Australia Fair? Education Inequality in Australia, shows we are falling short on providing equal opportunity to our young people on several important dimensions. But it is also important to acknowledge substantial policy reforms over the last ten years, many involving Commonwealth-state co-operation, that are now delivering positive returns.
The National Partnership Agreement has led to a marked increase in the proportion of children accessing pre-school education for at least 15 hours per week.
Primary and secondary school participation rates continue to climb. The retention rate to Year 12 is 84.3% nationally. Far more young people continue through high school as a result of the National Youth Participation Requirement.
University enrolments are at an all-time high. And there has been an increase in social mobility in Australia: children born to low-educated parents are now much more likely to gain a university qualification than was the case in the 1950s.
Further benefits can be expected to flow from these reforms, particularly the greater investment in early childhood education in coming years.
But we have a long way to go. Many of today’s children will not receive a “fair go” in educational opportunities for no other reason than family background, demographic characteristics, and geography.
BCEC’s new report identifies some stark contrasts between the most and least disadvantaged in society.
A child from a low socioeconomic background is up to three times more likely to be developmentally vulnerable by the time they start primary school.
An Indigenous child is 40% less likely to finish high school, and 60% less likely to go to university, than a non-Indigenous child.
A child born in remote Australia is only one-third as likely to go to university as a child born in a major city.
The report dissects these gaps in opportunity by looking at where inequalities emerge from early childhood to higher education across key characteristics of the population.
Key junctions in education are important for disadvantaged groups such as Indigenous Australians, and those from regional and remote areas and low socioeconomic backgrounds. One of the most concerning findings is the degree to which school attendance rates and participation in NAPLAN testing drop off among these groups as they transition from primary to secondary school.
Gaps in school attendance exist in primary school but are smaller and remain constant, averaging around 8% from years 1 to 6. However, this changes significantly once young people enter secondary schooling.
The gap between Indigenous and non-Indigenous student attendance rates reaches 15% by Year 10, with lower retention to Year 12 and lower enrolments in tertiary education.
Student attendance rates, Years 1 to 10, by Indigenous status, 2016
Our report launches the BCEC Educational Disadvantage Index, which maps areas of relative advantage and disadvantage based on key indicators such as access, engagement and outcomes. The index is used to profile areas of high and low disadvantage, and to assess the key drivers of educational disadvantage.
BCEC Educational Disadvantage Index.Supplied by authors
The divide between the most and least disadvantaged areas across Australia is a sobering reminder of the level of inequality that exists in our community. Worse than this, it shows the inequality that exists for a “service” that is intended to play a role in bridging this gap – education.
The most disadvantaged areas are all located in remote regions of Australia, spanning the Northern Territory, South Australia and Western Australia. Pockets of disadvantage are also evident on the fringes of our state capital cities.
Children living in the most disadvantaged areas will average half the NAPLAN scores in reading, writing and numeracy tests than those living in the least disadvantaged areas. Children in these areas are also only half as likely to be enrolled in pre-school at age four, half as likely to attend pre-school for 15 hours or more, and seven times as likely to be vulnerable on two or more developmental domains in their first year of schooling.
Remarkably, the most disadvantaged 10% of children in the ACT are on par with the most advantaged 10% living in the NT.
Resources do vary according to educational disadvantage. Gross school income per student is 50% higher on average in areas of greatest need. But this weighs against multiple challenges.
This report’s findings demonstrate the need for education policies to go beyond funding reform and tackle the complex barriers that exist in delivering education to our most vulnerable children.
But it also presents an opportunity for policy interventions to make a real difference to the educational outcomes for these young people.
África/Junio del 2017/Noticias/http://allafrica.com/
Monrovia’ — Akinwumi Adesina, president of the African Development Bank, has been named the winner of this year’s World Food Prize.
The prestigious U.S.$250,000 prize is given annually to a person who has worked to advance human development by «improving the quality, quantity or availability of food in the world». Over a 31-year existence, the award has become known as the ‘Nobel Prize’ for food and agriculture.
Monday’s announcement by the president of the World Food Prize, Ambassador Kenneth Quinn, was made at a ceremony held at the U.S. Department of Agriculture attended by U.S. Secretary of Agriculture Sonny Perdue. Since its founding in 1986, the Prize has honored 45 individuals for their outstanding contributions to food security around the world.
«These individuals have been at the forefront of every major breakthrough in agriculture and food production in the last 30 years», Quinn told AllAfrica in a telephone interview before Monday’s announcement. He said the laureates have led the «single greatest period of food production and hunger reduction in all human history». Nominations for the prize, he said, are submitted by organizations and prestigious individuals. A selection committee – made of individuals from around the world – makes the decision.
Quinn announced that the committee noted a couple of «distinct achievements» of Adesina: his role in organizing and making the African fertilizer summit a «great success»; his work with leading non-profit organizations and banks to expand the availability of commercial credits to agriculture and farmers across the continent when he was a senior executive of the Alliance of Green Revolution of Africa; the digital e-wallet scheme during his five-year tenure as minister of agriculture of Nigeria, which helped tackle corruption that had pervaded the fertilizer industry.
Quinn said Adesina has helped galvanize support to transform agriculture on the continent through his various initiatives which increased farmers’ yield and incomes. «All of his policies were very farmer friendly, and he became known as the ‘farmer’s minister'». The committee was also «taken» by Adesina’s own life that began with him growing up in a poor village, and how education «allowed him to lift himself up,» Quinn said.
The AfDB president came from a family of farmers. With some education, however, his dad got a job as a civil servant which provided the means to send his four sons to school. Adesina, the second, experienced the poverty of smallholder farmers and their families during his years of schooling in the village.
Adesina told AllAfrica that he was thrilled when he first learned that he had been selected as this year’s winner for the work he’s done over the years. «But for me it’s not about the past as much as even the future; I feel greatly inspired and motivated to do even more until we free Africa and the world of hunger».
He is excited about what lies ahead. «I see a future where agriculture is treated as a business, not as a way of life; I see a continent in the next ten years that will be able to feed itself; I see a continent that will be able to transform its rural economy from zones of misery to zones of economic prosperity; I see a continent that is able to end malnutrition».
Since he became president, he said, the bank has committed itself to a strategy which aims to end hunger and rural poverty on the continent in the next decade. Feed Africa, the second of the AfDB’s top five priorities to which it has already committed $24 billion dollars, was launched at its headquarters in Abidjan last year.
Adesina said some of the areas of focus of the new plan will be «how to get technology to farmers – at the scale of millions of farmers all across Africa – and how to get the youth to be involved in agriculture as a business».
He will be at the center of attention this week in Des Moines, Iowa, where guests from dozens of countries, including scientists, ministers, CEOs and heads of NGOs will gather for a week of activities. He is scheduled to speak at various events including the «Borlaug Dialogue», a symposium which organizers say brings together 1,200 people from 65 countries, named after Norman Borlaug, the 1970 winner of the Nobel Peace Prize who conceived the idea of the World Food Prize.
Oceanía/Australia/Junio del 2017/Noticias/https://theconversation.com/
Indigenous students remain vastly underrepresented in higher education in Australia. According to Universities Australia, Indigenous people comprise 2.7% of Australia’s working age population but only 1.6% of university domestic student enrolments.
In the past decade, there have been renewed efforts to increase the participation of underrepresented groups in higher education, including Indigenous people. However, most policies have focused on raising the aspirations of students from low socioeconomic (SES) backgrounds. The particular aspirations of Indigenous students have been largely overlooked.
To address this, we put the spotlight on the aspirations of Indigenous students in a recent large-scale longitudinal study. Our research has made two quite significant discoveries.
Indigenous children have the same career aspirations as non-Indigenous children
The study revealed that from an early age, Indigenous children share the same aspirations as non-Indigenous children. This includes the desire to become doctors, teachers, vets and artists.
This finding busts the myth that we need to “raise” aspirations. As we see it, the focus of equity programs for Indigenous children should shift to nurturing the strong aspirations children already have in primary school.
No doubt many Indigenous children will change their minds as they grow up. However, our research suggests that waiting until senior secondary school to talk to them about their career aspirations is far too late. (The same is true for non-Indigenous children.)
High-achieving Indigenous children are less likely to want to go to university
Perhaps more startling, our research found that high-achieving Indigenous students were significantly less likely to want to go to university than their high-achieving non-Indigenous peers.
While 72% of non-Indigenous students in the top NAPLAN quartile aspired to go to university, only 43% of Indigenous students in the same quartile said they wanted to go.
From understanding university pathways to managing the costs, there are myriad issues that influence the decision to go to university.
However, for Indigenous students, aspiring to university is likely to require negotiation of race, class, economic, and cultural divides in ways that are not shared by non-Indigenous students.
1) Cultural and geographic reasons
The majority of Indigenous children live in major cities and regional areas. But compared with non-Indigenous children, a larger proportion of Indigenous children live in remote and very remote parts of Australia. Across these geographic areas, bonds and commitment to country, community, and family are deeply felt.
It is also likely high-achieving Indigenous children will carry significant financial obligations in these familial relationships. They can be reluctant to relocate for university because of these ties.
2) Social and racial isolation
While universities connect with Indigenous school students through campus visits and mentoring programs, the lack of a sizeable cohort of Indigenous university students is likely to make the prospect of choosing university even more daunting.
More broadly, the lack of a sizeable Indigenous middle class means that socially mobile Indigenous people “may become stranded in a racially bound social capital wasteland” with gains in economic capital not necessarily leading to the kinds of social and cultural capital that traditionally benefit non-Indigenous people.
Further, Indigenous students may not want to expose themselves to racism and the racial divide apparent in the university, town or city where available universities are situated.
3. First -in-family
Many high-achieving Indigenous students would be the first in their families to attend university. First-in-family students face unique challenges because, by definition, they tend not to have the family or community experience to guide them. Moreover, many Indigenous students are the first in their families to complete secondary school, so university education might be a more alien concept.
4. Pathways, costs and financial support
Negotiating the fees and support available to Indigenous students can be difficult. There is a plethora of programs, scholarships, courses and accommodation choices, which can be overwhelming for a new student (especially with the other factors outlined above). This is something to take into account in the transition to university for Indigenous students.
5. No obvious benefit
High-achieving Indigenous students can “weigh up” the benefits of a university education and decide it is not “worth it” economically or socially. The risks and challenges they will face by leaving country, community and family might be seen as too high a price to pay. If study at TAFE or paid work is available locally these might be more desirable.
6. Distrust of government institutions
Indigenous students may have a deep (and justified) distrust of universities, given the past treatment of Indigenous people by government and non-Indigenous institutions.
No matter how welcoming or how strong the Indigenous support centres on campuses, some Indigenous families will struggle to see university as a place for them or their children.
Breaking down the barriers
Higher education does not exist in a vacuum. There are things that can be done to address these issues.
One step is to pay more attention to the aspirations of Indigenous students in the early years and how those aspirations are formed in relation to existing social, cultural, economic, and racial divides.
Another step is for universities to reconceptualise their outreach strategies targeting Indigenous students. There should be more consideration paid to the factors outlined above.
Fundamentally, it is not just about making higher education possible, but rather, making university a place where Indigenous young people will want to pursue and attain their occupational aspirations.
América del Sur/Argentina/Junio del 2017/Noticias/http://www.primeraedicion.com.ar/
En el XII Foro Latinoamericano de Educación organizado por Fundación Santillana, más de mil personas se inscribieron para escuchar a referentes educativos de toda la región y más de 5.000 siguieron las conferencias vía streaming.
Los días 26 y 27 de junio en el Centro Cultural de la Ciencia de la Ciudad de Buenos Aires se desarrolló el XII Foro Latinoamericano de Educación. La actividad es organizada cada año por Fundación Santillana y tuvo el patrocinio de la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI).
Durante ambas jornadas, alrededor de 1000 docentes y directivos de varios puntos del país pudieron participar de manera gratuita de las conferencias, mientras que más de 5000 personas siguieron el encuentro vía streaming. La premisa fue reflexionar acerca de las necesidades, límites y expectativas del sistema educativo, con foco en la escuela secundaria.
El panel de apertura estuvo a cargo de Mariano Jabonero, Director de Educación de la Fundación Santillana, Andrés Delich, Director de la OEI en Argentina y Maximiliano Gulmanelli, Secretario de Gestión Educativa del Ministerio de Educación y Deportes de la Nación. “Mejorar la calidad de la educación en América Latina hace la diferencia entre el estancamiento y el desarrollo. Con este Foro buscamos una reflexión crítica e independiente para encontrar la fuerza vitalizadora de los cambios”, señaló Jabonero.
“Los sistemas educativos deben apuntar a la flexibilidad y a la capacidad de innovar; a pensar nuevos formatos pedagógicos e institucionales para garantizar una educación más justa y de calidad para todos los niños”, reflexionó Delich. “Tenemos el enorme desafío de formar educandos del siglo XXI que van a ser ciudadanos en el siglo XXII, arquitectos del mundo que viene”, agregó Gulmanelli.
Axel Rivas, Co-Director del Programa de Educación de Centro de Implementación de Políticas Públicas para la Equidad y el Crecimiento (CIPPEC), presentó el Documento Básico “Cambio e innovación educativa: las cuestiones cruciales”, que elaboró especialmente para el Foro y fue entregado de forma gratuita a los asistentes. “Estamos en una etapa de transición donde se está repensando la escuela tradicional. Necesitamos reescribir el “¿para qué?” que ronda en la mente de los estudiantes durante toda la escuela secundaria, ofreciéndoles conocimientos poderosos y construyendo en ellos el deseo de aprender”, destacó.
“Los motores de la innovación educativa son: la disposición, es decir, una forma de estar en la escuela que hace preguntas, dialoga y reflexiona sobre la práctica; la mirada científica, la innovación anclada en la investigación rigurosa; y la idea de justicia como motivo para cambiar el orden dominante”, agregó.
El especialista español Mariano Fernández Enguita, catedrático de Sociología en la Universidad Complutense de Madrid, brindó la conferencia: “Más escuela y menos aula. El futuro de la educación en una sociedad digital, global y mutante”, donde señaló la importancia del aprendizaje colaborativo: “antes la interacción con los compañeros era competidora del aprendizaje, hoy esa interacción mediante tecnologías es facilitadora del aprendizaje” y el Dr. Jason Beech, de la Universidad de San Andrés, habló sobre «La innovación educativa en contexto: demandas, desafíos y oportunidades», donde enfatizó la importancia de “pensar a las escuelas como laboratorios en los cuales se está construyendo el mundo del futuro, donde los alumnos deben tener la posibilidad de pensar colaborativamente”.
También estuvieron presentes Mercedes Miguel, Secretaria de Innovación y Calidad Educativa del Ministerio de Educación y Deportes de la Nación; y Alejandro Pablo Avelluto, Ministro de Cultura de la Nación, quienes compartieron sus visiones sobre Cultura, Educación y Gestión de la innovación en diálogo con la Dra. Melina Furman, investigadora del CONICET.
Para el cierre de las jornadas, invitados internacionales presentaron experiencias inspiradoras sobre innovaciones educativas en Iberoamérica. Jessyca Samper habló sobre el modelo de escuelas híbrido de la Red Innova Schools de Perú, que apunta al aprendizaje colaborativo al igual que a desarrollar la autonomía de los estudiantes: el 70% del tiempo trabajan en grupo y el 30% de manera individual con computadoras.
Atanasio Roldán Botero expuso sobre el sistema educativo del Colegio Fontán de Colombia que apunta a que los estudiantes cuenten con planes de estudios personalizados, con tiempos escolares flexibles (pueden ingresar en cualquier época del año) y evaluaciones por logro de objetivos donde ellos deciden cuándo tomarla. Por último, Xavier Iragay describió el sistema de Horizonte 2020 de España, que utiliza una metodología por proyectos basada en el aprendizaje por descubrimiento, donde los contenidos son sólo una palanca para el desarrollo personal de los alumnos. Y además, rompe con la individualidad del docente en el aula y propone espacios colaborativos de docencia compartida.
OtrasVocesenEducacion.org existe gracias al esfuerzo voluntario e independiente de un pequeño grupo de docentes que decidimos soñar con un espacio abierto de intercambio y debate.
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