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Fewer students are going to public secondary schools in Australia

Australia/Junio de 2017/Fuente: The Conversation

Resumen: Es posible que haya escuchado recientemente que las escuelas públicas de Australia han experimentado un aumento en las inscripciones. El Sydney Morning Herald informó que las escuelas públicas de Australia han aumentado su participación en la matrícula, «invirtiendo una tendencia de cuarenta años». Un portavoz de la Oficina Australiana de Estadísticas dijo que era una «inversión de la tendencia constante» hacia las escuelas privadas.Esto es engañoso, por dos razones: En primer lugar, la población total en Australia ha aumentado, lo que ha dado lugar a un aumento de la matrícula para muchos sectores escolares. En total hay 1.28% más estudiantes (a tiempo completo) matriculados en las escuelas…

You may have heard recently that public schools in Australia have experienced increased enrolments.

The Sydney Morning Herald reported that public schools in Australia have increased their share of enrolments, “reversing a forty-year trend”.

A spokesperson from the Australian Bureau of Statistics stated that it was a “reversal of the steady drift” towards private schools.

This is misleading, for two reasons:

First, the overall population in Australia has increased, which has resulted in increased enrolments for many schooling sectors. In total there are 1.28% more students (full-time) enrolled in schools.

Second, while enrolment in public and independent primary schools (excluding Catholic schools) has increased, enrolment in public secondary schools has decreased.

We have one of the highest levels of private school enrolment within the OECD, and our country also maintains the highest levels of private expenditure towards schools (contributions from households).

It is untrue that there is a reversal of the steady drift if we look at secondary schools.

As the more expensive constituent of schooling, and also the gateway to higher education, it is the secondary school where politics truly come to the fore.

When it comes to debates about funding and privatisation, the secondary school sector is far more entangled in the politics of choice.

When we are told that our public school enrolment is increasing, this may lead you to believe that our public schools are strong and healthy. This disguises the ugly truth that many of our public secondary schools are struggling, mainly due to an ongoing stream of policies that have attacked and undermined our public secondary schools.

By how much as public secondary school enrolments decreased?

Since 2010, the public secondary school has decreased its enrolments from 60% to 59.13%.

Since 2010, the average independent school has increased its share of enrolments from 18% to 18.39%.

These changes seem very minor, and when regarded in the context of population increases, are relatively insignificant.

However, when taken with a more longitudinal analysis, it is evident that the independent secondary school in Australia has continually bolstered its enrolment share.

The independent secondary school sector has experienced the largest proportional increase in enrolment from 1990 to 2016 (6.39%).

The government (public) school has recorded the largest proportional decrease during this same period (8.87%).

Evidently, there is a consistent pattern of growth within the independent sector and a consistent pattern of decline, in terms of enrolment levels, within the public sector.

It would be simplistic to argue that this is simply a matter of demand, rather than complicated by many other factors including economic, social and cultural shifts.

As education reforms bolstered funding for the private sector, enrolment levels in the private sector increased at a similar rate and time period.

Encouraging private school choice

The government has always played a role in encouraging particular consumer choices. This is no different for schooling.

Throughout the 1990s and beyond, public schools were consistently closed or merged across various states and territories. This undoubtedly establishes a sense of instability and volatility for the consumer.

Among the reasons cited for these closures was lack of enrolment numbers. Unlike private schools, public schools must consistently prove their economic feasibility. (This reason was strongly refuted by the public. In Victoria in the 1990s, it was described as “the biggest battle over education in more than a decade”.)

While the overall number of full-time secondary students grew, by 2011 the availability of public schools had declined.

The total percentage of public schools in Australia has decreased by 2%. On the other hand, the percentage of private schools has increased by 1% of the total number of schools.

We tend to widely accept privatisation of our schools. In Australia, the overall proportion of students in private schools is 35% ( but 41% in secondary school). This far outweighs the average OECD country, where 18% is the average number.

Compare this to the US, where approximately 8% of students attend private schools. In Canada, this percentage is even lower (approximately 6%), and lower again in countries such as New Zealand, Finland or Sweden.

We also have one of the highest percentages of private expenditure within the school sector. What this means is that we rely far more on a “user-pays” system than the average OECD country.

This is clearly problematic for those families with less capacity to pay.

This was noted in the OECD’s Education at a Glance 2016 report. When it comes to secondary schooling, for the majority of OECD countries, 90% of expenditure comes from government funds. But this wasn’t the case for Australia, Chile and Columbia, which “rely on over one-fifth of private expenditure at this level”.

While many other OECD countries do fund their private schools, they are also subject to a host of regulations.

When it comes to the funding private schools, Australia is classified as a “high funding and low regulation” country. In comparison to other OECD countries, private schools have little accountability in terms of how they spend their money.

Add to this a dominant cultural narrative around the superiority of private schooling, and you have a disturbing tide of privatisation in our secondary schools.

This tide of privatisation will only further entrench equity gaps for students from families who cannot afford to pay. It will also add to the household burden for those families struggling to pay their private school costs.

Fuente: http://theconversation.com/fewer-students-are-going-to-public-secondary-schools-in-australia-79425

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Enseñarán mandarín en las escuelas públicas de Puerto Rico

Puerto Rico/Junio de 2017/Fuente: Metro

En las escuelas públicas primarias y secundarias se dará clases de mandarín, como parte del Plan de Desarrollo Económico, dijo esta semana el secretario de Desarrollo Económico y Comercio, Manuel Laboy.

“No podemos hablar de bilingüismo. Ustedes saben que llevamos distintos meses hablando con grupos de inversión chino. Tenemos que aprender a hablar mandarín. Es insólito que en 2017 no estemos aprendiendo mandarín en K-12 y en la Universidad. Y les digo más, si para el 2020, nosotros no logramos introducir en los currículos de manera efectiva para que nuestros estudiantes estén aprendiendo mandarín, vamos a fracasar”, dijo el secretario durante la presentación del Plan  de Desarrollo Económico Integrado, en una actividad de Facultad de Administración de Empresas de la Universidad de Puerto Rico.

“Hay que enseñar mandarín, tenemos que reforzar el inglés y tenemos que reforzar el español”, añadió.

Según Laboy, la secretaria del Departamento de Educación, Julia Keleher trabaja en el modelo a implantar para enseñar mandarín en las escuelas públicas.

El Plan  de Desarrollo Económico Integrado presentado por el secretario, incluye a la Universidad de Puerto Rico, en una visión comercial.

“Tenemos que reenfocar a la Universidad en lo que son investigación y desarrollo aplicado, para atender necesidades del mercado. En otras palabras, que esa investigación y ese desarrollo se pueda comercializar. También tenemos que internacionalizar la educación universitaria. Yo prefiero que lo haga la UPR, pero si no lo hace la UPR, tendrá que hacerlo las universidades privadas”, sentenció.

Cuestionado sobre en qué momento presentarán legislación que permita a la UPR reenfocar su visión a una empresarial, Laboy contestó que “es una conversación bastante dinámica y que requiere mucho enfoque constructivo, así que no le puedo decir para cuando se presentará legislación, pero si puedo asegurar que es una alta prioridad y  que se está avanzando en las discusiones”.

La propuesta incluye lograr la eliminación de varias restricciones federales y que se incluya a la Isla en otros programas de desarrollo económico. Asimismo, plantea proyectos de energía renovable y la revisión de los incentivos contributivos, para eliminar aquellos que no producen rendimiento.

“Tenemos que tener ahora un dialogo constructivo, con esos posibles sectores que se afecten. Para compartirles la data, los resultados y que tengan la oportunidad de debatirlos. La idea es que podamos validar. Una vez que validemos, que un incentivo es negativo para el fisco en términos de retorno de inversión, y de haber dialogado con todos los sectores, incluyendo la Legislatura y los municipios, entonces entramos en un proceso de legislación. Para eliminar algún incentivo que ya todo el mundo validó. A lo mejor podremos modificar algunos incentivos, pero otros se van a tener que eliminar. Ese proyecto lo queremos aprobado para diciembre de este año”, sentenció.

El fin, según el secretario, es no depender únicamente de un modelo económico, en especial el de los incentivos contributivos del gobierno federal.

Fuente: https://www.metro.pr/pr/noticias/2017/06/16/ensenaran-mandarin-las-escuelas-publicas-puerto-rico.html

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Brasil propõe novo sistema de avaliação para educação básica no Mercosul

Brasil/Junio de 2017/Fuente: Correio

Resumen: El ministro de Educación, Mendonça Filho, sugirió este viernes (16) que los países del Mercosur se reflejan en los métodos brasileños para unificar sus sistemas para evaluar la calidad de los indicadores de la educación básica. La propuesta fue hecha durante el encuentro de ministros de educación del bloque, celebrado en Buenos Aires. A los pares, Mendonça Filho defendió los criterios de evaluación desarrollados por el Instituto Nacional de Investigaciones Educativas Anísio Teixeira (Inep), ligado al ministerio.

O ministro da Educação, Mendonça Filho, sugeriu nesta sexta-feira (16) que os países do Mercosul se espelhem nos métodos brasileiros para unificar seus sistemas para avaliar a qualidade dos indicadores da educação básica.

A proposta foi feita durante o encontro de ministros da educação do bloco, realizado em Buenos Aires.

Aos pares, Mendonça Filho defendeu os critérios de avaliação desenvolvidos pelo Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (Inep), ligado ao ministério.

«O Inep tem grande expertise na avaliação da educação em termos de qualidade, com critérios que são cada vez mais consagrados internacionalmente e que, por certo, pode ser um espaço de intercâmbio de relacionamento na região», afirmou.

Participaram da reunião os representantes de Bolívia, Paraguai, Uruguai, Colômbia, Equador e Argentina.

Nesta sexta-feira, o Brasil assumiu a presidência pro tempore do Setor de Educação no Mercosul, posto rotativo e que será ocupado até o fim do ano.

Fuente: http://www.correio24horas.com.br/detalhe/brasil/noticia/brasil-propoe-novo-sistema-de-avaliacao-para-educacao-basica-no-mercosul/?cHash=968001ca542e34621339cd83c9041da2

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Canada eases entry for foreign researchers

Canadá/Junio de 2017/Fuente: The Pie News

Resumen: Las universidades han acogido con beneplácito la inclusión de la exención de permiso de trabajo para estancias académicas de hasta 120 días en la estrategia, que también introduce el procesamiento acelerado de visas para algunas profesiones altamente calificadas. Los investigadores extranjeros que trabajen en proyectos en una institución financiadora con fondos públicos o institución de investigación afiliada serán elegibles para una estancia de 120 días en Canadá cada 12 meses. Y las universidades también podrán acceder a un canal de servicio dedicado que apoyará a los empleadores y brindará orientación sobre las solicitudes de visas para los talentos extranjeros.

Universities have welcomed the inclusion of the work permit exemption for academic stays of up to 120 days in the strategy, which also introduces expedited visa processing for some highly skilled professions.

Foreign researchers working on projects at a publicly funded degree-granting institution or affiliated research institution will be eligible for one 120-day stay in Canada every 12 months.

And universities will also be able to access a dedicated service channel that will support employers and provide guidance on visa applications for foreign talent.

“We must ensure that our country has the right people with the right skills so that it can grow”

The Global Skills Strategy, which came into force on June 12, aims to boost the Canadian economy by filling skills gaps with international talent.

“We must ensure that our country has the right people with the right skills so that it can grow,” commented Minister of Innovation, Science, and Economic Development Navdeep Bains.

“Our government will make it easier for companies to bring in highly skilled talent,” he added.

The inclusion of measures to help universities attract international talent demonstrates that “the federal government recognises the important role Canadian universities play in ensuring Canada can compete in the global research and innovation race”, according to Paul Davidson, president of Universities Canada.

“These measures will make Canadian universities even more attractive to the brightest minds in the world, building universities’ capacity to advance knowledge, foster innovation and build prosperity,” he added.

As well as the short term work permit exemption, the Global Skills Strategy aims to make it easier for employers to recruit highly skilled workers in certain fields such as computer engineering.

“Employers that are making plans for job-creating investments in Canada will often need an experienced leader, dynamic researcher or an innovator with unique skills not readily available in Canada to make that investment happen,” said Ahmed Hussen, Minister of Immigration, Refugees and Citizenship.

“The Global Skills Strategy aims to give those employers confidence that when they need to hire from abroad, they’ll have faster, more reliable access to top talent.”

Fuente: https://thepienews.com/news/canada-scraps-work-permits-short-term-research-projects/

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Sudáfrica: At last Malawi Govt to employ teachers

Sudáfrica/Junio de 2017/Fuente: Malawi 24

Resumen:  Sus esperanzas de conseguir empleo por parte del gobierno se rompieron y muchos profesores calificados emigraron a Sudáfrica, pero los que esperaron pueden permitirse una sonrisa como el Ministerio de Educación, Ciencia y Tecnología ha revelado que todo está establecido para tener a los profesores puestos para el trabajo. Hablando en un presser en Lilongwe el sábado, el ministro responsable Emmanuel Fabiano reveló que el gobierno planea reclutar maestros de posgrado en el país.

Their hopes of getting employed by government were shattered and many qualified teachers migrated to South Africa, but those who waited can afford a smile as Ministry of Education, Science and Technology has disclosed that all is set to have the teachers posted for work.

Speaking at a presser in Lilongwe on Saturday, minister responsible Emmanuel Fabiano disclosed that government plans to recruit graduate teachers in the country.

Junior Certificate of Education

Emmanuel Fabiano says Govt set to recruit the teachers.

The minister added that graduate teachers must go and check their names at district education offices in their areas and signing for the offer letters is from June to July.

He added further that the newly recruited teachers are not allowed to request for transfers arguing this will compromise efforts of reducing workload on some teachers in rural set up of the country.

Government was reported to have been shunning employing teachers in the country arguing the country’s economic status could not have allowed recruitment.

The development witnessed Teachers Union of Malawi (TUM) faulting government for not employing teachers amid reports of shortage of teachers in Malawi.

Concurring with TUM, various education stockholders blamed government over the development arguing it was a waste of resources training the teachers without giving them jobs.

The delay witnessed many qualified teachers going to South Africa for jobs for their survival.

Fuente: https://malawi24.com/2017/06/18/at-last-malawi-govt-to-employ-teachers/

 

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China: Art education goes online

China/Junio de 2017/Fuente: The Nation

Resumen: El reciente lanzamiento de la L-Art University en China promete dar acceso a personas a cursos impartidos por profesores de todo el mundo. L-Art University se puso en marcha el 20 de mayo para ofrecer capacitación a profesionales del arte y la cultura. También atiende a los amantes del arte y coleccionistas que visitan regularmente museos. Cualquier persona interesada puede inscribirse y seguir un curso en el sitio web de la universidad, LArt.org, o descargar su aplicación. Se ofrecen 10 cursos, incluyendo animación 3D, cine, diseño de exposiciones, arte europeo del siglo XX y gestión de museos.

The recent launch of the online L-Art University in China promises to give people access to courses taught by lecturers around the world.

L-Art University went live on May 20 to provide training to professionals in art and culture. It also caters to art lovers and collectors who regularly visit museums.

Anyone interested can register for and follow a course at the university’s website, LArt.org, or download its app.

On offer are 10 courses, including 3D animation, filmmaking, exhibition design, 20th-century European art and museum management.

Young people take art courses offered by LArt University, a new online-education institute, taught by lecturers around the world. Photo/China Daily

Each course involves seven to 14 classes, each of which is a 30-minute video uploaded weekly. The course prices start at a few hundred yuan.

The lecturers – in Hong Kong, Paris, London and Los Angeles – are experienced teachers at art schools. Some are also artists.

The curriculum is to be enriched as more courses on design, architecture and the art market are composed, filmed and produced.

About 180 courses will be available by the end of 2018, says Lyu Peng, the art historian who heads L-Art University.

Lyu, who teaches a 12-session course on the history of modern Chinese art, says more lecturers teaching in art schools in Germany, Italy, Spain and Russia are expected to join the institute’s faculty soon.

“The curriculum zooms in on various elements of the art world – how an artwork is produced, consumed, marketed and collected,” says Lyu. “We’re trying to build a knowledge repository of how the art world operates.”

The courses are filmed in the cities where the lecturers are based and feature local scenes to give students a more holistic learning experience.

One of the lecturers, Paul Gladston, a professor at the University of Nottingham in England, taped his courses on contemporary visual culture and critical theory earlier this year.

The videos shot in London show viewers the city’s street art and architecture.

“What I teach is theoretically difficult,” says Gladton, “so I hope to encourage students to think about interesting ideas and how one film connects to another. We do that by making them cool and visually engaging, and London is an extraordinary place.”

This is Gladston’s first experience teaching online and he finds the video-making process “very hard” but “very rewarding”.

Not only does it force him to think about how to say things in a way that people can understand, but it also makes him reflect on his teaching methods.

“Young students today are so used to consuming things online,” he says. “So the filming process makes me think about how to restructure the information and communicate.”

Frank Vigneron, who lectures on Western art theory and philosophy, says a truly globalised education spreads the “voice” of art to every corner of the world and “make it louder”.

Fuente: http://www.nationmultimedia.com/news/life/art_culture/30318254

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Cuba: Hemingway está en La Habana

Cuba/Junio de 2017/Autora: Madeleine Sautié/Fuente: Granma

La certeza de que el autor de El viejo y el mar no ha muerto fue una tesis cabalmente defendida por el investigador cubano Walfrido López al exponerla en su ponencia con la que se inició la segunda jornada del 16 Coloquio Internacional Ernest Hemingway…

La certeza de que el autor de El viejo y el mar no ha muerto fue una tesis cabalmente defendida por el investigador cubano Walfrido López al exponerla en su ponencia con la que se inició la segunda jornada del 16 Coloquio Internacional Ernest Hemingway, acaecida ayer en el hotel Ambos Mundos de La Habana, centro donde se respira la presencia del escritor norteamericano.

Muchas razones ofreció el ponente para demostrar esa verdad de Perogrullo que es la supervivencia del escritor insigne que no pasa de tiempo, autor de diez novelas, 12 libros de cuentos, relatos excelentes y periodista excepcional.

Entre las claves sostenidas está su condición de héroe, el que participó en la Primera Guerra Mundial y que fue herido en ella; el héroe de su país; el galardonado; corresponsal en la Guerra Civil Española; el galán y el valiente; el cazador de búfalos; el pescador de los mares de Cuba, y del Caribe; el cazador africano capaz de enfrentarse a un elefante, el sobreviviente de accidentes aéreos, aunque a intervalos pequeños.

Otros referentes son su estancia durante tantos años en Cuba, donde creó un mundo hemingwayano; sus gestos generosos como el de «entregar» la medalla del Premio Nobel a la Virgen de la Caridad; y el carácter de santuarios, que adoptan sus viviendas, como la propia Finca Vigía y el Ambos Mundos.

El argentino Ricardo A. Koon, miembro de la Cátedra Ernest Hemingway del Instituto Internacional de Periodismo José Martí, es biógrafo del autor de Por quién doblan las campanas. «Lo estudio hace 40 años y ya presenté mi libro aquí –expresó a Granma–. Vengo al coloquio porque me encanta aportar sobre la vida de Hemingway. Mi ponencia tratará de la filmación de El viejo y el mar; para ello el escritor pidió a los productores de Hollywood que el rodaje se llevara a cabo en escenarios originales».

Desde su correspondencia el escritor revela múltiples aristas. La profesora norteamericana Sandra Spanier lleva la avanzada en esta zona de la escritura de Hemingway. «Vengo al coloquio desde que se fundó. En mi ponencia hablo sobre el tercer tomo, que está ya en muchas partes del mundo. Pero ya en meses sale el cuarto tomo. Las cartas son muy reveladoras. Dejan ver lo mismo su humor, su sensibilidad que su pasión por la escritura de turno, reveló a Granma.

Como este evento que concluirá mañana, se celebran muchos en el mundo. Cada vez son más los estudiosos de su vida y obra. La concurrencia de los llamados «similares» –seres con asombroso parecido al escritor–; competencias de pesca deportiva; actividades en bares donde bebió un trago o donde besó a una mujer son, entre otras patentes, muestra de la vida eterna de Hemingway, que por estos días revisita sus sitios predilectos en la Isla desde la voz y de la mano de los participantes del foro, que ya se preparan para su próxima edición prevista del 20 al 23 de junio del 2019.

Fuente: http://www.granma.cu/cultura/2017-06-16/hemingway-esta-en-la-habana-16-06-2017-23-06-15

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