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Rusia se prepara para hacer frente a la campaña de educación dopaje en el deporte.

Europa/Rusia/Junio 2016/Autor: Vladimir Soldatkin/Fuente:http://www.reuters.com/

Rusia pondrá en marcha una campaña educativa para promover el juego limpio en el deporte, ya que limpia después de una serie de escándalos de dopaje, dijo el Ministerio de Deportes el lunes.

Rusia fue suspendido del atletismo mundial en noviembre después de una investigación internacional descubrió evidencia irrefutable de dopaje y la corrupción. Se está tratando de convencer a las autoridades deportivas que es serio acerca de erradicar a los tramposos, ya que espera oír el 17 de junio si se permitirá a sus estrellas de pista y campo para competir en los Juegos Olímpicos de Río en agosto.

El ministerio dijo que las reformas que comenzará el próximo año sería incluir la educación de los deportes y los profesionales médicos sobre «los valores del deporte, con un énfasis en el juego limpio, con el mensaje de que el dopaje es inaceptable. Todas las instituciones de educación superior para los profesionales en el ámbito del deporte y la medicina va a enseñar una clase de lucha contra el dopaje «.

En un paso más allá, lecciones sobre la lucha contra el dopaje se pondrá en marcha en las escuelas de todo el país.

«Se trata de inculcar los valores correctos desde el principio, pero esperamos que esta iniciativa será apoyada por la sociedad en general ya que esto es un cambio que todos los rusos deben abrazar», dijo Natalia Zhelanova, antidopaje asesor del ministro del deporte.

En un nuevo golpe a la reputación deportiva de Rusia, ex funcionario antidopaje Grigory Rodchenkov dijo el mes pasado que pasó una sofisticada operación en los Juegos Olímpicos de Invierno de Sochi 2014 para proteger a sus tramposos droga mediante la sustitución de las muestras de orina limpia para los contaminados. El ministro de Deportes, Vitaly Mutko llamó a su cuenta absurdo.

La repetición del examen de las muestras tomadas en los 2008 y Beijing 2012 Juegos Olímpicos de Verano de Londres han arrojado sospechas sobre 22 atletas rusas, pero uno de ellos, Londres campeón de salto de altura Anna Chicherova, ya se han retirado después de la prueba de su B-muestra.

El Comité Olímpico Internacional dijo la semana pasada que apuntar a Rusia, México y Kenia para pruebas de drogas antes de los Juegos de Río de partida el 5 de agosto.

Fuente: http://www.reuters.com/article/us-sport-doping-russia-idUSKCN0YS1Z5

Imagen: 

http://s2.reutersmedia.net/resources/r/?m=02&d=20160606&t=2&i=1140213496&w=644&fh=&fw=&ll=&pl=&sq=&r=LYNXNPEC5511I

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‘We are tough’: a rector’s fight against corruption in Kazakhstan

Fuente: times higher education / 7 de junio de 2016

Krzysztof Rybiński on changing Narxoz University’s culture and the lure of ‘the best meat in the world’

Two years ago, Krzysztof Rybiński, a Polish economist leading a private university in Warsaw, was contacted by headhunters from Moscow.

They had spotted his profile on LinkedIn and wanted a Russian-speaking European university leader to reform the prominent Narxoz University in Almaty, a city in the far east of vast Kazakhstan, a few hours’ drive from the borders of north-western China.

Sixteen months into his job as rector, he told Times Higher Education about his efforts to root out cheating, plagiarism, corruption and staid teaching, which have led to the firing of hundreds of academics.

“I worked with clients in many places…I thought nothing would surprise me,” said Professor Rybiński, who is a former vice-president of Poland’s central bank. But even he was “shocked” at how different Kazakh culture was, with its very strong family ties and old Soviet practices.

Higher education in the country, although “changing very, very slowly”, still prioritises “testing and memorisation”, he said, even though Kazakhstan has “on paper” signed up to Europe’s Bologna Process, which focuses more on skills.

Corruption is everywhere, Professor Rybiński said. “The vast majority of universities in Central Asia…have these problems with corruption, plagiarism and cheating,” he added. “When the cheating culture is everywhere from primary school to PhD…you have to take tough measures.”

To counter cheating in exams at Narxoz – students routinely talked to each other, took in “cheat sheets” and tried to bring in smartphones, according to Professor Rybiński – the university installed cameras in exam halls.

In the past six months, Professor Rybiński estimates that between 100 and 200 students have been caught and forced to retake exams. Now the level of cheating is “much, much lower”, he insisted.

To tackle plagiarism, all first-year students must take an academic writing course that impresses on them how wrong the practice is, and the university has begun running essays through plagiarism-detection software.

Payments to lecturers to boost grades and to get exam papers in advance also plague Kazakh higher education, Professor Rybiński explained. “Wages of teachers and academics are very low, which forces them to seek additional income,” he said. At Narxoz, “we had a few cases, and these people were fired.”

To deter bribe-taking, Professor Rybiński has instituted a system of collective punishment. If an academic is caught taking money from a student, not only are they fired, but so is their immediate boss. Since this rule has been brought in, “there has not been a single case [of bribery]”, he said.

Asked whether this would incentivise deans to cover up their subordinates’ corruption, Professor Rybiński said that managers are not punished if they themselves come forward with evidence of bribery.

Exam questions are automatically randomised so that students cannot buy advance sight of them, he said. “Computers don’t take bribes,” he added.

Professor Rybiński has also crushed resistance by academics to the introduction of the “flipped classroom” method – where students learn from online material by themselves and solve problems in class with teachers – and the use of massive open online courses.

“A large percentage of our staff continued to conduct the courses in the old way, the Soviet way,” he said. “We said ‘goodbye’ to them.” In the past two years, more than 250 have been fired. “We are tough,” he added.

Other universities in Kazakhstan that also specialise in subjects such as accounting and economics will have to follow these reforms, Professor Rybiński explained, because Narxoz is designated as a leading university in these fields.

Concerns have long been raised about academic freedom in Kazakhstan, which has been ruled by President Nursultan Nazarbayev since 1991. Last year, a Dutch academic alleged that he had been edged out of Nazarbayev University – named after the president – after the Russian Embassy took issue with lectures about the fighting in Ukraine.

“In terms of academic freedom, it’s very different from the standard we are used to in the UK and the US,” Professor Rybiński acknowledged.

A quarter of any new course curriculum is still controlled by the Ministry of Education, although this is down from half, and in two years there should be full autonomy, he said.

Last year, Kazakhstan’s currency, the tenge, plummeted in value after it was allowed to float freely. This has halved Professor Rybiński’s budget for international recruitment this year, and so far just 10 faculty out of about 400 are from abroad, although he said that the overseas recruitment drive has only just begun.

Professor Rybiński hopes that overseas academics will be attracted by Kazakhstan’s stunning natural beauty, plentiful skiing opportunities and its promise of “the best meat in the world” – including horse.

david.matthews@tesglobal.com

 

Link original: https://www.timeshighereducation.com/news/we-are-tough-rectors-fight-against-corruption-kazakhstan

Foto: Almighty Almaty: Krzysztof Rybiński hopes scholars will be attracted by Kazakhstan’s stunning natural beauty

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How countries in crisis can continue to provide education

Fuente globalpartnership.org / 7 de junio de 2016

GPE and IIEP publish new guidelines for preparing transitional education plans

A flood of children fleeing violent attacks in neighboring countries have sought refuge in Chad, one of the poorest countries in the world. Conflict in Yemen over the last two years damaged about 1,000 schools and left 1.8 million children there out of school. The Democratic Republic of Congo (DRC), which has long struggled with protracted conflict, has one of the largest numbers of out-of-school primary-age children in the world (approximately 3.5 million).

The Global Partnership for Education has helped these countries and others in similar circumstances address these crises to limit their impact on the education system. That response often requires the development and implementation of a transitional education plan, or TEP, which focuses on addressing critical education needs in the immediate and medium term to keep as many children learning as possible.

A TEP is a policy instrument that enables authorities to bring together humanitarian and development partners to prepare a structured plan to help steer and mobilize resources that will help maintain education services in the wake of civil or cross-border conflict, health emergencies or natural disaster.

At the same time, it puts in place reforms that can render education systems more accountable, inclusive, and effective over time.

New guidelines for transitional education planning

Cover of Guidelines for Transitional Education Plan Preparation

GPE and the UNESCO International Institute for Educational Planning have just published the Guidelines for Transitional Education Plan Preparation, providing technical guidance for countries trying to educate their children even as they face new or persistent crisis.

The new guidelines are the result of an extensive collaboration among key partners active in the field of education in emergencies and protracted crises as part of the Inter-agency Network for Education in Emergencies: UNHCR, UNICEF, the Global Education Cluster, the Global Education Campaign and the World Bank.

The guidelines were developed by building on country contexts, experiences, and needs collected from crisis-affected country practitioners in South-Sudan, Central African Republic, DRC, Chad, Somalia, and Haiti.

It’s no coincidence that the TEP Guidelines come at a time when GPE is steadily intensifying its efforts to help fragile and conflict-affected countries keep their children in school.

Guided by the new global education goals, which stress help for countries affected by adverse challenges, and recognizing that the number of out-of-school children living in countries facing war and violence has significantly grown over the last decade and a half 1, GPE has increased its funding for such countries from 21% of overall funding in 2008 to about 50% by 2015.

Bridging the divide between humanitarian and development support

The TEP Guidelines arrive the same week as the first-ever World Humanitarian Summit in Istanbul, where a new education crisis platform and fund called Education Cannot Wait is being launched.

The new platform addresses the reality that humanitarian responses have historically treated education without the kind of urgency that other essential human services receive. One statistic tells much of the story: less than 2% of all humanitarian aid goes to education.

Where longer-term planning or the implementation of an existing education sector plan – the longer-term blueprint of a country’s educational progress – is compromised by growing humanitarian emergencies, a TEP will help bridge the humanitarian-development divide by bringing together authorities, development and humanitarian actors, and civil society.

In crisis situations, there is an increased need to align actions and to ensure that external efforts are complementary and address key priorities.

Sometimes it’s also necessary to harmonize emergency or early recovery education activities that may be specified in a humanitarian response plan with longer-term development priorities for the education sector, which can help countries manage rapidly changing contexts.

A TEP might, as in Chad, anticipate future needs associated with the return of refugees to the country or internally displaced persons to their home areas, or considerations related to protracted displacement.

GPE supports fragile and conflict-affected countries

 GPE cumulative allocations to fragile and conflict-affected countries

Right now, 28 of GPE’s 65 developing country partners are considered fragile or conflict-affected, and 12 of those countries are currently implementing transitional education plans with GPE’s financial support.

One of those countries is Chad, which became the first GPE partner to include refugees in its transitional education sector plan in 2013. GPE has subsequently provided Chad with two grants to implement its TEP and is already supporting the country’s development of a post-crisis full education sector plan for the period 2017 to 2026.

Yemen developed a TEP for 2013 to 2015. Based on it, US$10 million GPE funds were redirected in to rebuild schools, provide psychosocial support to 37,500 girls and boys, and replenish basic school supplies for nearly 91,000 children.  More recently, during the meeting of the country’s local education group in Amman, Jordan, Yemeni partners supported the development of a renewed TEP to ensure the continuation of previously suspended education activities in the country.

Also, GPE enabled DRC to prepare a transitional education plan for the period 2012 to 2014, making it the country’s first education sector plan since independence in 1960. Motivated by the new TEP, the government increased the share of its budget allocated to education, from 9% in 2010 to 16% in 2013, with the goal of reaching 18% by 2018.

When children’s lives are upended by humanitarian emergencies, it’s essential to keep them in school where they can continue to follow their rightful developmental path and find protection.  A transitional education plan is a critical first step toward that goal.

1 The proportion of out-of-school children living in conflict-affected countries increased from 30% in 1999 to 36% in 2012, and increased substantially in the Arab States and in South and West Asia (GEM Report 2015)

Raphaëlle Martinez Lattanzio is a Senior Education Specialist in charge of education planning, system strengthening and finance at the Global Partnership for Education.

Read our Policy Brief: GPE’s work in conflict-affected and fragile countries

Link original: http://www.globalpartnership.org/blog/how-countries-crisis-can-continue-provide-education

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Children with mental health issues wait 10 years for support, report finds

Fuente TES Reporter/ 7 de junio de 2016

Schools have an ‘important role’ in protecting children’s mental health and raising awareness, charity director says

Children with mental health problems are facing a delay of a decade between displaying their first symptoms and actually getting help, a new report has revealed.

Opportunities to offer timely and effective support to children are «often» being missed and schools can help, according to the Centre for Mental Health report.

While mental health problems among pupils are common, awareness is poor and many attempts by parents to get help for their children are unsuccessful, the report states.

In the 10 years that many UK children wait to get help, problems become «entrenched» and escalate until they reach «crisis», the document warns.

Lorraine Khan, associate director for children and young people at the Centre for Mental Health, has said schools have a particularly «important role» in protecting children’s mental health.

«This can be done most effectively through a ‘whole-school approach’ including classroom-based skills development and awareness raising, anti-bullying programmes, raised staff mental health literacy, and speedy access to help for children who need it,» she said.

“We need to take every opportunity to support families and schools to build firm foundations for children’s mental health. We need to raise awareness of the first signs of poor mental health and reinforce the importance of getting early help.

“Waiting for a child’s mental health to deteriorate until it hits crisis point causes untold distress and damage to their lives and carries a heavy social and economic cost. We have to take action now to offer high-quality help quickly to children and young people everywhere.”

‘Letting down a whole generation’

Brian Dow, director of external affairs at the charity Rethink Mental Illness, believes an «inadequate education, limited support and stigma» around mental health is «letting down a whole generation».

He added: «We need to see better support for parents and increased mental health awareness in schools; as well as improved access to services to put an end to this waiting game for treatment.»

A government spokesman said: «No one should have to wait too long for mental health care, or be sent away when in need.

«That is why we have introduced the first mental health access and waiting time standards in NHS history and are putting a record £1.4 billion into transforming support for young people in every area of the country.

«This funding will improve care in the community and schools to reduce waiting times and make sure young people get support before they reach a crisis point.»

Enlace original: https://www.tes.com/news/school-news/breaking-news/children-mental-health-issues-wait-10-years-support-report-finds

 

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Meeting Sexual harassment and sexual violence in schools (video)

Fuente parliamentlive.tv  / 7 de junio de 2016

Witnesses: Sophie Bennett, Co-Director, UK Feminista, Marai Larasi MBE, Executive Director, Imkaan, Susie McDonald, Chief Executive Officer, Tender, Jo Sharpen, Policy Manager, Against Violence and Abuse (AVA), Lynnette Smith, Managing Director and Founder, Big Talk Education, and Dr Fiona Vera-Gray, Research Fellow, Department of Law, Durham University

El acoso sexual y la violencia sexual en las escuelas

 

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Bolivia: Gradúan a maestros con nivel de maestría.

Número de maestros en ejercicio en Bolivia alcanza a 144.053 y  en el departamento de Santa Cruz: 30.936. Los jubilados también celebran este día dedicado a ellos.

América del sur/Bolivia/Junio 2016/Autor:Carmela Delgado/Fuente:http://eju.tv/

En todo el país hay 144.053 maestros en ejercicio, y en Santa Cruz hay 30.936 que hoy celebran su día, según datos oficiales del Ministerio de Educación, aunque también hay maestros jubilados que no dejan pasar esta fecha, dado que dedicaron su vida a la enseñanza.

Precisamente hoy se gradúa la primera promoción de docentes con grado académico de maestría, en el marco de los homenajes por el Día del Maestro en un acto especial que se desarrolla en Cobija, Pando, con la presencia del presidente Evo Morales Ayma y el Ministro de Educación, Roberto Aguilar Gómez.

Este acontecimiento, según el Ministro de Educación, constituye una muestra de lo que en materia de formación de maestros se ha avanzado. “Podemos decir que la calidad de la formación de maestros ha mejorado sustancialmente y estructuralmente”, dijo Aguilar Gómez.

Se entrega los primeros títulos de Maestría en el Modelo Educativo Sociocomunitario Productivo en el marco del Profocom. Son la nueva generación de maestros”, manifestó la principal autoridad educativa del país.

Destacó, asimismo, que las exnormales, hoy Escuelas Superiores de Formación de Maestras y Maestros, ya cuentan con las dos primeras promociones de maestras y maestros con grado de licenciatura, quienes adquirieron formación en el transcurso de 5 años. “Hemos logrado pasar en la formación del maestro de 3 a 4 años, que tenía una equivalencia a un nivel de técnico superior, al nivel de licenciatura”, puntualizó Aguilar Gómez.

Son aproximadamente 80.000 docentes quienes ya cuentan con el título profesional de licenciatura, y se prevé que este año alcanzarán ese grado académico cerca de 30.000 más, y hasta 2017 serán 130.000 las maestras y maestros titulados, es decir, la práctica totalidad de los educadores de todo el país.

Por otra parte, el Ministerio de Educación logró reducir a niveles mínimos la cantidad de maestros interinos con la formación y profesionalización que se brindó a este sector.

“Para 2006 teníamos 18.000 docentes interinos, casi el 21% de la planilla; qué significa esto, que teníamos ese porcentaje de docentes improvisados. En este momento tenemos 2.000 maestros interinos; los otros 18.000 han sido formados durante dos años, y están haciendo además tres años en el Profocom, es decir, han sido formados hasta obtener su profesión, y se los especializará en el área en que trabajan”, complemento el Ministro de Educación.

Los actos oficiales de homenaje a las maestras y maestros bolivianos en su día se desarrollarán en la ciudad de Cobija, Pando, donde el Presidente del Estado, Evo Morales Ayma, y el Ministro de Educación, Roberto Aguilar Gómez, harán entrega de los primeros títulos académicos de maestría a 421 docentes que concluyeron con su formación postgradual en diferentes especialidades educativas.

Por qué se celebra de este día :

En 1924, bajo la administración del presidente Juan Bautista Saavedra, por decreto del 24 de mayo, fue declarado el 6 de junio Día del Maestro en Bolivia para hacer un homenaje a todos los docentes del país.

La fecha está asociada a dos hechos, el primero referido a la fundación en 1909 en la capital del país de la primera Escuela Normal de Profesores de la República ‘Mariscal Sucre’, durante la presidencia del general Ismael Montes.

El segundo hecho hace referencia a la fecha del nacimiento de Modesto Omiste Tinajeros, un pionero de la educación en el país, considerado “padre de la educación boliviana”.

Fuente: http://eju.tv/2016/06/graduan-maestros-nivel-maestria/

Imagen: http://i0.wp.com/eju.tv/wp-content/uploads/2016/06/57559fa7d4708.jpeg

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Abren una clínica para tratar «la adicción a Facebook»

Fuente RT / 8 de junio de 2016

Según evalúan los especialistas, numerosos usuarios de Facebook necesitan ayuda psicológica para luchar contra la adicción a la red social.

Especialistas argelinos abrieron en mayo una clínica privada para tratar el creciente problema de la «adicción a Facebook» en la ciudad oriental de Constantina, informa ‘The New Arab’. Es la primera clínica de este tipo en la región y la tercera en el mundo después de las abiertas en China y Corea del Sur.

El director del centro es el científico en el área del desarrollo humano Raouf Boqafa, quien trabaja con un equipo de psiquiatras para abordar otras adicciones como drogas, alcohol y tabaco. Según Boqafa, «existe un peligro en la subestimación del daño de la adicción a Facebook en comparación al riesgo de drogas físicas».

Boqafa compara la adicción a la red social a la magia negra y asegura que Facebook representa una gran amenaza para la sociedad. Para tratar «la magia azul» Boqafa ha lanzado un programa elaborado para los usuarios de redes sociales con el objetivo de «poner límite a los tres efectos de la adicción», reduciendo el «daño psicológico, social y de seguridad».

Boqafa destaca que los adictos a Facebook son vulnerables al lavado de cerebro por grupos extremistas que usan Internet como una herramienta de reclutamiento. Hoy en día Argelia cuenta con unos 10 millones de usuarios de la red social, con un aumento anual del 10%.

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