Author: Noticias

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España: Los colegios públicos viven otro paro sin cambio de posturas entre sindicatos y Gobierno

Noticias

España/23 de mayo de 2017/Autores: eldiarionorte Euskadi/ Fuente: http://www.eldiario.es

Los sindicatos ELA, LAB y Steilas han convocado una nueva jornada de huelga en la enseñanza pública no universitaria de Euskadi, a la que están llamados unos 29.000 trabajadores.

Los sindicatos ELA, LAB y Steilas han convocado este martes una nueva jornada de huelga en la enseñanza pública no universitaria de Euskadi, a la que están llamados unos 29.000 trabajadores, para reclamar «la mejora de las condiciones laborales» y por «la construcción de la educación».  Esta es la segunda convocatoria de huelga en dos semanas y la tercera desde el pasado mes de marzo. Y desde que empezaron las movilizaciones parece que nada se ha movido. Sindicatos y Departamento de Educación mantienen las espadas en alto.

En declaraciones a Europa Press, el responsable en este área de ELA, Xabier Irastorza, ha asegurado que la movilización responde al diagnóstico «muy grave» de la situación en la educación pública, tanto en lo relativo a inversión como a las condiciones laborales.

«Constatamos que la inversión en Educación es de las peores en la UE. Estamos a la cola en inversión, pero desde 2009 hay un recorte de 162 millones en el Presupuesto que repercute en plantilla, condiciones laborales y ratios de alumnado por clases», ha manifestado.

Además, ha denunciado «los recortes salariales, pérdida de poder adquisitivo, sustituciones que no se hacen hasta pasada una semana, o la penalización de las bajas», entre otros aspectos. A ello se suman las reformas educativas (Lomce y Heziberri), que «suponen una mercantilización de la educación».

Irastorza ha advertido de que, «con ese diagnóstico», el Gobierno vasco «tiene que cambiar su política educativa, aumentar la inversión e incrementar las plantillas en, al menos, 2.000 personas en los colectivos de docentes, educación especial, cocina y limpieza, y haurreskolak, los cuatro convocados a la huelga, en los que «la tasa de temporalidad es muy elevada».

«Pedimos que se revierta la política de recortes, que se cambie radicalmente la política educativa y se vuelva a la situación de 2009», ha reclamado, para añadir que la disposición de los convocantes a negociar «es total», pero ha advertido de que «tiene que haber propuestas encima de la mesa».

Los sindicatos convocantes han advertido de que tienen «clarísimo» que «la situación exige una respuesta por parte del Gobierno», por lo que, si el Ejecutivo autónomo «no responde, tendrá huelgas y movilizaciones».

Fuente de la Noticia:

http://www.eldiario.es/norte/euskadi/colegios-publicos-posturas-sindicatos-Gobierno_0_646386373.html

 

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Scotland’s Education Minister Says Education System Is Focused on Skills and Experiences to Prepare Youth for Learning, Life and Work

Noticias

Scotland/23 may 2017/By: CMRubinWorld/Source:http://www.sfgate.com

There has been a significant period of curriculum reform in Scotland. Driving this change is the development of skills, insights, and confidence to respond to the challenges and opportunities of the modern world. In a recent interview with CMRubinWorld, John Swinney says it is hugely important that Scottish students are equipped with all the skills they need to succeed in the modern workplace. “And it is crucial that we give all of our young people the opportunity to help them fulfil their potential, whether that is by going to university or college, going straight into work or undertaking a modern apprenticeship. The key is giving them the options to follow that will lead to success.”

 “The curriculum in Scotland,” says Swinney, Deputy First Minister and Cabinet Secretary for Education and Skills, “recognizes that learning begins at birth and continues throughout our lives. We have a pre-birth to three framework, 3-18 curriculum, and national guidance and frameworks which support adult learning and community learning and development. Together, these form the curriculum in Scotland, which is designed to help learners develop the skills they need for learning, life and work in an ever-changing world.”
 Swinney further emphasizes that the role of teachers is critical. A large aspect of Scottish reform has been focused on empowering teachers “to ensure all children have the best opportunity to learn and succeed.”

Prior to his election as Westminster MP for North Tayside in 1997, John Swinney held a number of posts in the Scottish National Party (SNP) at local and national level. In 1999, he became Member of the Scottish Parliament (MSP) for Tayside North, remaining as the constituency’s MP until standing down from Westminster at the 2001 General Election. From 1998 to 2000, he served as deputy leader of the SNP, and then as party leader between 2000 and 2004. He was re-elected as an MSP at the 2011 Scottish Parliament election and appointed Cabinet Secretary for Finance and Sustainable Growth. He was appointed as Deputy First Minister and Cabinet Secretary for Finance, Constitution & Economy in November 2014. In May 2016, he was appointed as Deputy First Minister and Cabinet Secretary for Education and Skills.

CMRubinWorld launched in 2010 to explore what kind of education would prepare students to succeed in a rapidly changing globalized world. Its award-winning series, The Global Search for Education, is a highly regarded trailblazer in the renaissance of 21st century education, and occupies a widely respected place in the pulse of key issues facing every nation and the collective future of all children. It connects today’s top thought leaders with a diverse global audience of parents, students and educators. Its highly readable platform allows for discourse concerning our highest ideals and the sustainable solutions we must engineer to achieve them. C. M. Rubin has produced over 500 interviews and articles discussing an extensive array of topics under a singular vision: when it comes to the world of children, there is always more work to be done.

Source:

http://www.sfgate.com/business/press-releases/article/Scotland-s-Education-Minister-Says-Education-11163332.php

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26th International Conference on Teaching, Education and Learning (ICTEL), 08-09 Nov 2017, Singapore

Noticias
Date: 08-Nov-17 to 09-Nov-17
Location: Nanyang Technological University / Singapore / Singapore
Category: Education Conferences & Trade Fairs
Conference Name: 26th International Conference on Teaching, Education and Learning (ICTEL), 08-09 Nov 2017, Singapore
Conference Dates: 08-09 Nov 2017
Conference Venue: Nanyang Technological University, Nanyang Executive Centre, Singapore
Deadline for Abstract/Paper Submissions: Nov 5, 2017
Contact E-Mail ID: info@adtelweb.org
Association President: Prof. Vivian Iglesia-Buhain
Language: English
(Vernacular Session, e.g., Persian, Bahasa, Thai, European Languages, Chinese, will be organized for minimum 5 or more participants of particular language)
(Only english language, full-length, original papers will be considered for publication in conference journals)

Visitors

Professors, Scholars, Researchers, Students

Exhibitors

Professors, Scholars, Researchers, Students
Source:
http://www.einnews.com/event/46252/26th_international_conference_on_teaching_education_and_learning_ictel_08_09_nov_2017_singapore
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WomenStrong International Launches Menstrual Education Campaign to Reduce Obstacles Preventing Impoverished Girls from Finishing School

Noticias

Africa – Asia – North America – Central America/23 may 2017/By: WomenStrong International/Source: http://www.kait8.com

WomenStrong International, a consortium of non-profit organizations in five nations supporting women-driven solutions to extreme urban poverty, today launched a campaign to increase menstruation education and reduce obstacles preventing girls from getting the education they need to create better, more prosperous lives.

WomenStrong invited those who care about women and girls to join #WomenStrongWarrior on Menstrual Hygiene Day, May 28, and support the fight for access to menstrual and reproductive health education, sanitary pads and basic facilities, such as school toilets.

«Our experience working with adolescent girls in sub-Saharan Africa and India demonstrates the importance of education, which is everything to a girl hoping for a better life,» said Dr. Susan M. Blaustein, WomenStrong Founder and Executive Director. «We call on schools, local governments, multilateral institutions, policymakers and international development organizations to help create a world where menstrual health is a human right and girls can grow up with dignity and joy in their womanhood.»

Studies show that most girls don’t receive the information they need on changes that occur at puberty and don’t have money to buy sanitary products. These gaps become insurmountable barriers to school attendance. Yet, education is known to be the most critical factor in a woman’s ability to delay marriage, survive childbirth, raise healthier and better-educated children, and emerge from poverty.  When a girl misses a week of school each month because of her period, or drops out, she is condemned to a life without resources or dignity. The impact of losing this girl resonates in the national economy since educating girls is now known to be one of the highest yielding investments in the economic growth of developing countries.

WomenStrong’s Consortium members working at the community level in the slums of Kisumu, Kenya; Kumasi, Ghana; and Madurai, India, have established Girls’ Clubs, providing thousands of adolescent girls with a safe place to make friends, build confidence, learn about sexual and reproductive health and rights, and exchange information with peers and mentors.  The Clubs have seen the substantial positive impact of training girls and boys on puberty and menstrual and reproductive health and hygiene. Including boys, men, mothers, teachers, health workers and others in trainings helps break the silence around menstruation, destroys negative myths and misinformation, and removes the stigma from this natural biological process.

But trainings alone aren’t enough. Girls also need school toilets with doors and locks for privacy, and basic menstrual supplies.  So, as often as possible, trainings are followed up with the provision of personal hygiene packs containing sanitary pads, soap and panties, all of which increase a girl’s chances of staying in school.

Research funded by The Bill and Melinda Gates Foundation found that 65% of Kenyan women and girls were unable to afford sanitary pads and often resorted to using rags or even leaves, the source of a variety of health risks. Families living on less than $2 per day are faced with choosing between buying sanitary pads for their daughters or food for the family.

«To a young girl, the obstacles seem huge, simply overwhelming. Confusion, embarrassment, no money to buy the supplies so many of us take for granted.  But it really takes so little to change a girl’s life,» Dr. Blaustein said.  «Even a small contribution makes a big difference to a girl, now and for years to come.»

  • $12 can buy a girl a year’s worth of sanitary pads
  • $25 pays for two packets of sanitary pads, a monthly recording chart and pencil
  • $50 buys a menstruation kit, with a year’s worth of pads, panties and soap
  • $100 buys a girl a menstruation kit for two years
  • $200 provides menstruation kits for four girls in a WomenStrong location of the donor’s choosing

#WomenStrongWarrior is a part of a growing global movement calling for menstrual hygiene education that informs and empowers girls and women to make decisions on managing their own bodies. Organizations and governments are calling for menstruation education to be part of national school curricula, as well as policies and programs for teen boys and girls.

For more information on WomenStrong International, and to stay updated on program news, innovations and stories that inspire from around the world, please visit www.womenstrong.org or follow us on Facebook, Twitter or Instagram.

ABOUT WOMENSTRONG INTERNATIONAL
WomenStrong International is a consortium of non-profit organizations in five nations supporting women-driven solutions to extreme urban poverty. WSI emerged from a decade of work at Columbia University’s Millennium Cities Initiative where we found the most successful programs were local and led by women. Through our Consortium members in Ghana, Kenya, Haiti, India and Washington, D.C., we help thousands of women and girls meet their 6 Essential Needs for health, shelter, safety, education, economic empowerment and a functioning urban environment. These women, in turn, improve the lives of their children, families, communities and nations. WomenStrong International believes the path out of poverty and toward a more just and prosperous world can be found by making women strong. For more information, visit www.womenstrong.org.

Media Contacts:
Melissa DiMercurio
Public Relations Manager
mdimercurio@delucchiplus.com

Natalie Dudas-Thomas
WomenStrong International
ndudasthomas@womenstrong.org

To view the original version on PR Newswire, visit:http://www.prnewswire.com/news-releases/womenstrong-international-launches-menstrual-education-campaign-to-reduce-obstacles-preventing-impoverished-girls-from-finishing-school-300460882.html

Source:

http://www.kait8.com/story/35485232/womenstrong-international-launches-menstrual-education-campaign-to-reduce-obstacles-preventing-impoverished-girls-from-finishing-school

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EEUU: River Terrace farmers market prepares special education students for jobs

Noticias

EEUU/23 may 2017/By: Alejandra Matos/ Source: The Washington Post

 Main picture description:

Jeanell Ward, 18, left, and Adrian Washington, 20, bag greens for customer orders. River Terrace Education Campus is a school for students with severe special education needs. (Sarah L. Voisin/The Washington Post)

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Adrian Washington fills a large plastic bag with two cartons of ripe strawberries, potatoes, a bushel of kale and a few tomatoes.

He spends his Wednesday mornings this spring at River Terrace Education Campus’s farmers market in Southeast Washington filling orders for teachers and community members.

Some of the vegetables sold at the market are grown in the school’s greenhouse and garden. River Terrace, which opened in 2015, serves 130 D.C. students from kindergarten to high school who have severe physical or intellectual disabilities. It aims to give them more individualized attention and prepare older students for independent lives after graduation.

Washington, 20, who wears headphones and listens to rap music to help him focus on his work, is one of about a dozen students who run the market as part of the school’s horticulture program. They learn how to plant seeds, care for the seedlings as they grow into vegetables and plants and how harvest them. They also care for the school’s greenhouse and maintain its lawn and flower beds.

Many schools in the District and elsewhere have gardens that are used to teach students about healthy eating and the process of growing plants and vegetables. But the program at River Terrace goes a step further: It aims to give an often under-served population of students a chance to gain skills that they can use for permanent employment.

“I didn’t know what arugula was or what kale was, but I learned really fast,” Washington said. “I learned everything I needed to keep it growing.”

The horticulture program is part of the school’s workforce development training. Students from age 18 to 22 can choose to focus on hospitality, health sciences or, as Washington did, horticulture.

Washington said he once wanted to be a scientist so he could learn about chemicals and save people’s lives. But now he wants a career in landscaping.

“I like planting living things,” he said.

Kelly Custer, who is in charge of the horticulture program, said the goal is to prepare students like Washington to have a full-time job and to be able to take care of themselves by teaching them how to budget their money and dress for a job interview. Most of his students struggle to read and write and are several grade levels behind in their education.

The students in the program, who are paid a modest stipend as interns, work about 10 hours a week at local urban farms and on the school grounds. They help grow vegetables at the University of the District of Columbia’s greenhouse, which supplies some other local farmers markets.

They also clean up trash from the Anacostia River, near the River Terrace campus. In the winter, the students grew some wetland plants in their greenhouse, and in the next few weeks they will plant those near the river.

“We try to provide them a well-balanced experience in landscape and horticulture with the idea that they can get employment in the field,” Custer said.

On Tuesdays, Custer and the students walk around the neighborhood near the school distribute fliers to invite the locals to the market. But most of their clients are teachers and staff at the school.


The strawberries quickly sold out. (Sarah L. Voisin/The Washington Post)

The farmers market recently boasted crates of kale going for $2 for half a pound. Tomatoes went for $1 per pound. Arugula, potatoes and strawberries were also in stock. Most of the vegetables were brought in from local farms because the school’s plants were not ready to harvest.

It’s Washington’s job to ensure the orders get filled, and he serves as a mentor to the younger students. He takes the forms from teachers and other shoppers who have marked down how many crates of strawberries or bags of potatoes they want. The other students huddle around him as he tells them which veggies to place in the bag.

Once filled, he sends the bag to the teacher’s classroom with one of the students.

Meanwhile, other students are taking order forms, ensuring teachers place their money in the pink pencil case used to store their proceeds. Robert Cruz, 20, is busy sweeping dirt off the sidewalk, watering the Swiss chard plants and mopping the greenhouse.

He enjoys making sure everything is clean and in order. Custer said Cruz took it upon himself to sweep and mop the entire classroom when he heard The Washington Post was going to write about the market.

He expects to graduate from the program this summer, and was recently interviewed for a job at a local hotel.

“I like to work,” Cruz said.

Before noon, the students focused on filling 26 orders. Most of their fruits and vegetables sold out. But before they continued their work for the remainder of the day, Cruz, Washington and other students savored some sweet strawberries under the spring sun.


Student Jaquan Williams, 21, samples a strawberry that a customer purchased at the River Terrace Education Campus farmers market. (Sarah L. Voisin/The Washington Post)
Source:
www.washingtonpost.com
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Oman’s education philosophy approved

Noticias

Oman/23 may 2017/by ONA/Source/http://timesofoman.com

His Majesty Sultan Qaboos bin Said has approved the education philosophy which includes the main sources and the general aim and principles for education in the Sultanate, said Minister of the Diwan of Royal Court and Chairman of the Education Council.

The strategy will serve as a constructive reference for building national education policies and for guiding the development of all stages and types of education.

The Education Council on Monday held its second meeting of the year under the chairmanship of Sayyid Khalid bin Hilal Al Busaidi, Minister of the Diwan of Royal Court and Chairman of the Council.

The Council reviewed the measures taken with regard to pathways for the education system in the Sultanate and decided to continue study on this issue.

The Council also discussed the need for female teaching staff at the first cycle of basic education and means of meeting such needs, such as opening bachelor degree programme for this cycle, as well as take necessary measure to initiate this programme for preparing teachers for institutions in the Sultanate.

Within the framework of the efforts made to develop technical education and vocational training and enhance the level of its programmes to meet the economic needs of the Sultanate, the Council approved amending the names of vocational training centres to vocational colleges and change the name of the Fishermen Rehabilitation Institute in Al Khabourah’ to a professional college for maritime technologies and sciences.

The Council also discussed a proposal to provide children suffering from autism with high quality education and rehabilitation services that make them more adaptable with school environment.

The Council delegated the Ministry of Education with the task of taking necessary measure in this regard.

It also discussed providing private education and training institutions that are in the first category, as well as the training units at the higher education institutions with the licence to provide vocational diploma programmes. The Council gave instruction to complete necessary procedures in this regard.

Source:

http://timesofoman.com/article/109597/Oman/Government/Oman’s-education-philosophy-approved

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España: Educación anuncia nuevas acciones contra el fracaso escolar para el próximo curso

Noticias

España/22 mayo 2017/Fuente: La Provincia

«Nos hemos esforzado por lograr avances en todos y cada uno de los factores que inciden en la mejora del sistema escolar y en el aumento del éxito académico del alumnado», indicó ayer la consejera de Educación y Universidades del Gobierno de Canarias, Soledad Monzón, durante la presentación ante el Consejo Escolar, de la planificación y novedades más destacadas para el próximo curso 2017-2018.

Entre las mismas, figura dos programas dirigidos a combatir el fracaso escolar. En el primero, denominado Impulsa, 224 centros, seleccionados a través del número y características de alumnado con Necesidades Específicas de Atención Educativa (NEAE) y del Índice Social, Económico y Cultural (ISEC) del entorno, tendrán un refuerzo con 258 docentes dedicados en exclusiva a apoyar el progreso de las alumnas y alumnos con mayores dificultades, principalmente en las competencias lingüística y matemática.

Este programa está centrado en la etapa de Educación Infantil y los dos primeros cursos de Primaria, «que marcará una diferencia significativa en la tasa de éxito escolar, a través de una atención temprana a quienes más lo necesiten y que facilitará además el paso de una etapa educativa a la siguiente», apuntó Monzón.

Con este mismo fin, se implementará también el Programa Tránsito, dirigido a facilitar al alumnado el tránsito entre 6º de Primaria y 1º de la ESO. Con la participación de unos 50 docentes de apoyo, esta iniciativa permitirá además facilitar al profesorado la ampliación de sus competencias profesionales docentes y la aplicación de estrategias y metodologías que favorezcan el desarrollo de las competencias de Comunicación lingüística y la Competencia matemática y competencias en ciencia y tecnología del alumnado.

La finalidad de ambos programas entronca con el objetivo principal que se fijó la Consejería desde el inicio de esta Legislatura, como es el aumento de la equidad del sistema educativo canario. En este sentido, se reforzarán los Equipos de Orientación Educativa y Psicopedagógicos.

Fuente: http://www.laprovincia.es/sociedad/2017/05/21/educacion-anuncia-nuevas-acciones-fracaso/941074.html

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