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Estados Unidos: Race, Wealth And Achievement Gaps; Affecting US Education Progress?

América del Norte/Estados Unidos/11 de Septiembre de 2016/Autora: Kristine Walker/Fuente: Parent Herald

RESUMEN: La administración de Obama y sus predecesores durante mucho tiempo han estado abogando por la importancia de la educación de calidad, que tiene el potencial de marcar el comienzo y más oportunidades de éxito. Por desgracia, el costo de la educación en los Estados Unidos sigue aumentando, dejando una gran cantidad de estudiantes lisiados con deuda y préstamos estudiantiles. En el nuevo año escolar, casi 100.000 escuelas públicas ofrecen oportunidades de aprendizaje a unos 50 millones de estudiantes desde el preescolar hasta la secundaria. A pesar de que las tasas de graduación de secundaria han aumentado considerablemente y las tasas de deserción han disminuido, el progreso educativo de Estados Unidos todavía no está casi a la par con otras naciones, McClatchy reveló DC.

The Obama administration and its predecessors have long been advocating the significance of quality education, which has the potential to usher more opportunities and success. Sadly, the cost of education in the United States continues to increase, leaving a lot of students crippled with debt and student loans.

In the new school year, almost 100,000 public schools offered learning opportunities to some 50 million students from kindergarten to high school. Even though high school graduation rates have sharply increased and dropout rates have declined, America’s education progress is still not almost on pace with other nations, McClatchy DC revealed.

With that said, experts believed that a nation that is trailing others like Canada, Germany, France, Korea and Japan in education will lag in international competitiveness, thus contributing to economic challenges. Within the United States, the education sector is also plagued with challenging gaps such as for achievement, by race, wealth and many others.

In spite of the fact that the U.S. federal government could influence policies and practices, education remains the main responsibility of the states. Meanwhile, national education reformers are reportedly targeting local school boards as it becomes a political battleground.

Based on a recent research, Michigan State University (MSU) political science assistant professor and lead study author Sarah Reckhow found that local school boards can serve as significant battlefields in national politics. According to Phys.org, Reckhow also said that there are organizations and donors who see local school board elections as «critical contests» over opposing ideas of education.

The study also found that outside money can be a good thing if the fund came from donors who share the same values and interests of the local residents. But the findings also warned that the local education politics nationalization might lure local leaders into the much theoretically opposed and steadfast position-taking, underwriting the national-level gridlock.

In other education-related reports, a Supreme Court judge ordered the state of Connecticut on Wednesday to come up with a new funding solution for its public schools. Aside from extensive reforms, Hartford Courant reported Judge Thomas Moukawsher also mandated the state to develop clear standards for both elementary and high school levels, not to mention requiring a total reform of Connecticut’s evaluation system of teachers, principals and superintendents.

What are your thoughts on America’s education system? Sound off below and follow Parent Herald for more news and updates.

Fuente: http://www.parentherald.com/articles/65964/20160909/education-latest-news-updates-race-wealth-achievement-gaps-affecting-us-education-progress.htm

 

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México: Alumnos demandan servicios

América del Norte/México/11 de Septiembre de 2016/Autor:Miguel A. Moo Góngora/Fuente: Diario de Yucatán

Alumnos de la Universidad Pedagógica Nacional de la Unidad 31-A subsede Peto, realizaron ayer viernes por la mañana una protesta frente al Palacio de Gobierno para exigir que el gobernador Rolando Zapata Bello atienda las necesidades de la institución educativa.

Los estudiantes señalaron que el próximo mes se cumplirán 11 años de haber llegado a la comunidad esta universidad, primera en el sur del Estado en ofrecer licenciaturas y una de las mejores opciones para los estudiantes de la región, sin embargo no ha podido crecer más porque carece de infraestructura y servicios.

Alrededor de 60 los alumnos de la licenciatura en Intervención Educativa participaron en la protesta, salieron de Peto en cuatro vagonetas como a las 9 de la mañana para dirigirse a la capital del Estado.

Los estudiantes se concentraron frente al Palacio de Gobierno, donde instalaron un equipo de sonido, dieron a conocer las necesidades que tiene el plantel y recordaron que desde diciembre del 2015 no reciben recursos para los servicios básicos de la universidad.

Comentaron que la universidad subsiste con las cuotas de $100 que pagan los estudiantes cada semestre.

Les cortaron la luz

Resaltaron que la “gota que rebasó el vaso” fue el hecho de que les hayan cortado el suministro de corriente la semana pasada, motivo por el cual se suspendieron las clases tres días, pues la Secretaría de Investigación, Innovación y Educación Superior (SIIES) no pagó el recibo.

Los alumnos exigían igualdad de condiciones y mejores servicios en alusión a que en otras universidades del Estado el gobierno “ha invertido millones de pesos”, tanto para infraestructura como en servicios, mientras que “a nosotros no nos dan nada”.

Justo González Zetina, profesor de la Universidad, dijo que los alumnos exigen sus derechos y explicó que desde junio la Secretaría de Educación del Estado les informó que dejaría de pagar el servicio de electricidad porque esa responsabilidad caería en la Secretaría de Investigación, Innovación y Educación Superior, sin tener la garantía de que así sería.

—Los alumnos realizaron una protesta pacífica y sus demandas son justas, la universidad carece de infraestructura básica y servicios. —dijo

Por su parte, los estudiantes pidieron una audiencia para entregar un pliego petitorio, incluso hicieron una invitación al gobernador para que visite la universidad y confirme que es verdad que tienen carencias.

Los universitarios señalaron que “todos pensaron que nois quedaríamos callados porque somos pocos”, sin embargo, están demostrando que no es así y aseguraron que si no hay una respuesta favorable a sus demandas, regresarán.

Recalcaron que a pesar de que son una universidad pequeña, porque así lo han querido las autoridades educativas, no están dispuestos a seguir callando.

Señalaron que las instalaciones son limitadas y por eso no puede aumentar la matrícula estudiantil. A pesar de la demanda que tiene la Licenciatura en Intervención Educativa, cada ciclo escolar sólo se pueden recibir 30 alumnos en promedio.

Durante la manifestación se cerró la calle 61 porque los estudiantes caminaron sobre la arteria.

Después de varios minutos les pidieron que integren una comisión porque serían recibidos para que planteen cuáles sus demandas.

La comitiva fue integrada por los alumnos Jimi Castillo Canto, Melina Nah Ucán, Magnolia María Pantí, Rudy Poot Ortegón, Celmy Hernández Carrillo y Adriana González Góngora.

Fueron recibidos por el director de Gobierno, Carlos Sobrino Castrejón, a quien le expusieron el motivo de la protesta y las exigencias y necesidades que tienen.

Los estudiantes aseguraron que el funcionario se comprometió a atender el caso y se comunicaría con la SIIES para ver la manera de apoyar al plantel.

Confían en su palabra

A pesar de que no se firmó algún documento, los alumnos indicaron que hubo el compromiso verbal y confían en la palabra del funcionario, aunque si no hay respuesta regresarán “las veces que sea necesario”.

Comentaron que el funcionario se comprometió a comunicarse con ellos hoy sábado para informarles en qué se les puede apoyar.

Los alumnos aprovecharon la ocasión para entregarle fotografías del plantel y del camino de acceso, que queda intransitable cada vez que cae una lluvia fuerte.

También plantearon la cuestión de las becas de Manutención del Ibecey, pues habría una reducción de beneficiarios y eso los afectaría, por lo que fueron enviados a esa dependencia para hablar con la directora.

Expusieron que carecen de sala de cómputo, auditorio, cafetería, espacio para el desarrollo de actividades cívicas, recreativas y deportivas, y estacionamiento. También requieren mantenimiento básico del edificio.

Fuente: http://yucatan.com.mx/yucatan/alumnos-demandan-servicios

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Sudáfrica: Deputy Minister Condemns Burning of University Property

África/Sudáfrica/11 de Septiembre de 2016/Fuente: All Africa

RESUMEN: El Viceministro de Educación Superior,  Mduduzi Manana ha condenado  la destrucción de la propiedad de la Universidad de KwaZulu-Natal durante las recientes protestas. El Viceministro pidió a los estudiantes ejercitar la paciencia y permitir que la comisión de investigación, que fue establecida por el presidente Jacob Zuma para estudiar modelos alternativos de financiación para la educación superior,  hacer su trabajo sin interrupciones. Dijo esto cuando la Asamblea Nacional llevó a cabo un debate en torno al tema: «cuotas de los estudiantes de crisis en África del Sur», el jueves. «Compañeros, seguimos siendo testigos con consternación del vandalismo recurrente de nuestras instituciones. Como gobierno, condenamos la destrucción de la propiedad educativa y hacemos un llamado a todas las comunidades a hacer lo mismo.

Higher Education Deputy Minister Mduduzi Manana has condemned the destruction of property during recent protests at the University of KwaZulu-Natal.

The Deputy Minister called on students to exercise patience and allow the Commission of Inquiry, which was established by President Jacob Zuma to look into alternative funding models for higher education, to do its work without disruptions.

He said this when the National Assembly held a debate under the theme: «Student fees crisis in South Africa» on Thursday.

«Fellow students, we continue to witness with dismay the recurring vandalism of our institutions. As government, we condemn the destruction of educational property and we call on all our communities to do the same.

«We have to isolate and expose vandals from genuine students who need to build their future in our universities,» he said.

The university’s senate building and six vehicles outside the Westville campus were set alight, allegedly by protesting students, with a university spokesperson confirming that several students were arrested following the incident.

During the debate on Thursday, the Deputy Minister condemned the torching of the buildings, which also left the university’s Law Library in ashes.

«Serious action must be taken against the perpetrators of sordid criminality. We equally condemn police brutality against students and all our law enforcement agencies but to instead arrest all those who are found to be responsible,» he said.

The Deputy Minister said all stakeholders participating in the Commission of Enquiry should exercise patience.

This comes after reports that some hearings held by the commission were disrupted by students when emotions ran high.

«In this connection, I wish to appeal to all our stakeholders, and particularly the students, to allow the commission of enquiry to do its work without disruptions so that the views of members of society on possible options can be well captured.

«As you may be aware, the commission is not only [seized by] investigating modalities for free undergraduate education, but it is also looking at the pertinent issue of funding for the entire post-school system,» he said

While short-term solutions will provide a much-needed cushion for students who cannot afford university fees, discussions should also explore lasting solutions to ensure accessibility of the higher education system.

«We are navigating through this precarious path with all our stakeholders, the communities and indeed the masses of our people who stand to benefit from improved access to higher quality education and training.

«We therefore ask our people to exercise maximum patience as we find lasting and workable solutions to the current challenges.»

Fuente: http://allafrica.com/stories/201609090404.html

Fuente de la imagen: http://www.timeslive.co.za/politics/2015/11/02/Deputy-Higher-Education-Minister-Manana-stood-up-students-at-parliament

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Nueva Zelanda: Palmerston North schools to learn using a community approach

Oceanía/Nueva Zelanda/11 de Septiembre de 2016/Autora: Karoline Tuckey/Fuente: Stuff

RESUMEN: Tras el lanzamiento de la primera Comunidad de Aprendizaje de Palmerston North, un reportero de Karoline Tuckey habla a educadores en Manawatu sobre el nuevo esquema. Se espera que los niños serán los ganadores si en las escuelas aprenden a jugar juntos muy bien a través de las nuevas comunidades cooperativas de  de aprendizaje, el cual establece los grupos de las escuelas para hacer frente a los retos juntos. Los críticos dicen que las escuelas de Nueva Zelanda han sido arruinadas por una tendencia hacia el aislamiento, como resultado de las estructuras de autogestión introducidas por las escuelas del mañana. Por lo tanto, los maestros de la puesta en marcha de la primera Comunidad de Aprendizaje de Palmerston North, el 29 de agosto fueron entusiasmados con las oportunidades que el programa podría contener para el desarrollo y aplicación de la enseñanza a través de la colaboración.

Following the launch of Palmerston North’s first Community of Learning, reporter Karoline Tuckey speaks to Manawatu educators about the new scheme.

Children are expected be the winners if schools learn to play together nicely through the new cooperative Communities of Learning scheme, which establishes groups of schools to tackle challenges together.

Critics say New Zealand’s schools have been blighted by a tendency toward isolation, resulting from the self-management structures introduced by Tomorrow’s Schools.

Meanwhile those who excell in teaching positions find promotions funnel them toward administration roles. Many educators say that both factors have resulted in a system that has not fostered the sharing of teaching expertise and skills.

So, teachers at the launch of Palmerston North’s first Community of Learning on August 29 were understandably excited about the opportunities the scheme could hold for development and application of teaching through collaboration.

About 320 teachers, principals, and board of trustee members from 10 schools in the Palmerston North East Communities of Learning (CoL) joined speakers for the launch at the Palmerston North Convention Centre. The group has a total student population within their boundaries of about 4500.

CoL were initiated by the Ministry of Education. They are formal clusters of schools that define the common challenges they face, share expertise, skills and successful ideas, and develop new ideas to address their challenges.

CoL are formed around geographic boundaries, and schools from early childhood education to secondary schools can opt in. Once formed, each group works with the Ministry to define its goals, and how to pursue them.

he PNECoL lead principal Peter Brooks (principal of Freyberg High School) says the group submitted the first expression of interest nationally, and has now been granted $750,000 a year, over three years.

This covers release time for school staff to work on the project, including ‘within school’ teachers, ‘across-school’ teachers and the lead principal.

The balance of teachers would be funded for about half to one day per year of release time.

«It’s hugely exciting, because [schools] have been silo-ed before, we’ve been little islands, and it’s crazy.

«It’s not like [peer development] hasn’t happened before, people do go into each others’ classrooms, but we’ve had to struggle with resources, and you don’t get the release time.

«They might be a master teacher, but how do you get the time for people to come and watch them.»

So far a working party has analysed the strengths and weaknesses of the ten schools in the Palmerston North East group to set three «Achievement Challenges» they plan to tackle as a group.

These are: for 85 per cent of their students to achieve NCEA level 2 in maths, to raise the reading levels of boys (who are lagging behind girls), and to raise students’ science, technology and critical thinking skills.

The group would also look at ideas to improve students’ transitions between schools and schooling levels, including introducing a program to give consistency in national standards assessments.

Brooks says students arriving at high school, even with the same national standards scores, could have widely varying levels of competencies.

«It hasn’t been moderated and given the same rigour [across all age groups] as it has at NCEA level, there’s no real consistency between the schools.»

Early childhood educators, tertiary representatives, political bodies and Rangitane were also involved as partners to the group, he says.

«It’s going to have a big impact on the community, we’ve got a learning pathway from 3 [years] to 23, and that’s 4500 students – if you can improve their learning and job prospects and futures across the community…»

Russell Street School board of trustees member Leanne Fa’aea says the local, yet big picture approach had a lot of pluses.

«I think communities can become overly concerned only about what’s happening in my school, but those kids will have to go off to school somewhere else, and then to work in the community.

«I like the idea that teachers are going to be teaching teachers, because they know their craft and they know their kids, and it’s community based – it’s our community.»

There was some confusion among parents about what CoL were, but this could change as more tangible plans were formed, she said.

Freyberg High School Head of English Rachel Shepherd, said teachers were excited to find ways to enrich their teaching practice, and children’s learning, but wanted to know more about how the program would be run.

«The biggest question mark is just how well this works in practice. We’re getting a lot of information about the potential … but not how it will work in practice.»

Ross Intermediate School teacher Nick Wilson was hopeful collaboration would give schools more information and tools.

«Better communication can only be a good thin for kids – in the past there’s nothing that has had to go on in terms of communication between schools.

«I’m quite excited that science and technology is going to play quite a big part in it, and that greater engagement in those curriculum areas is something they’ll be putting a lot of attention into.»

Palmerston North-based New Zealand Education Institute representative Liam Rutherford said the union was supportive of the CoL, but cautious of how it would affect teachers’ workloads.

«We’d like to see some of the [self-determination] around the flexibilities that CoL get to shape how the actual funding is used around resourcing and leadership structures.

«We appreciate any time that we can come together to allow us to collaborate – at the end of the day, if teachers see value in it, they will make it work.»

Schools in the Palmerston North East CoL: Freyberg High School, Russell Street School, Ross Intermediate School, Milson School, Roslyn School, Terrace End School, Whakarongo School, Ashhurst School, Hokowhitu School and Parkland School.

Other nearby CoL are a Palmerston North and Rangitikei one covering Catholic schools, and a Horowhenua CoL.

Communities of Learning, by the numbers:

148 CoL approved nationally.
About 1260 schools involved so far – more than half of the national total.
This covers 410,000 children.
Funding is from the $359 million national Investing in Educational Success initiative.
CoL will be rolled out over three years.

Fuente: http://www.stuff.co.nz/national/education/84044228/Palmerston-North-schools-to-learn-using-a-community-approach

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Perú: Evalúan infraestructura de 60 colegios en Lima Norte

América del Norte/Perú/11 de Septiembre de 2016/Fuente: Diario La República

Durante las siguientes semanas, un total de 60 colegios ubicados en Lima Norte serán evaluados por especialistas para saber si es que su infraestructura representa un riesgo para los estudiantes, directores y profesores.

De esta forma, en diciembre próximo, las instituciones educativas recibirán un informe sobre las áreas que deberán ser mejoradas para evitar posibles derrumbes u otro tipo de riesgos.

La iniciativa forma parte del proyecto Dipecho (Más Educación, Menos Riesgos) y es promovida por el Ministerio de Educación, Unesco, la Mancomunidad de Lima Norte así como otras instituciones.

 

Además, se detalló que usarán una metodología aplicada en El Salvador (Visus) con la que se reveló los problemas de infraestructura que presentaban unos 100 colegios en dicho país.

“El objetivo de este proyecto es brindar a los tomadores de decisiones y a la comunidad educativa una herramienta para evaluar los riesgos que afecten la infraestructura de las escuelas”, explicó Magaly Robalino, de Unesco.

Fuente: http://larepublica.pe/sociedad/801196-evaluan-infraestructura-de-60-colegios-en-lima-norte

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Corea del Norte: Prueba nuclear es la más potente realizada hasta hoy

Asia/Corea del Norte/11 de Septiembre de 2016/Fuente: El Universal

Corea del Norte llevó a cabo este viernes su quinta prueba nuclear, la segunda este año y con la mayor potencia hasta el momento, que provocó un sismo de magnitud 5,0 y una amplia condena de sus vecinos.

A modo de comparación, la bomba lanzada por Estados Unidos en la japonesa Hiroshima era de 16 kilotones.

También los medios estatales del país estalinista confirmaron la prueba y señalaron que fue un éxito.

El terremoto se detectó cerca del sitio de pruebas nucleares de Punggye-ri, donde en enero Corea del Norte ya había llevado a cabo su cuarta prueba nuclear, según informó el Estado Mayor surcoreano.

El país ha realizado todos sus ensayos atómicos subterráneos en estas instalaciones desde 2006. Recientemente, imágenes satelitales habían mostrado actividades que podrían indicar la preparación del quinto test.

Se estima que la prueba fue planificada para coincidir con el 68 aniversario del régimen de Pyongyang, creado por Kim Il Sung y ahora liderado por su nieto Kim Jong Un.

La presidenta de Corea del Sur, Park Geun Hye, condenó el ensayo como una provocación que derivará en más sanciones internacionales. Seúl usará «todas las medidas posibles» para forzar a su vecino del norte a abandonar su programa nuclear, dijo.

El secretario del Gabinete de Japón, Yoshihide Suga, aseguró que el programa nuclear norcoreano «socava gravemente» la paz y la seguridad internacionales y anunció que Tokio analizará más sanciones.

El primer ministro nipón, Shinzo Abe, había señalado antes de que se confirmase el test que sería «absolutamente inaceptable y tendremos que interponer una fuerte protesta». Japón confirmó que solicitará una sesión especial del Consejo de Seguridad de la Organización de Naciones Unidas (ONU).

El Consejo Nacional de Seguridad surcoreano convocó una reunión de emergencia tras los informes, anunció un portavoz de la oficina presidencial en Seúl.

En Washington, el portavoz del Consejo de Seguridad Nacional, Ned Price, señaló: «Estamos al corriente de la actividad sísmica en la península coreana cerca del lugar de pruebas nucleares norcoreano». En declaraciones citadas por los medios añadió que están «monitoreando y analizando la situación en estrecha coordinación» con sus aliados regionales.

China, aliado tradicional de Pyongyang, señaló que ha activado el plan de emergencia, el segundo nivel de alerta de cuatro en total ante emergencias ambientales y ha comenzado a analizar la radiactividad en su frontera.

Por el momento no se han detectado niveles de contaminación anormales en las tres provincias del noreste de China, indicó el Ministerio de Medio Ambiente en Pekín. No hubo más reacciones por parte del Gobierno chino hasta ahora.

Tras la prueba nuclear en enero y el controvertido lanzamiento de un supuesto cohete espacial en febrero, la situación en la región es muy tensa. A pesar de que el Consejo de Seguridad de las Naciones Unidas endureció las sanciones contra Corea del Norte, el Gobierno de Pyongyang continuó con sus pruebas de misiles.

El lunes, Corea del Norte disparó tres misiles balísticos de medio alcance hacia el mar de Japón mientras en la vecina China se celebraba la cumbre del G20.

Fuente: http://www.eluniversal.com/noticias/internacional/prueba-nuclear-norcoreana-mas-potente-realizada-hasta-hoy_524878

 

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Russia: Awaits first move of new education minister

Europa/Rusia/11 de Septiembre de 2016/Autora: Ekaterina Grobman/Fuente: Russia Direct

RESUMEN: La nueva Ministra de Educación y Ciencia de Rusia,  Olga Vasilyeva ha comenzado a desmantelar el equipo de su predecesor, Dmitri Livanov. El 29 de agosto se desestimó tres viceministros y cuatro jefes de departamento en los campos de la política de información, gestión de la propiedad y los recursos humanos. Los disparos provocaron una nueva ronda de debate y especulación acerca de los primeros cambios importantes Vasilyeva, una conservadora y  fuerte defensora de la educación patriótica y religiosa, hará un sistema educativo de Rusia.

New Minister of Education and Science of Russia Olga Vasilyeva has started dismantling the team of her predecessor, Dmitry Livanov. On Aug. 29 she dismissed three deputy ministers and four department heads in the fields of information policy, property management and human resources. The firings provoked a new round of debate and speculation about the first major changes Vasilyeva, a conservative and a strong advocate of patriotic and religious education, will make to Russia’s educational system.

Vasilyeva is the third person to head the Ministry of Education and Science since its creation in 2004. Neither of her predecessors found much favor with the public.

The first, Andrei Fursenko, whose friendship with Russian President Vladimir Putin was widely speculated as the reason for his appointment, expanded the steps required to conduct scientific research and introduced a uniform standard of education.

His most notable accomplishment was the introduction of the Unified State Exam (or EGE), which high-school graduates are required to take to enter university. Even though one of the main purposes of the EGE was to fight corruption in university admissions, cheating on the exam was widespread. Additionally, the introduction of the EGE led students to focus more on studying to pass the test rather than actually learning their subjects.

Fursenko’s successor, Livanov, was best known for shutting down “ineffective” universities and for creating the Federal Agency for Scientific Organizations (FASO). The goal of this institution was to free scientists from everyday tasks not related to their scientific research, but instead resulted in scientists becoming more dependent on grants aimed at achieving particular performance goals rather than doing more experimental research.

A true conservative

The decision to dismiss the unpopular minister in the run-up to September’s parliamentary elections was not surprising, although the selection of successors was unconventional. Olga Vasilyeva, 56, looks like a stereotypical schoolteacher, which she was, although since 2002, she has been the head of the Department of Church-State Relations at the Russian Presidential Academy of National Economy and Public Administration (RANEPA). In recent years, the Russian Orthodox Church has taken on a more assertive role in the country’s cultural and political life, and the Kremlin has been vocal about Russia’s promotion of “traditional” values.

Officially no reason was given for Vasilyeva’s selection for the post, however, there is one interesting fact that might have played a role. Vasilyeva used to give lectures at the Sretensk Seminary, where she became friends with its head, Archimandrite Tikhon, who is said to be Putin’s personal confessor. She also counts Russian Orthodox Patriarch Kirill among her acquaintances.

Vasilyeva is open about her conservative beliefs. Immediately before her appointment as Education Minister, Vasilyeva was in charge of public projects in the Presidential Executive Office. As weekly newspaper Vlast wrote in 2013, one of her most successful projects was the implementation of the “spiritual bonds” concept, which promoted traditional values and patriotism in education.

Also in 2013, she presented a report on the values of the Putin’s policies at a university in the southern city of Saratov. Explaining the history of the term “patriotism” in Ancient Rus’, Vasilyeva cited Ivan the Terrible: “Treason against the ruler is regarded as a treason to the motherland,” she said, adding “One should not betray the Russian state and its ruler. One should love and protect them.”

In a speech at the Tavrida international youth forumin 2014, Vasilyeva said: “It is impossible for the society to develop normally without conservative forces. Conservatism maintains the connections between different time periods and does not let the gap between them grow and [the connections] disappear.”

The same year, Vasilyeva gave a lecture for the employees of the Presidential Administration in which she discussed the conservative ideology.
An apologist for Stalin

For many observers, a bigger problem than Vasilyeva’s conservatism is her attitude towards Soviet dictator Joseph Stalin. In 2013, Vlast published an article describing a private lecture Vasilyeva gave to members of United Russia party in which she argued for Stalin’s rehabilitation. “With all his vices, Stalin served for the state’s benefit, as on the eve of the Great Patriotic War [ed. World War II], he began the policy of uniting the nation, he revived pre-revolutionary Russia heroes and started to propagate the Russian language and literature which largely contributed to the victory in the war,” Vasilyeva said, according to witnesses.

Among Stalin’s accomplishments, she mentioned the resurrection of Orthodox activity abroad and the revival of patriotism. Vasilyeva argued that today Russia is going through the same processes, rediscovering Orthodoxy and patriotism after a period from 1991 to 2002 during which they were not discussed. “It is impossible to build the future without a solid foundation, which in our history always was and still is patriotism, nothing new was offered. This includes respect to our history, traditions, and values. Just recall 1934 when Stalin said that from now on if we have the Fatherland, we have the history,” Vasilyeva said in the speech.

The Federation of Jewish Communities of Russia publicly asked Vasilyeva to clarify her attitude towards the Stalin period, but has not received an answer.
Personal values, public policy?

Vasilyeva’s commitment to conservatism and Orthodoxy may not necessarily be reflected in her work, however. “Her personal scientific focus does not have a relation to the work she is going to be doing,” said Andrei Zayakin, founder of the Russian public movement Dissernet, which examines the authenticity of the dissertations of prominent figures. “Among other things, she will have to fight those who sold dissertations at the Higher Attestation Commission, appoint competent people in replacement of up to 70 rectors accused of plagiarism and clean out the dissertation committees.”

Likewise, it is unjust to cast Vasilyeva as a zealous Stalinist based on a few select phrases. Despite the lofty rhetoric of her speeches, she takes a more balanced view of Stalin in her academic research.

However, how to treat Stalin in Russian history textbooks has been a subject of intense debate in recent years and experts question whether Vasilyeva will push for a balanced approach in the state unified history textbook currently under development. Putin announced the creation of this text in 2013 and, so far, three versions have been approved. Historians and educators have complained that the books put too much emphasis on contemporary history, including pages describing Russia as surrounded by hostile forces, and a detailed discussion of the international sanctions and accession of Crimea to the Russian Federation, while the Stalin-era repressions receive only a couple of pages. The books also avoid using the accepted term Kievan Rus to describe the early Russian state and focus on the role played by the church in every era. On her first day of work as minister, Vasilyeva called the books balanced.

Since Vasilyeva’s appointment, Russian media has been actively boosting its traffic with such headlines as “Vasilyeva recommends parents to block children’s access to Internet” or “Vasilyeva wants to substitute physical education with dancing classes,” but such statements are often overblown. For instance, with regard to the Internet, she meant that parents should take a more active role in controlling their children’s online access. Regarding the dance class, her suggestion was for one P.E. class a week to be replaced with a dance lesson.

It will be possible to truly assess Vasilyeva’s performance only after she has made more decisions than replacing a few members of her staff.

Fuente: http://www.russia-direct.org/analysis/russia-awaits-first-move-new-education-minister

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