Author: Noticias

Page 5393 of 6084
1 … 5.391 5.392 5.393 5.394 5.395 … 6.084

Sudan: President Al-Bashir Directs Fund for Students’ Welfare to Deal in Wise Educational Manner With Students Issues

Noticias

África/Sudán/Junio 2016/Autor: Editor / Fuente: http://allafrica.com

Resumen:  El Presidente de la República, Mariscal de Campo Omar Al-Bashir, ha dirigido el Fondo Nacional para el Bienestar de los Estudiantes para hacer frente a los problemas de violencia psicológicas, sociales y estudiantiles como una sabia vía educativa.

President of the Republic, Field Marshal Omer Al-Bashir, has directed the National Fund for Students’ Welfare to deal with the psychological, social and student violence issues in a wise educational way.

This came when he received in his office at the Republican Palace Wednesday the Secretary General of the National Fund for Students’ Welfare, Dr. Mohamed Abdalla Al-Nagarabi.

President Al-Bashir has underscored the importance of creating student support programs and expanding the establishment of university housing campuses in the coming period.

In a press statement, Dr. Al-Nagarabi said that he informed the President of the Republic on the performance of the fund in the past period, the preparations to accommodate the new higher education students, providing services for the higher education institutions in the states and the obstacles facing the fund’s performance.

He said that the meeting also reviewed the future projects of the National Fund for Students’ Welfare.

Fuente de la noticia: http://allafrica.com/stories/201606230147.html

Fuente de la imagen: https://www.google.co.ve/search?q=Smriti+Irani&client=ubuntu&hs=Gou&channel=fs&source=lnms&tbm=isch&sa=X&ved=0ahUKEwif3PX36cPNAhVCdj4KHQJ1COgQ_AUICCgB&biw=1366&bih=671#channel=fs&tbm=isch&q=Al-Bashir

Comparte este contenido:
Leer más »

Venezuela: Avanzando hacia la paz necesaria en Nuestra América

Noticias

AgenciaPrensaRural/25 de junio de 2016

“Sólo un pueblo escéptico de la guerra y maduro para el conflicto es un pueblo también maduro para la paz” Estanislao Zuleta

Desde la Venezuela Bolivariana, tierra de libertadores, con alegría recibimos la noticia del acuerdo para el cese al fuego y de hostilidades bilateral y definitivo. Saludamos este firme paso dado en La Habana hacia la terminación de la guerra. El comandante Chávez fue enfático y consecuente en predecir que el conflicto armado no podía ser eterno en Colombia, y fue solícito en prestar todos los apoyos para la concreción de la solución pacífica que hoy se muestra cercana. La Paz en Colombia, es obra colectiva, también se debe en gran parte a los esfuerzos de la Revolución Bolivariana. Desde el movimiento popular Venezolano consideramos lo siguiente:

1. Este importante acuerdo marca el inicio de una nueva etapa en la región ya que la guerra en Colombia ha servido de excusa para el intervencionismo norteamericano y sus planes desestabilizadores en contra de los gobiernos democráticos no alineados a la política neoliberal.

2. Mientras se forja la paz en Colombia, los enemigos de los pueblos, en la OEA y otros escenarios, claman por sumir en violencia y aislamiento a Venezuela. Nuestro bravo pueblo resiste y sabrá afrontar las adversidades impuestas, ¡para los guerreristas: el basurero de la historia!

3. La paz en Colombia es un triunfo contra el imperialismo, guerrerista en esencia. Ellos han intentado, por todos los medios, ponernos a pelear, pero nosotros somos pueblos hermanos, hijos de Bolívar y Chávez. Por eso Nuestra América debe ser por siempre región de paz con justicia social.

4. La paz en Colombia le quita el negocio a los que se lucran con la guerra y la muerte. La salida política al conflicto armado que azotó la hermana República por más de 60 años configura una verdadera apertura democrática que permite desatar, efectivamente, todos los poderes creadores del pueblo, de los que nos hablaba Aquiles Nazoa.

5. Sabemos que este acuerdo no se trata del fin de los conflictos sociales, pero estamos esperanzados en que de una vez por todas se abran las compuertas para una democracia cabal, donde los argumentos sean respondidos con argumentos y se erradique de una vez por todas la práctica represiva de la eliminación física de los adversarios y contradictores políticos. Que se difumine el estruendo de la guerra, para que suene la inmensa polifonía de las voces populares. En la mesa de diálogo se delinean acuerdos programáticos para transformar a Colombia, en calles y campos tocará hacerlos realidad.

6. Exigimos al gobierno colombiano que se asuma con seriedad la palabra empeñada. Qué cumpla los compromisos adquiridos, producto de las recientes movilizaciones a lo largo y ancho del país, con la Cumbre Agraria, Étnica y Popular espacio de convergencia del movimiento popular colombiano. También exigimos el inicio inmediato, sin más dilaciones, del proceso de paz con el ELN.

7. Que este acuerdo sirva para cerrar de una vez y para siempre el ciclo de violencia que ha sumido a nuestra Colombia en “100 años de soledad” para que, al vuelo de la vida, el pueblo pueda continuar en la construcción -y lucha- por la suprema felicidad posible.

Con el bolivarianismo y la solidaridad que nos inculcó el comandante Chávez, decimos al pueblo colombiano y a sus organizaciones: sigan contando con nosotros para las adversidades que nos depara el futuro, para seguir andando, en cuadro apretado, como la plata en las raíces de los andes, a decir del buen Martí. Para Colombia y nuestra América ¡‪#‎SonHorasdePaz‬!

Suscribimos:
Articulación de Movimientos Sociales hacia el Alba – Capítulo Venezuela
Alba TV
Iniciativa Cultural Colombia no está sola
Ejercito Comunicacional de Liberación
Colectiva de Comunicación Popular Feminista Las Hijas de Eva
Congreso de los Pueblos -Capitulo Venezuela
Movimiento de Pobladores y Pobladoras
Corriente Revolucionaria Bolívar y Zamora
Escuela de Feminismo Popular, Identidades y Sexualidades Revolucionarias
Eppoca
Frente Cultural de Izquierda
Campaña Venezuela Libre de Transgénicos
Foro Internacional de Victimas – Capitulo Venezuela
Taller de Arte Murachi -Mérida
Diversa Escuela Revolucionaria
Escuela Popular de Agricultura Urbana
Comuna Comandante Eterno
Colectivo Taime Teatro
ASGDRe
Colectivo Cimarrón
Tatuy TV

Tomado de: http://prensarural.org/spip/spip.php?article19669

Comparte este contenido:
Leer más »

EEUU: What summertime means for black children

Noticias

América del Norte/EEUU/Junio 2016/Autor: Keffrelyn Brown y Anthony L. Brown / Fuente: theconversation.com

Resumen:  La llegada del verano genera entusiasmo. Pero también podría traer retos para los padres y los educadores. Muchos estudiantes experimentan una pérdida en el aprendizaje de matemáticas durante los meses de verano, conocidos comúnmente como «summer slide.«

The arrival of summer generates excitement. But it could also bring challenges for both parents and educators. Many students experience a loss in math learning during the summer months known commonly as “summer slide.”

Students from middle-class families may not be as affected as they have access to more resources to make up for the learning loss. However, those from lower-income backgrounds could experience significant losses, particularly in math and reading.

Researchers point to the summer slide as a contributing factor in the persistent academic achievement gap between students from lower-income backgrounds and their middle-class peers.

But, does race also conflate with class, when it comes to summer slide? What does summertime mean for black children and the parents and caregivers who care for them?

We are education researchers who are black and parents to two black children – one in elementary school and another in preschool. If the U.S. imagination constructs summer as a time for swimming, free play, baseball and lazy days on the beach, it has never played out this way in our home.

We feel the weight of summer – both for its limitations and its possibilities. To us, the summer is less a time to focus solely on fun and more of what we call the “summer soar.”

Summer goals for black parents

The term “summer soar” is not taken from research or policy studies. We use it to reflect the triple burden that some parents of color – in our case, black parents – could endure during the summer months.

For these parents, summertime provides time to accomplish three goals: (1) reinforce what was learned in the previous year, (2) get a head start on the upcoming year and, most importantly, (3) supplement valuable yet missing curriculum knowledge generally not offered in traditional schools that reflects students’ racial and cultural identities.

Let’s look at what we mean by missing curriculum knowledge.

We offer an example of this in a study we conducted with a researcher at Sacramento State College, Julian Vasquez-Heilig. The study examined how culture and race were addressed in the most recently adopted 11th grade U.S. history Texas state standards.

Findings highlighted that topics in the social studies standards did not fully address the contributions of people of color in the U.S. In the case of black people, much of the focus centered only on cultural contributions and not on the other ways black people contributed to the U.S. narrative.

Added to this was the tendency to give partial attention to the legacy of racism. This history of U.S. racism was not discussed as foundational to the development and maintenance of the country.

Black students’ mis-education

This is not unique to Texas nor found in the area of social studies alone. Education researchers have long acknowledged how official K-12 school curriculum and approaches to teaching fail to affirm black students’ cultural identities. They also reinforce the belief that black people have not made any contributions to the U.S. society.

As far back as the turn of the 20th century, notable scholars including W.E.B. Du Bois, Carter G. Woodson and Anna Julia Cooper addressed the problems and limitations of schooling for African-Americans.

As a result, black students run the risk of experiencing what historian Carter G. Woodson called “mis-education.” Mis-education is a process where school knowledge helps to foster a sense of contempt or disregard for one’s own histories and experiences, regardless of the level of education attained.

So, for us as parents and educators, the “summer soar» is not just about further developing our son’s academics. It is also about fostering a consciousness to help ward off the subtle effects of mis-education – a concern shared by many black families.

Why it is uniquely burdensome

We recognize that black parents are not the only ones worried about their children’s academic achievement and social development. Families, in general, are critical about the overreliance on standardized testing that makes school less a place for meaningful engagement.

Yet what makes the “summer slide” and as a consequence the “summer soar” experience of black parents uniquely burdensome is the context in which it occurs.

Along with the curriculum and teaching problems black children encounter in schools around race and culture, there is a legacy of positioning black males and black children in troubling, dehumanizing ways.

For example, scholars note that black children, specifically black boys, are often viewed as mature and “adult-like.” Their behaviors and experiences are not seen as part of the normal arc of childhood development. Scholars find that in this “adultification” process, black children are not given the allowance of childhood innocence.

These “deficit-oriented” perspectives are found not only in academic literature, but also in public policy, popular media and everyday conversations. A contemporary reflection of this is found in the call for the popular #BlackLivesMatter movement.

Being black in the summer

To be clear: We don’t feel we are approaching the “summer slide” or our “summer soar” from a place of unfounded anxiety or as parents too focused on their child’s education.

Black people have been and continue to be dealt with in schools and society in deeply problematic ways. Just consider the growing number of black families that are choosing to homeschool their children.

In a study that examined the perspectives of 74 African-American homeschoolers in the U.S., researchers Ama Mazama and Garvey Lundy found that the second most important reason that black parents chose to homeschool, right behind concerns with quality of education, was to protect against the racism found in traditional school settings.

Being black in the summer (or anytime really) is not easy. The challenge black families face is navigating an educational context that requires excelling in mainstream school settings, while buffering against the very same education systems that deny one’s humanity.

This summer, like all summers for us, is filled with ambitious goals. We want to help our rising second grader memorize multiplication facts, advance his reading level and improve his writing. But we also want to introduce him to poetry and literature by black authors, teach him about ancient African civilizations and expose him to the concepts of fairness and justice as key to the black struggle in the U.S.

Our task is not easy. But it is our reality – one that we share with countless others – that goes unrecognized in the popular discussions around “summer slide” and the idyllic dream of a lazy summer.

Fuente de la noticia: http://theconversation.com/what-summertime-means-for-black-children-60152?utm_medium=email&utm_campaign=Using%20bacteria%20to%20clean%20up%20oil%20spills&utm_content=Using%20bacteria%20to%20clean%20up%20oil%20spills+CID_6962ba4afb74d53eae0c4c57865f53ca&utm_source=campaign_monitor_us&utm_term=What%20summertime%20means%20for%20black%20children

Fuente de la imagen: https://62e528761d0685343e1c-f3d1b99a743ffa4142d9d7f1978d9686.ssl.cf2.rackcdn.com/files/127588/width926/image-20160621-12995-c6qikt.jpg

Comparte este contenido:
Leer más »

Nigeria: Ogun Private School Owners Protest Over Multiple Levies, Others

Noticias

Nigeria/25 junio de 2016/Fuente: Allafrica

Resumen:

Protesta del propietario de Ogun escuela privada a través de gravámenes Múltiples, Otros

Las puntuaciones de los propietarios de escuelas privadas bajo los auspicios de la Asociación Nacional de Propietarios de Escuelas Privadas, capítulo Ogun han llevado a cabo una protesta por supuestas múltiples gravámenes y cargas por el gobierno del estado.

Los propietarios de escuelas privadas que irrumpieron en la Unión de Nigeria Secretaría periodistas, Oke Ilewo, Abeokuta lamentaban el 50 por ciento de aumento en los cargos por el primer certificado de estudios examination.They dijo que se ha aumentado de N500 a N2,000.

Hablando en nombre de los propietarios, el presidente de la asociación, Alhaji Rilwan Hassan, dijo que el gobierno también ha aumentado las tasas para el certificado de examen de la Educación Básica en un 50 por ciento de N2,500 a N5,000.

Él explicó que no había disparidad entre las tasas que deben abonarse por las escuelas públicas y privadas para el gobierno del estado en estos dos exámenes.

Hassan dijo que la asociación había escrito tantas cartas a las autoridades competentes, incluido el Alake de Egbaland, Oba Adedotun Gbadebo, para intervenir en la situación, pero no hay respuesta.

El dijo: «Hemos llegado a apelar a través de usted y el público en general para ayudar llamamiento a Su Excelencia, el gobernador del estado de Ogun, el senador Ibikunle Amosun, para dar un respiro sobre temas que nos afectan como titulares de los centros privados y los padres que confían su niños en nuestras manos, que también son contribuyentes.

«Queremos que el gobierno a las decisiones sobre los cargos por BECE, FSLC, la señalización, la tasa de vecindad, las tasas de renovación y múltiples impuestos inversa.

___________________________________________________________

Scores of the private schools owners under the aegis of National Association of Proprietors of Private Schools, Ogun chapter have staged a protest over alleged multiple levies and charges by the state government.

The Private schools owners who stormed the Nigeria Union of Journalists Secretariat, Oke Ilewo,Abeokuta lamented 50 per cent increase in the charges for the First School Leaving Certificate examination.They said it has been increased from N500 to N2,000.

Speaking on behalf of the proprietors, the President of the association, Alhaji Rilwan Hassan, said the government had also increased the fees for the Basic Education Certificate Examination by 50 per cent from N2,500 to N5,000.

He explained that there was disparity between fees and charges payable by the public and private schools to the state government on these two examinations.

Hassan said that the association had written so many letters to the relevant authorities, including the Alake of Egbaland, Oba Adedotun Gbadebo, to intervene in the situation but no response.

He said, «We have come to appeal through you and the general public to help appeal to His Excellency, the Governor of Ogun State, Senator Ibikunle Amosun, to give respite over issues affecting us as owners of private schools and the parents who entrust their children in our hands, who are also tax payers.

«We want the government to reverse decisions on charges for BECE, FSLC, signage, tenement rate, renewal fees and multiple taxes.

«The disparity is what we say we don’t want, we are not saying there is no justification for the increment because of stationery, but for it to have been jacked up by 400 per cent, it is quite disheartening. We are not enjoying any benefit as private schools owners.

«We are assisting the government to employ staff into our schools and a lot of us are on loans. It is a social service we are rendering.»

Hassan said pupils from the private schools in the state have been doing well in the West African Examinations Council, where 55 private secondary schools were among the best performed schools, last year.

He said, «We are among the best 1,000 schools in WAEC last year, no single public school in Ogun State in the last WAEC is among the 1,000 and we have 55 private schools from Ogun State, that are among.»

Reacting to the allegation, the State Commissioner for Education, Modupe Mujota, said the increments were necessary given the current economic reality in the country.

Mujota said the increments were not a routine exercise adding that they have not been touched in the last four years.

She said, «The intention of the government was not to kill the schools adding that the decision was in line with the school fees being charged .

Fuente de la Noticia:

Nigeria: Ogun Private School Owners Protest Over Multiple Levies, Others

Comparte este contenido:
Leer más »

India: Smriti Irani’s video message: ‘We have made studying abroad easier’

Noticias

Asia/India/Junio 2016/Autor: Editor / Fuente: Express Web Desk

Resumen:  Bajo las nuevas normas, las instituciones educativas que buscan asociarse con las universidades en el extranjero, para los programas de pre y postgrado, ahora pueden dirigirse a la University Grants Commission (UGC) directamente para el permiso

Union Human Resource Development Minister Smriti Irani has released a video message to elaborate on the latest University Grants Commission (UGC) guidelines regarding foreign institutions.

As per the new norms, higher education institutions in India will be allowed to collaborate with foreign institutions, given that they let students study abroad for at least one semester of their postgraduate course and two semesters for an undergraduate course.

“We have seen a lot of students visiting foreign universities to get a reputed name on their CV. Now, students can get enrolled in Indian institutions and will be free to spend two semesters of their undergraduate course with a foreign institution that has a collaboration with the Indian one,” said Irani, adding.

The educational institutions here have to approach the UGC for permission to partner with foreign universities.

According to previous rules, only institutes from abroad could seek permission from the UGC for academic collaborations where as Indian institutions could not.

However, no foreign institute ever approached the UGC for such tie-ups. In addition to this, there was no provision for students to study abroad for a few semesters.

The higher education regulator tweaked the rules on Wednesday to make only Indian universities and colleges eligible for permission.

Elaborating on the credit system and facilities made available to the students now, the minister said, “Besides fee, there are other expenditures such as travelling, food, books, et al. Therefore, a new credit system is being introduced for the first time in India to help minimize the cost of an engagement with a reputed foreign institution.”

Although the new regulations do not allow the collaborating partners to offer a joint degree, the certificate awarded by the Indian varsity at the end of the programme will bear the name and insignia of the foreign university the student visited. The transcripts carrying the credits earned in India and abroad will have to be signed jointly by both institutions.

Fuente de la noticia: http://indianexpress.com/article/education/smriti-iranis-video-message-we-have-made-study-abroad-easier/

Fuente de la imagen: https://www.google.co.ve/search?q=Smriti+Irani&client=ubuntu&hs=Gou&channel=fs&source=lnms&tbm=isch&sa=X&ved=0ahUKEwif3PX36cPNAhVCdj4KHQJ1COgQ_AUICCgB&biw=1366&bih=671

 

Comparte este contenido:
Leer más »

Costa de Marfil: African Ministerial Forum Stresses Urgency to Accelerate ICT Integration in Education to Achieve Africa’s Agenda 2063 and the SDGs

Noticias

África/Costa de Marfil/Junio 2016/Autor: Editor / Fuente: allafrica.com

Resumen:  El Segundo Foro Ministerial Africano sobre la integración de las tecnologías de la información y las comunicaciones (TIC) en la educación y la formación, bajo el lema: «Impulsar sociedades del conocimiento integradoras en África para aplicar el Programa de África 2063 y los ODS terminaron el jueves 9 de junio en Abiyán con una conclusión más importante: es urgente acelerar la integración de las TIC en la educación y capacitación para desarrollar habilidades del siglo 21, avanzar en la sociedad del conocimiento y lograr Agenda de África 2063 y los Objetivos de Desarrollo sostenible (ODS).

The Second African Ministerial Forum on the integration of information and communications technology (ICT) in education and training under the theme: ‘Advancing inclusive knowledge societies in Africa to implement Africa’s Agenda 2063 and the SDGs’ ended on Thursday, June 9 in Abidjan with a major conclusion: it is urgent to accelerate ICT integration in education and training to develop 21st century skills, advance knowledge society and achieve Africa’s Agenda 2063 and the Sustainable Development Goals (SDGs).

Governments as well as education and training stakeholders are particularly invited to:

Move from policy to action by developing national and regional strategies and programs, as well as accountability mechanisms matching the ambition of the Global Agenda 2030 and Africa’s Agenda 2063;

Create an enabling environment for fostering partnerships to accelerate the implementation of ICT integration in education and training systems;

Accelerate the use of ICT to offer all learners an equal opportunity to access quality education;

Integrate skilling in digital technologies into all technical and vocational skills development programs;

Promote youth employment and self-employment through holistic training combining the mastery of the latest technologies, providing support for professionals and an incubation period for the creation of start-ups that include logistical and financial support;

Establish sustainable financing strategies through the development of partnerships with foundations, technical and financial partners, telecommunication regulators and operators as well as various digital solidarity funds;

Create multifunctional digital spaces accessible to all the actors of society (pupils, students, youth, women and other economic actors) to support education, health and environments conducive to business;

Design and deliver learning pathways tailored to the needs of children and young people affected by crises and conflicts as well as to the needs of other marginalized groups;

Implement mechanisms for prior learning assessment and certification of vocational and technical skills outside formal institutions, so as to promote access to employment, employability and mobility of young people;

Encourage, through incentives, the creation of training content drawing on indigenous cultures;

Build technological alliances to ensure that the latest advances in equipment and operating systems are extended to the African continent;

Provide schools with access to mini-networks and systems to ensure power supply.

Officially opened on June 8, 2016 by the Prime Minister of Côte d’Ivoire, Daniel Kablan Duncan, and closed by the Minister of National Education of Côte d’Ivoire, Kandia Camara, the Forum attracted more than 150 participants from 37 countries.

In their respective speeches, Oley Dibba-Wadda, Executive Secretary, Association for the Development of Education in Africa (ADEA); Bruno Koné, Minister of Digital Economy and Posts, Côte d’Ivoire; Kandia Camara, Minister of National Education of Côte d’Ivoire; John Galvin, Director of Intel Education; and Warren La Fleur, Microsoft’s Education Lead for West, East and Central Africa; reaffirmed their commitment to further support ICT integration in education and training in Africa.

In his address, the Ivorian Prime Minister commended especially the Association for the Development of Education in Africa (ADEA), for its technical support to the consultations on the issue of ICT integration in education in Africa.

On the way forward, the Ivorian Minister of National Education, Kandia Camara, said, «The Forum has shown that African countries are firmly engaged in the path of digital technology. Like Côte d’Ivoire, they aspire to become emerging countries and integrating ICT in education is a fundamental element towards achieving this.»

ADEA’s Executive Secretary, Dibba-Wadda said, «ICT integration in the education sector is a technical and policy issue that would guarantee continuous training to both the teacher and the learner.»

Jerome Morrissey, CEO of the Global e-Schools and Communities Initiative (GESCI) , underlined «the pivotal importance of education and skills development for future social cohesion, employment and for wider knowledge society development [… ] This means that countries must now re-focus on improving their education model through the incorporation of digital technologies,» he said, reminding the meeting that such a focus concurs with SDG 4 to «ensure inclusive and equitable quality education and promote life-long learning opportunities for all.»

Participants at the Forum included African Ministers and policy-makers in charge of education, higher education and scientific research and ICT; experts in the field of education and ICT from technical agencies, universities and research institutes; representatives of the private sector in the field of ICT; regional and international experts involved in the development and implementation of ICT integration policies in education; representatives of co-operation and development agencies; and representatives of pan-African bodies and regional economic communities working in the field of education and training.

Twenty-two African countries participated in the Forum including Angola, Benin, Burkina Faso, Côte d’Ivoire, the Democratic Republic of Congo (DRC), Djibouti, the Republic of Guinea, Kenya, Liberia, Madagascar, Mauritius, Morocco, Mozambique, Namibia, Niger, Nigeria, Senegal, South Africa, Tanzania, Togo, Zambia and Zimbabwe.

The 2nd African Ministerial Forum on the integration of ICT in education and training was organized by the Government of Côte d’Ivoire through the Ministry of National Education, the Association for the Development of Education in Africa (ADEA), the Global e-Schools and Communities Initiative (GESCI), the African Development Bank Group (AfDB), Intel, the United Nations Educational, Scientific and Cultural Organization (UNESCO), the international Organization of the Francophonie (OIF) and Microsoft.

Visit the Forum’s website at http://www.africaictedu.org for further information.

Media contacts:

– Stefano De Cupis, Senior Communications Officer, ADEA, T. +225 2026 4261, s.decupis@afdb.org

– Said Dosso, Communication Assistant, Ministry of National Education, Côte d’Ivoire, T. +225 2022 2957, youngsaid13@gmail.com

– Thanh-Hoa Desruelles, Senior Expert, Advocacy, Partner Relations and Communications, GESCI, T. +33/ (0) 4 99 43 59 22, thanh-hoa.desruelles@gesci.org

Forum Coordinators:

– Brahima Sangare, Advisor to the Minister, Ministry of National Education, Côte d’Ivoire, bsangson@yahoo.fr

– Tarek Chehidi, Senior Programme Development Specialist, GESCI, tarek.chehidi@gesci.org

– Shem Bodo, Senior Programs Officer, ADEA, s.bodo@afdb.org

Fuente de la noticia: http://allafrica.com/stories/201606241014.html

Fuente de la imagen: https://www.google.co.ve/search?q=abiy%C3%A1n&client=ubuntu&hs=L8E&channel=fs&biw=1366&bih=671&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj23eeB5cPNAhVCdj4KHQJ1COgQ_AUIBigB#imgrc=TnqprUrv5GhIUM%3A

Comparte este contenido:
Leer más »

EEUU: First Lady Trip to Africa to Highlight Educational Obstacles Girls Face

Noticias

América del Norte/EEUU/Junio 2016/Autor: Editor / Fuente: voanews.com

Resumen:  La primera dama de EEU, Michelle Obama, tiene previsto viajar el domingo a África para abogar por la educación de las niñas.

U.S. first lady Michelle Obama is scheduled to travel on Sunday to Africa to advocate for girl’s education.

Obama will highlight one of her core initiatives, Let Girls Learn. Sasha and Malia, President Obama and first lady’s daughters, and the girls’ grandmother, Marian Robinson, will also be joining the trip with stops in Liberia, Morocco and Spain.

“We believe very strongly that education and the empowerment of young people is going to be critical to a region that has known so much turmoil, particularly given the enormous youth population in those countries,” White House Deputy National Security Advisor Ben Rhodes said on Friday.

The first stop is Liberia, where the first lady will attend a meeting with the first elected woman head of state in Africa, President Ellen Johnson Sirleaf.

Obama then will visit the Peace Corps training facility in Kakata, Liberia, to speak with women participating at the Girls Leading Our World Program. They will also meet with Peace Corps volunteers and trainees.

The first lady will speak to adolescent girls at Unification Town, also in Liberia, about the obstacles they faced in order to acquire education. Actor Freida Pinto will join Obama and is schedule to moderate the meeting.
“The conversation will highlight both educational barriers girls face as Liberia moves beyond the Ebola epidemic, and the U.S. government’s efforts to continue to address those barriers and provide adolescent girls with equitable access to safe and quality education,” said Tina Tchen, Chief of Staff to the first lady.

Let Girls Learn is a global initiative launched by the president and first lady in 2015. The program addresses the obstacles that keep more than 62 million girls around the world out of school such as forced marriage, poverty, and violence.

White House staff said on Friday that 250 million girls live in poverty, and one out of three girls in developing countries are married by the age of 18. One in nine by 15.

In Morocco, Obama and daughters will be joined by actor Meryl Streep on June 28 and 29 for another conversation to help girls go to school. The country has about 85 percent of girls enrolled in school, but the number drops to 14 percent for high school.

The six-day trip ends in Spain, White house staff said.

Spain is a longtime U.S. ally and has dealt with “significant” economic challenges in recent years.

“The first lady, by going to these three countries, is able to visit three important regions to the United States, and is able to speak not just to government [officials] but to speak to people and to make clear that …a key part of our leadership is what we can do to lift up the lives of young people, particularly girls,” Rhodes said.

The White House said CNN films is covering trip costs for both actors. During the visit, CNN will be filming a documentary in Liberia and Morocco.

Michelle Obama will be using social media to document the trip. She recently joined Snapchat. She is also on Instagram, Twitter and Facebook. Obama will be writing about the travels in a daily diary at HelloGiggles.com.

Fuente de la noticia: http://www.voanews.com/content/first-lady-trip-to-africa-to-highlight-educational-obstacles-girls-face/3391976.html

Fuente de la imagen: http://gdb.voanews.com/53C66F1F-C0E1-4FFD-8832-D0E5C52402E0_mw1024_s_n.jpg

Comparte este contenido:
Leer más »
Page 5393 of 6084
1 … 5.391 5.392 5.393 5.394 5.395 … 6.084