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Fears of backlash by Indian education agents

Asia/India/10 de Julio de 2016/Autor:John Gerritsen/Fuente: RadioNZ

RESUMEN: Inmigración de Nueva Zelanda está rechazando casi la mitad de los estudiantes aspirantes a-soliciten ingreso para estudiar en Nueva Zelanda de la India, y dice que ha encontrado el fraude en las solicitudes de visado de estudio de muchos agentes educativos de la India, algunos de los cuales están actuando con los gerentes de bancos corruptos. Sin embargo, un correo electrónico de un agente de la India envió a RNZ indicó que algunos agentes se sienten traicionados. Se dijo que los agentes habían promovido Nueva Zelanda y ha ayudado a desarrollar como un destino de la educación «, pero ahora inmigración [NZ] es la educación de un gran interrogante hacia nuestra credibilidad de ser fraudulenta y engañosa, que no es cierto». El correo electrónico dijo que los estudiantes indios tenían una mejor Inglés que los de muchos otros países que envían estudiantes a Nueva Zelanda, pero esos países fueron tratados mejor que la India. Se dijo que una lista de agentes cuyas solicitudes de visado de estudio de los clientes incluidos los documentos fraudulentos estaba siendo utilizado para dañar su imagen.

El director ejecutivo de Queens Grupo Académico Clare Bradley dijo que la situación podría provocar una reacción de los agentes de la India. Dijo que si las cosas no mejoraron los agentes comenzarían a tomar su negocio a otra parte.

They say the education agents who send the vast majority of Indian students to this country are feeling angry and betrayed and could start sending students to other countries.

More on fraud, fees and student visas

Immigration New Zealand is turning down nearly half the would-be-students applying to study in New Zealand from India, and says it has found fraud in study visa applications from many Indian education agents, some of whom are acting with corrupt bank managers.

But an email from an Indian agent sent to RNZ indicated some agents are feeling betrayed.

It said agents had promoted New Zealand and helped it develop as an education destination «but now Immigration [NZ] is bringing up a big question towards our credibility of being fraudulent and misleading, which is untrue».

The email said Indian students had better English than those from many other countries that sent students to New Zealand, but those countries were treated better than India.

It said a list of agents whose clients’ study visa applications included fraudulent documents was being used to tarnish their image.

Queens Academic Group chief executive Clare Bradley said the situation could prompt a backlash from India’s agents.

She said if things did not improve the agents would start taking their business elsewhere.

«Because of the way in which agents are feeling offended and upset by this in India, we’re simply not getting the applications going in. Because they’ll go to other places where the requirements are either more clearly understood or where the restrictions are not so stringent, like Australia, like Canada.»

Ms Bradley said tertiary institutions, the government and Indian education agents had all invested heavily in attracting Indian students to New Zealand.

But she said that investment was in danger.

Auckland International Education Group spokesperson Paul Chalmers said informal communication with agents in India indicated there could be problems.

«They’re very unhappy that a number of them have been characterised as a fraudsters and that the reaction by Immigration New Zealand will significantly affect the business of good agents.»

Mr Chalmers said tertiary institutions were now being told the rates of visa refusal for each of their agents and they should be given six months to work through that with their agents.

‘Shoddy agents’ – still in business?

But a spokesman for licensed immigration advisors from India, Munish Sekhri, said there were a large number of dodgy agents in India, many of whom entered the market after English-language rules were relaxed in 2013.

The rules were tightened again for India at the end of 2015, but Mr Sekhri said the bad agents were still in business and more controls were needed.

«When easy funding was available and no English was required a lot of shoddy agents had come out in the market. It was just like mushrooming after a rainfall. So just to bring some accountability, we propose that at least a limited licence should be introduced for student visa advisors.»

Education New Zealand chief executive Grant McPherson said there were fewer visa applications at the start of this year than at the same time last year, but that was due to changes to English language requirements for India.

He said Education New Zealand had not detected any downturn in enrolments due to the fraud issues but it was watching the situation carefully.

«We’re working closely with agencies and the New Zealand High Commission to make sure we are understanding the impact in that impact. But we actually need to monitor it very closely and make sure our actions aren’t going to let one small group who are acting in an inappropriate way affect an entire industry.»

Fuente: http://www.radionz.co.nz/news/national/308389/fears-of-backlash-by-indian-education-agents

 

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Canada: Indigenous Calgarians struggle to find their cultural identity

América del Norte/Canada/10 de Julio de 2016/Autor: James Wilt/Fuente: CBS News

RESUMEN: La presencia indígena, al igual que con cualquier otra forma de pertenencia, es muy fluida y específica según el contexto, lo que significa que hay un sinnúmero de ejemplos de lo que dichas pluralidades culturales puedan parecerse. La Población indígena de la ciudad de Calgarians,  aumento en un asombroso 75 por ciento entre 1996 y 2006, y continuará expandiéndose rápidamente en los próximos años. Y con un número igualmente creciente en el poder político, lo que tendrá un impacto significativo en la identidad y la dirección de la ciudad. Steve Kootenay-Jobin, coordinador de viviendas de los aborígenes en la Universidad de Mount Royal, señala que muchos estudiantes indígenas que se trasladan a la ciudad para la educación, recibe un choque cultural . De acuerdo con un informe de 2012 del Instituto Environics, el 51 por ciento de las personas indígenas urbanos en Calgary estan de acuerdo con la afirmación «Estoy preocupado por la pérdida de mi identidad cultural», en comparación con sólo el 34 por ciento de la población urbana no aborígenes.

Sandra Sutter and a friend were meeting for breakfast at Laurier Lounge in southwest Calgary in October when they noticed an Indigenous woman wandering around in a nearby parking lot.

A day or two prior, a man had been robbed and murdered in the same downtown parking lot.

Sutter and her friend watched to ensure the woman was safe.

«But she was also doing something,» said Sutter, co-chair of the Métis Women’s Economic Security Council and former president of the Aboriginal Friendship Centre of Calgary.

«And I know that when you look at a person like that, you’re immediately judging that person is doing drugs or something they shouldn’t be doing. But what she was doing was smudging the area and praying and laying tobacco down,» she said.

Smoke from the burning sage, a sacred plant, is used to purify. (Peggy Lam)

It may sound like a small act — a simple display of mourning and respect for the dead.

But in Calgary –  825 sq. km of concrete that covers land once predominantly occupied by buffalo, sacred medicines and 500 generations of people who hunted, fished, trapped and harvested for sustenance  — such an instance represents something much more significant.

Namely, an expression of Indigenous identity within a culture that once tried very hard to erase it (and is still struggling with what reconciliation actually means.)

And thus, actively negotiating with the hotly contested idea of what it means to be an Indigenous person living in an urban environment.

In Calgary, a city contained in the traditional Treaty 7 territory of the Niitsitapi (Blackfoot Confederacy: Siksika, Kainai and Piikani), Stoney-Nakoda, and Tsuut’ina Nations.

There are no easy answers.

Indigenous population growing 

The Indigenous experience, like with any form of belonging, is highly fluid and context-specific, meaning there are countless examples of what such cultural pluralities can look like.

One thing’s for sure.

The city’s Indigenous population, which jumped by a staggering 75 per cent between 1996 and 2006, will continue to rapidly expand in coming years. And with increasing numbers and political power, Indigenous people will have a significant impact on the identity and direction of the city.

As a white settler who was born in New Zealand and has lived in every quadrant of Calgary at some time or another, I asked a few Indigenous people living in Calgary what that negotiation looks like. Each have their own experiences and complex takes.

No conclusions were reached in the process. In fact, that might be the most important lesson learned.

There are no conclusions about what it means to be Indigenous in Calgary.

A member of the Stoney First Nation wears a headdress during the Stampede parade. (Jeff McIntosh/Canadian Press)

Belonging and identity

Calgary’s Aboriginal population grew from 62 to 26,575 people between 1951 and 2006.

In 2006 – the last year that census data is available  —  Aboriginal people made up 2.5 per cent of Calgary’s total population. Some 56 per cent of those identified as Métis, while another 41 per cent as First Nations.

Some moved to the city for jobs, others for family and even more to gain new skills and education before returning to their home territories.

Steve Kootenay-Jobin, Aboriginal housing coordinator at Mount Royal University, notes that many Indigenous students who move to the city for education, encounter culture shock.

Cynthis Bird is a Calgary based consultant, originally from Manitoba’s Peguis First Nation. (Cynthia Bird)

Cynthia Bird, who moved from Winnipeg in 2004, says it was initially difficult to find where Indigenous people gather:

«[There] you can walk anywhere or go into any business and you see our people. That wasn’t the case here. We found we had to look hard.»

Kootenay-Jobin says the cultural integration experience can be exacerbated by challenges such as racism and housing. It’s tough to start wrestling with complexities like belonging and identity when you don’t have a home.

Figuring out what culture and spirituality looks like in the context of a large city like Calgary is a matter of overlaying identities. Of identity formation.

According to a 2012 report from the Environics Institute, 51 per cent of urban Aboriginal people in Calgary agree with the statement «I am concerned about losing my cultural identity,» compared to only 34 per cent of urban non-Aboriginal people.

«Understanding the dynamics of a large urban centre if you’ve never lived in one can be overwhelming,» said Christy Morgan, the former executive director of the recently closed Calgary Urban Aboriginal Initiative.

Creating connections

The day-to-day practice of culture and spirituality looks different for every person.

Some choose to buy medicines like sage, sweetgrass, fungus and cedar from Inglewood’s Moonstone Creations to use in ceremony, or attend events such as round dances, seasonal feasts and drum-making groups.

Angela Gladue is a member of the Fly Girlz dance crew and an instructor at Pulse Studios. (Candice Ward)

Angela Gladue – a hip-hop dancer, member of the Fly Girlz dance crew and instructor at Pulse Studios – has a Cree dictionary and some language apps on her phone.

She also dances fancy shawl: «It’s pretty much the only way, even to this day, that I connect with being First Nations,» also noting she’s interested in participating in a sweat lodge in the future.

Some parents smudge and pray with their kids. Some attend the annual Tiny Tots Powwow organized by the Parent Link Centre and send their children to Piitoayis Family School (a K-6 CBE school that incorporates ancestral teachings and Indigenous language education).

Other people dry wild game like elk and deer meat in their kitchen, or meet with elders for wisdom and advice.

Returning to the land can be part of the experience.

Camille Russell, a Blackfoot elder and traditional wellness counsellor at Alberta Health Services, says he’s found that he has to return to the Blood Reserve to visit sundance grounds, sweat lodges and his father’s piece of land.

«We tend to have to go out of the city, into the nature, to get some energy,» he says. «I think a lot of the elders do have some place outside of town that they go to to do ceremonies or re-energize.»

Vanessa Stiffarm, 25, will serve as the Indian Princess for the 2016 Calgary Stampede. (Calgary Stampede)

Complex identities

But there is a multiplicity of visions even within Indigenous communities of what it means to be Indigenous in the city.

Communities such as reserves and Métis settlements allows governments to easily delineate who’s «in» and «out.» In cities, however, it becomes more difficult to draw such lines given the obvious geographic size, with Indigenous people living in every part of the city and working in every sector.

Identity can be thought of as self generated, or bestowed. Something we use to create a sense of self, or something that other’s tag us with. The reality is usually a mix of these ideas.

‘Culture and connection: these are not things you buy at a local Costco’
Cowboy Smithx

Some people argue their identity is defined by their genealogical heritage: that having ancestors who are Cree, Blackfoot, Dene, Anishinaabe, Métis or Nakota is what makes one inherently Indigenous. This as opposed to certain actions or cultural practices.

«We may have forgotten a lot, or it’s been taken away, but it doesn’t mean you’re not an Indigenous person,» says Christy Morgan, former executive director of Calgary Urban Aboriginal Initiative (CUAI).

«That’s a birthright regardless of how you look and whether or not you do traditional activities.»

Gladue notes she’s occasionally received flak from elders for her involvement in hip-hop.

«Nobody can take that away, including non-Indigenous people who say ‘Oh, you’re so Westernized or whatever.’ The fact that I’m alive is enough,» she said.

Others contend that ancestry isn’t what makes one Indigenous. For such people, it’s one’s active participation — time, energy, a commitment to traditional forms of leadership and governance — that allows one to «earn rights» to the identity.

Cowboy Smithx, film maker and creator of REDx Talks. (Arnell Tailfeathers)

«Culture and connection: these are not things you buy at a local Costco,» quips Cowboy Smithx, filmmaker and creator of REDx Talks. «There should be no sense of entitlement to any of these things. Individuals must earn these rights. They must earn this access that they seek.»

In a similar vein, Daniel Heath Justice, chair of the University of British Columbia’s First Nations and Indigenous Studies department, recently tweeted: «Indigenous belonging is more than right to ‘ethnic’ heritage — it’s relationships of obligation, citizenship, acknowledgment, reciprocity.»

Of course it’s not nearly as black-and-white as such a short summary suggests. People maintain multiple perspectives at once, weaving together a form of identity that reflects both ancestry and cultural practices.

Geography and belonging

Such tensions have been debated and written about for decades.

They are constantly revisited, recently popping up during the «marry out, get out» controversy among the Kahnawake Mohawks, or the Supreme Court ruling on the federal government’s constitutional responsibility for Métis and non-status Indians.

‘Living in town, can partially sever identity links’
James Wilt

There’s the additional nuance that for some people, where they grew up and where their home nation is are two completely different things.

Gladue, who lives in Calgary, says that when she’s asked where she’s from she says Frog Lake First Nation even though she’s never lived there. In fact, she grew up three hours west, in Edmonton. This because, as she says, «you rep your reserve.»

These sorts of complexities and nuances, these self identifications, need not be problematic. They are part of an ongoing process for Indigenous peoples.

Land is an integral part

But one thing uniting almost all perspectives is a profound connection and relationship with land. It’s a concept that commentators pushing for the «relocation» of remote communities like Attawapiskat misunderstand or ignore.

For many Indigenous people, land is the subject of a deeply reciprocal relationship that frames their entire world view, spirituality and approach to treaties and other commitments. Cultural practices, medicines, ceremonies and gatherings all revolve around it.

Hence, living «in town», can partially sever identity links.

«Our responsibility to the land and to the water and to the creatures is part of our way of looking at the world,» Sutter said. «I think ‘urban Aboriginals’ is a term in my mind that kind of means that people are cut adrift.»

Some say they have found ways to bridge that sense of dislocation.

As an elder, Camille Russell says it can be mitigated by returning home to practice ceremony and commune with the land, family and elders.

Kootenay-Jobin, who’s a member of Stoney Nation and grew up in the city’s northeast, notes he’s «very fortunate» to live away only an hour away from Morley reserve.

Still, some Indigenous people arrive in Calgary from remote communities that don’t allow for easy returns. Cynthia Bird, originally from Manitoba’s Peguis First Nation, notes that «our identity has shifted so many times from the original place» (in 1907, the Canadian government illegally annexed the original land of the Peguis people, forcing them to relocate).

NDP leader Tom Mulcair makes a campaign stop at the Sik-Ooh-Kotok Friendship Centre in Lethbridge, Alberta on Tuesday, September 15, 2015. (The Canadian Press)

That’s where the Native Friendship Centre and organizations like the Calgary Urban Aboriginal Initiative (CUAI) have historically stepped in.

Yale Belanger, associate professor of political science at University of Lethbridge and expert on the political history of First Nations people, describes such entities as an «informal network» that have worked extremely hard over the decades to promote community, language and ceremony.

Morgan dubs CUAI as a «311 for most of the Aboriginal community,» linking Indigenous people new to Calgary with resources such as housing and employment.

But CUAI closed at the end of 2015 as a result of unpredictable federal funding.

It’s a common trend

Sutter notes the provincial allotment for each of the 20 friendship centres in Alberta — $26,000 per year — hasn’t increased in over 20 years. She says that many nonprofits such as friendship centres will start a program and then the funding discontinues, requiring the dismantling of the program.

In May, the Comox Valley Record reported that 25 friendship centres in B.C. will need to shut down critical programs, with some having to close entirely.

Belanger suggests this results in people competing for limited pools of resources.

«That leads to not in-fighting per se between reserve people and urban Aboriginal people, but there’s definitely tensions and identities specific to regions start to evolve with very unique characteristics,» he adds.

And this goes back to the various Indigenous identities.

Some traditional demarcations are losing their significance.

Towards a collective identity

Russell says he meets with other elders once a month to have a pipe ceremony, debrief and share medicines. One month it will be a led by a Cree elder, the next an Ojibwe elder, the next a Blackfoot elder.

«The days of ‘I’m Blackfoot’ or ‘I’m Cree’ are kind of diminished,» he observes. «It’s to the point where we need to help each other to maintain whatever we have left.»

Kootenay-Jobin dubs email lists and social media the «moccasin telegraph,» a phrase that Sioux writer Vine Deloria, Jr. popularized. It’s a process through which news and event notifications are passed from community member to community member.

Dancers at Calgary’s inaugural Artsdance in June 2016. (Calgary Arts Development)

Such dialogues culminate in the creation of events like the Making of Treaty 7 theatre production and the inaugural Artsdance.

The latter was an elder-led gathering hosted at Mount Royal University on June 23 that included the raising of four tipis (representing the four quadrants of the city), dinner and conversations about what a full-scale Artsdance will look like next June.

Smithx — director of the Iiniistsi Treaty Arts Society, which is coordinating Artsdance — suggests such events serve as beacons to other Indigenous people to let them know that they’re not alone, and that many people in Calgary still have connections to community and culture in spite of generations of trauma, displacement and racist policies.

«Our generation does these things so the next generation can still have access to them,» he concludes.

If such efforts are any indication, the next generation will indeed have access to such practices.

There will be accountants, bluegrass singers, salespeople, contemporary dancers, steel workers and nurses contained in that mix.

Each will develop their own understanding of what it means to be Indigenous while living in the sprawling metropolis of Calgary via ceremonies, interactions with elders, the fostering of community and the speaking of Indigenous languages.

For a great resurgence is happening. It will stumble over roadblocks like racist landlords, underfunded services and geographic separation from ancestral home territories. But it will grow, adapt and innovate, just like Indigenous people always have.

And it will help define the future of Calgary.

Fuente: http://www.cbc.ca/news/canada/calgary/indigenous-first-nation-culture-1.3651039

 

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Venezuela: ONA orienta a la población estudiantil

América del Sur/Venezuela/10 de Julio de 2016/Autora: Karla Marval Esteves/Fuente: Sol de Margarita

Desde la Oficina Nacional Antidrogas (ONA) en el estado, desarrollaron en junio, de la mano con las comunidades, actividades de prevención integral en materia de consumo de tabaco, alcohol y otras drogas.

La comisionada estadal de la ONA, Yasmely Parra, informó que las actividades estuvieron a cargo de los preventores de la instituciones, quienes trabajaron tanto en las comunidades como en los centros educativos.

De acuerdo a Parra, en junio atendieron a una población de 3.425 estudiantes en instituciones ubicadas en los municipios Mariño, Maneiro, Arismendi, Marcano, Gómez, Villalba, Antolín del Campo y Península de Macanao.

La tarea en las escuelas es diferente a la que se hace en las comunidades. Parra señaló que el propósito es impulsar entre el alumnado la siembra de valores para la vida y fortalecer con herramientas didácticas los factores de protección, para evitar que estén en contacto con estas sustancias perjudiciales.

Mientras que en las comunidades visitadas de los 11 municipios, el personal de la ONA se enfocó en presentar tácticas y herramientas básicas sobre cómo realizar comités de prevención integral dentro de sus localidades, para fomentar la lucha contra las drogas.

Atención

La ONA también cumplió en este tiempo con su cuota de responsabilidad social, en el marco del Plan Nacional Antidrogas, donde capacitaron a 125 personas de diferentes instituciones gubernamentales y privadas para que conocieran las políticas públicas que deben desarrollar dentro de sus áreas, con el objetivo deprevenir el consumo de tabaco, alcohol y otras drogas dentro y fuera de sus entornos.

Fona

Desde la ONA, mediante el Fondo Nacional Antidrogas (FONA), beneficiaron a 350 residentes del municipio Díaz con el financiamiento para el desarrollo de dos proyectos de prevención integral social, los cuales permitirán desarrollar habilidades para la vida en los lugareños, con actividades culturales, deportivas y afines.

Fuente: http://www.elsoldemargarita.com.ve/posts/post/id:171863/ONA-orienta-a-la-poblaci%C3%B3n-estudiantil–

 

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India: Prakash Javadekar must ensure ideology does not take precedence over reform

Asia/India/11 de Julio de 2016/Autora: Sarah Farooqui/Fuente: The Indian Express

RESUMEN: El nombramiento de Prakash Javadekar como el nuevo ministro de Desarrollo de Recursos Humanos se encuentra en el punto medio del período de su gobierno.  Sus tareas incluyen la limpieza de elementos pendientes del ministro anterior y la búsqueda de sus propios amarres en este ministerio. A nivel de políticas, hay resultados que se esperan del ministro, los más significativos se definen, según informes,  resolver el estancamiento entre el PMO y el Ministerio de Desarrollo de Recursos Humanos sobre la autonomía de las universidades propuestas en las «universidades de clase mundial». La segunda sería finalizar la Política Nacional de Educación, que iba a ser lanzado por Irani antes de la reproducción aleatoria. La tercera sería la de completar la creación del Depósito Académico Nacional, para mantener las bases de datos a nivel nacional de todas las calificaciones académicas. Otros temas pendientes incluyen el establecimiento de una Junta de Educación Védica por pathshalas y Gurukuls ved, iniciando una revisión de los programas escolares, junto con la elaboración de una política lingüística.

Over the last two years, education in India was often in the limelight for the wrong reasons. Whether it was the debates around the HRD minister’s educational qualifications, the suicide of Rohith Vermula and subsequent events at Hyderabad University, the fracas at JNU and absolute disregard for student agitation, the sacking of two university vice chancellors, and evolving saffronisation, education across the country found itself appropriated by one absurdist controversy after another.

Instead of using her assertive personality to bring tangible shifts in a sector that could change India’s growth trajectory, Smriti Irani was often seen oscillating between social media spats, or on the defensive or the offensive over one banal controversy or the other. Her personality often preceded her department’s policies, and its detrimental consequences were heard resonating across university campuses including the IITs and IIMs.

Prakash Javadekar’s appointment as the new HRD minister is at the midpoint of the Modi government’s term. His tasks include cleaning up the previous minister’s pending items and finding his own moorings in this ministry. He will need to work at three levels which include policy, politics and ideology. At the policy level, there are defined outcomes expected of the minister, the most significant, according to reports, being resolving the logjam between the PMO and the HRD ministry over the autonomy the proposed universities under the “world-class universities” project should have. The second would be to finalise the National Education Policy, which was to be released by Irani prior to the shuffle. The third would be to complete the establishment of the National Academic Depository, to maintain national-level databases of all academic qualifications. Other pending items include establishment of a Vedic Education Board for ved pathshalas and gurukuls, initiating a review of the school curriculums along with drafting a language policy.

So far the most significant HRD ministry decisions have been with respect to higher education. Attention to some of the micro-issues with respect to school education within and outside of the mandates of the Sarva Shiksha Abhiyan is necessary. As the Annual Status of Education Report (ASER) has found, even after the annual government spending per child increased, learning outcomes did not improve. There needs to be more focus with respect to teacher training, infrastructure development and improving syllabus across schools. Reading levels across schools remain low, and math levels have declined in almost every state. Teacher shortage in government schools — there are over seven lakh vacancies — also needs urgent attention of the minister.

A government that has built a reputation for being “anti-intellectual”, will find it in its own interests to consider the opinions and criticisms from academics and intellectuals across the ideological spectrum, especially in designing new policy initiatives and curriculum.

At the political level, the new minister will need to manage and work with state governments where policy implementation will have to precede politics. The minister’s office should take precedence over his personal identity and political affiliation. Irani’s lack of tact in handling controversies clouded her significant achievements, such as the completion of the Swachh Vidyalaya target, of having over four lakh toilets in government schools. Managing criticism without resorting to pettiness, working in collaboration with the state governments, and allocating work across bureaucratic verticals are aspects of the job.

Most significantly, the new minister needs to ensure that ideology does not percolate and hijack the reformist agenda. Poor policies can be redesigned or rolled back. Ideological indoctrination, however, can have grave consequences. Tampering with academic syllabus, distorting historical facts, deleting historical figures who don’t align with contemporary political agendas, and an unreasonable promotion of tradition over scientific reasoning are reducing education to a single perspective and a farce. The purpose of education is to open minds and new vistas; not to force students to live in an imagined golden past or within the wastelands of the known.

Escalating majoritarianism, the uncontested goal of saffronisation, dilutes democracy and promotes bigotry. The new education minister must steer clear of this path and try to reassure detractors that this government is serious about its growth and development agenda outside the ambit of ideological authoritarianism.

Tradition and cultural values no doubt are important, but the primary purpose of a modern education is to boost intellectual, social and economic growth and spur innovation and employment. In the long run, a country cemented on false ideals of nationalistic pride and ideology will become like Pakistan, which is fast disintegrating because of the influence its indoctrinated madrassas and agenda-driven and state-approved curriculum wields on education. A modern and holistic education cannot be framed if it is confined to local or even national culture or a single set of disciplines. It will need to encompass aspects of scientific reasoning, liberal values, analysis and progressive ideologies.

The new minister has asserted that his priority is to “raise the quality of education and ensure that it encouraged innovation”. This is an encouraging sign. One hopes the rhetoric is matched by protracted action. It will require him to balance policy design and implementation, political management and ideological pigeonholes.

Fuente: http://indianexpress.com/article/opinion/columns/prakash-javedkar-hrd-ministry-education-minister-modi-cabinet-reshuffle-smriti-irani-2905599/

 

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Nueva Zelanda: Teacher bias hurting Māori education

Oceanía/Nueva Zelanda/10 de Julio de 2016/Autora: Kate Pereyra Garcia/RadioNZ

RESUMEN: Un nuevo estudio ha encontrado que el  sesgo inconsciente de los maestros está afectando el rendimiento de los estudiantes maoríes.  La predisposición inconsciente y el informe de Educación, publicado hoy, compararon el efecto que tienen las bajas expectativas de los estudiantes maoríes de aquí y los estudiantes afroamericanos en los Estados Unidos. El informe es una revisión de la investigación existente. Su investigador principal, Anton Blank, dijo que los  estereotipos negativos maoríes eran en parte culpables del bajo rendimiento maorí, aunque la pobreza también desempeñó un papel.  El informe también encontró que la formación de la conciencia cultural y de alto nivel como estrategias por sí solas no eran suficientes para combatirlo. La solución estaba en la sensibilización de sus propios prejuicios a los maestros a través del desarrollo profesional, dijo el señor Blank.

Unconscious bias from teachers is affecting the performance of Māori students, a new study has found.

The Unconscious Bias and Education report, released today, compared the effect low expectations had on Māori students here and African-American students in the United States. The report is a review of existing research.

Its principal investigator, Anton Blank, said negative Māori stereotypes were partly to blame for Māori underachievement, although poverty also played a role.

«Definitely socio-economic factors – and I mean that’s patently obvious that children who live in poorer areas do less well in the education system.

«But even controlling for that there is still a very, very significant gap. We argue that that is about the unconscious bias at play between teachers and students.»

He said people pointed to the blatant racism in the US as a way of claiming racism did not exist in New Zealand.

But it was something that was happening here on a «systematic level» and so was harder to detect.

«We’ve had a lot of race relations discussion, a lot of bicultural discussion over the last 30 years so I think people know not to articulate their biases publicly, but under the surface the biases are still there.»

The report also found that cultural awareness training and high-level strategies alone were not enough to combat it.

The solution lay in raising teachers’ awareness of their own bias through professional development, Mr Blank said.

The report’s co-author, Auckland University senior lecturer Carla Houkamau, said the report was not about attacking teachers, but rather working with them for better results for Māori students.

Dr Houkamau said everyone has an underlying bias.

«The thing is with implicit bias is people don’t know that they’ve got it, so when you talk to people about it it can be really quite difficult, it can be quite confronting.»

She believed changes could be made now to improve Māori student achievement, but more research measuring inherent bias was needed.

Teachers tended to be warmer, offer more in-depth feedback, and take more time to explain things to students they expected to do well, Dr Houkamau said.

«So if you’ve got a group that you implicitly don’t expect to succeed you’re not going to be giving them that challenging information,» she said. «Also when teachers think their students are going to do well they’re more likely to interact with them more frequently because they think that the students are really worth the effort.»

Post Primary Teachers Association president Angela Roberts said the education system had come a long way in recent years.

While there were still significant challenges for Māori students she didn’t believe it was as bad as the latest report suggested.

«I think we’ve moved on a long way from the 90s, we’re not there yet, but we’ve made great improvement to how we engage with our Māori students and I think that the New Zealand evidence actually bares that out.»

Ms Roberts said the Te Kotahitanga research and professional development programme was a big help but was stopped because it was expensive.

«It provided professional development and an opportunity for teachers to collaborate, watch each other teach, challenge each other and shift the way we responded to our Māori students.»

Cabinet set the guidelines for teacher professional development without consulting teachers and had settled on the areas of science, maths, literacy; digital literacy; and health and wellbeing, she said.

Fuente: http://www.radionz.co.nz/news/national/308357/teacher-bias-hurting-maori-education

 

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Paraguay: Premiarán a barrio que más basura recicló

América del Sur/Paraguay/10 de Julio de 2016/Fuente: La Nación

Luego de tres meses de ardua competencia, se dará a conocer la comisión vecinal ganadora de la “Competencia Ecológica”, una iniciativa que busca promover e instalar prácticas de reciclaje en la sociedad de manera innovadora y dinámica.

La segunda etapa del proyecto se denomina “Mi barrio”, la cual consistió en que 3 comisiones vecinales compitiendo por recolectar la mayor cantidad de residuos reciclables, depositandolos en el contenedor asignado. El premio consiste en un reconocimiento público y mejoras comunitarias por valor de US$ 1.000.

La comisión ganadora será reconocida en un evento de premiación el jueves 14 de julio a las 19 hs. en el Aula Magna de la Universidad Columbia (España 1239 c/ Padre Cardozo, Asunción). La ciudadanía está invitada a participar, ver los resultados y experiencias vividas, además de conocer sobre la siguiente ronda.

El proyecto, liderado por la Asociación Fulbright Paraguay, fue seleccionado por el “Alumni Engagement Innovation Fund”, el cual brinda apoyo a iniciativas que promuevan soluciones innovadoras a problemas globales. De 800 propuestas de todo el mundo, solo 48 fueron seleccionadas, entre ellas “Competencia Ecológica”.

También está pujando por ser la más innovadora entre los top 500 para los premios “Latinoamérica verde” que realizará su premiación del 23-25 de agosto en la ciudad de Guayaquil.

A nivel nacional, el proyecto fue declarado de interés educativo por el Ministerio de Educación y Cultura, y de interés juvenil por la Secretaría Nacional de la Juventud según resolución Nro. 488/15. Recientemente fue reconocido como uno de los 500 mejores proyectos sociales y ambientales de América Latina por la tercera edición de Premios Latinoamérica Verde.

“Competencia Ecológica” cuenta con el apoyo de Embajada de los Estados Unidos, Cooperativa San Cristóbal, AECIAM Asociación de Estudiantes de la Carrera de Ingeniería Ambiental, la Universidad Columbia del Paraguay, Elida Moreno Photography, AE Creative Solutions, Savia, NOCOTUBA, Benjamin Franklin Science Corner, WWF, Paraguay Potî y Fundación Moisés Bertoni.

Interesados en sumarse al proyecto pueden contactar a través del mail competenciaecologica@gmail.com y a la FanPage en Facebook “Competencia Ecológica”

Fuente: http://www.lanacion.com.py/2016/07/10/premiaran-a-barrio-que-mas-basura-reciclo/

 

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España: El descenso de la natalidad deja en cuatro cursos 3.616 escolares menos en Infantil

Europa/España/10 de Julio de 2016/fuente: El Correo Gallego

Galicia acumula una disminución del 5,37 % en su alumnado de 3 a 6 años, por debajo de la media estatal, que supera el 7 %

La caída de la natalidad se deja notar en las aulas de Infantil. El número de alumnos de tres a seis años matriculados en Galicia ha descendido un 5,35 % en los últimos cuatro cursos académicos. Así, según los datos provisionales del Ministerio de Educación para el curso que termina, en 2015-2016 cursaron el segundo ciclo de Educación Infantil en la comunidad 3.616 alumnos menos que en 2011-2012. El retroceso es mayor en la media estatal, alcanzando un 7,38 por ciento , equivalente a 108.589 escolares menos. Sólo en las ciudades autónomas de Ceuta y Melilla el volumen de matrículas ha crecido en este nivel educativo. En País Vasco, a su vez, la cifra se ha mantenido estable, con un descenso inferior al 1 %.

La Educación Infantil, que no es obligatoria, comprende dos ciclos: desde el nacimiento hasta los 3 años y, posteriormente, hasta los 6, edad teórica en la que los niños deben comenzar la Primaria. Según los datos a nivel estatal, recogidos por Europa Press, la matriculación en el primer ciclo, donde la escolarización solo alcanza el 34 %, ha sufrido un descenso cercano a los 5.000 alumnos desde el curso 2012-13, cuando se llegó al pico de 449.406.

Pero el mayor impacto en términos absolutos se ha dado en el segundo ciclo, de escolarización generalizada. Llegó al máximo histórico en el curso 2011-2012 (1.470.717), para empezar a bajar progresivamente en los años siguientes.

Según se deduce de varios informes del Instituto Nacional de Estadística (INE), no parece que la tendencia bajista vaya a revertir. En 2015 había en España 55.800 niños menores de 4 años menos que un año antes (-2,47 %), y 7.486 menos de entre 5 y 9 años (-0,30 %). A fecha de 1 de enero de 2016, estaban registrados 63.289 niños menores de 10 años menos que un año antes. Por el contrario, eran 60.207 personas mayores de 80 años más.

España ya solo tiene 2,2 millones de menores de 4 años; 2,5 millones de entre 5 y 9 años; 2,3 millones de entre 10 y 14 años, y 2,2 millones de adolescentes de entre 15 y 19 años.

VARIACIÓN CURSOS 2011-2015

Canarias -13,21 %

Andalucía -10,24 %

Valencia -9,92 %

C.-La Mancha -9,54 %

Extremadura -7,57 %

Murcia -7,56 %

MEDIA -7,38 %

Cataluña -7,27 %

  1. y León-7,12 %

Baleares -6,51 %

Aragón -6,32 %

Asturias -5,67 %

Galicia -5,37 %

Cantabria -5,30 %

La Rioja -4,72 %

Madrid -3,87 %

Navarra -1,97 %

País Vasco -0,15 %

Ceuta +4,33 %

Melilla +10,68 %

Fuente: http://www.elcorreogallego.es/galicia/ecg/descenso-natalidad-deja-cuatro-cursos-3-616-escolares-menos-infantil/idEdicion-2016-07-10/idNoticia-1007227/

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