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Chile: Preocupación por déficit de docentes

Preocupación por déficit de docentes

Es urgente dilucidar las causas de la pérdida de atractivo de la docencia entre los jóvenes, solo así se podrá enfrentar adecuadamente el problema y evitar medidas que causen el efecto contrario.

Dos informaciones aparecidas en las últimas semanas han llevado a levantar una alerta para el mediano plazo que no debiera ser desatendida. Por un lado, las postulaciones del reciente proceso de admisión a las universidades mostraron una disminución en el interés de los jóvenes por las pedagogías. Y, por el otro, un estudio de Elige Educar estimó que en los próximos años podría producirse un déficit en la disponibilidad de docentes idóneos, esto es, de profesionales formados para ejercer en áreas del conocimiento específicas, particularmente en la enseñanza media.

Las razones para que ello venga ocurriendo -no es un fenómeno exclusivo de este año, sino que una tendencia desde hace algún tiempo- pueden ser múltiples, aunque no hay a la fecha evidencia que permita identificarlas con certeza. Se habla del poco reconocimiento que tendrían los docentes, de la rigidez y poco espacio de crecimiento que ofrecería esta profesión, del deterioro en sus condiciones laborales y en la figura de autoridad que proyectan debido a los episodios de violencia vividos en los últimos años, así como también del negativo rol que a ratos cumpliría el mismo gremio en el posicionamiento de éstos entre la ciudadanía. De igual forma, podría haber aspectos institucionales que incidan, como el aumento en las exigencias para ofrecer y cursar pedagogías, la burocracia que se percibe podría introducir la carrera docente en proceso de implementación e incluso efectos colaterales de la gratuidad, que llevaría a los postulantes a inclinarse por alternativas que se han vuelto comparativamente más atractivas.

Sea cual sea la causa, el hecho es que, de acuerdo al estudio antes mencionado, en 5 años más el país podría enfrentar un déficit de 32 mil profesores, lo que representa un 13% del total que hoy se encuentra ejerciendo. Considerando el estrés al que ya está sometido el sistema educativo para poder abordar los desafíos que se avecinan tanto por las carencias y desigualdades previas, como por las que se han exacerbado debido a la pandemia, este problema podría convertirse en una piedra de tope adicional.

La evidencia respecto a la importancia que tiene el profesor en la calidad de los sistemas educativos es abundante y no deja espacios para la duda: la consultora McKinsey lo sintetiza muy bien con la conclusión de su conocido informe de hace ya varios años que indica que “la calidad de un sistema educativo tiene como techo la calidad de sus docentes”. No vaya a ser entonces que la escasez de profesionales en este rubro termine afectando la sana competencia y el mejoramiento paulatino en la calidad de éstos, impactando en último término en la calidad de la enseñanza y en el desarrollo de los niños. Urge entonces dilucidar con claridad las causas detrás del menor atractivo que estaría teniendo la docencia entre los jóvenes, así como los factores institucionales que podrían estar repercutiendo sobre el déficit que se proyecta. Existe el riesgo, si no, que por querer mejorar el nivel de los docentes, se termine causando el efecto contrario.

Fuente de la Información: https://www.latercera.com/opinion/noticia/preocupacion-por-deficit-de-docentes/YJHNABTSKNG4BNHOBMWWP4P7IQ/

 

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España – Murcia: El Frente de Acción Estudiantil llama a la huelga en la universidad

Murcia: El Frente de Acción Estudiantil llama a la huelga en la universidad

El estudiantado está en lucha. El pasado Enero en la Universidad de Murcia se vivió una ruptura, o la evidencia de ésta, entre el estudiantado de la UMU y sus instituciones, afirman desde FAE.

La Región de Murcia se encontraba entonces en un estado crítico, así lo afirmaban los datos, con +2.000 contagiados diarios, +12.000 contagiados totales, llegando a tener 40 municipios confinados, una incidencia acumulada que se triplicó desde que se publicara el reglamento hasta la realización de las pruebas en la convocatoria de enero.

Desde el sindicato afirman que mientras que, a nivel estatal la situación sociosanitaria exigía que se actuase, desde la universidad y los gobiernos se ignoraron las preocupaciones del estudiantado ante unos exámenes que a todas luces no presentaban las medidas de organización y sanitarias para asegurar la integridad de los estudiantes.

Afirman que las instituciones utilizaron la responsabilidad a la hora de tomar medidas se utilizó como “un arma arrojadiza”, todo en detrimento del estudiantado, el personal docente e investigador y el de administración y servicios siguiendo “sus propios intereses políticos y privados”.

Esto es especialmente grave si tenemos en cuenta que, como afirma la portavoz del Frente de Acción Estudiantil, María Chinchilla, “ya a 19 de noviembre el Comité Técnico Asesor COVID-19 creado por la UMU, antes de que la situación empeorase, afirmaba que vista la situación y las perspectivas de evolución recomendaban que la Universidad se facilite la realización de los exámenes de enero en formato no presencial.”

Era también este comité el que recomendaba a 19 de noviembre a la universidad y sus profesores que planificaran ya los medios y estrategias necesarias para realizar los exámenes en formato no-presencial.

Ante esto afirma Daniel Serrano, compañero también del sindicato, que “la realidad es que desde la Universidad no habían sido capaces de elaborar un plan de evaluación alternativo que permitiera compaginar una evaluación justa para los estudiantes, así como su salud”.

“Sin embargo, no encontramos los culpables únicamente en el Rectorado y el Consejo de Gobierno de la Universidad de Murcia, sino que también en el Ministerio de Universidades, el Gobierno Regional, la Consejería de Sanidad, la Consejería de Universidades… Todos cómplices en esta injustificable vulneración de los derechos de los estudiantes” afirma Serrano.

Ante esta situación, y desde el Frente de Acción Estudiantil, se convoca este 23 y 24 de marzo la huelga estudiantil universitaria. Desde el FAE expresan: “no solo convocamos esta huelga como protesta ante la imperdonable gestión de la Universidad de Murcia de la pandemia, sino como plataforma para exigir que no se repita, bajo ningún concepto, una situación como ésta, ni en la universidad ni en ninguno de los centros de estudios”.

Desde el sindicato afirman que “es hora de que los estudiantes levantemos la voz y hagamos valer nuestros derechos, debemos luchar por un sistema educativo que satisfaga las necesidades del estudiantado, no los intereses de las instituciones dirigidas por el sector privado y sus políticos”.

Ante esto el Frente de Acción estudiantil presenta las siguientes exigencias:

• Equiparación del precio de las 2ª matrículas al de las 1ª

• Reparto de mascarillas FPP2 a todos los estudiantes antes de cada examen de las convocatorias de junio y julio

• Elaboración de un plan de transporte eficiente con la intervención de FAE, CEUM y de los sindicatos de transporte

• Bono de transporte público gratuito de estudiantes para las evaluaciones de junio y julio

• Establecer y planificar la opción de poder realizar convocatoria online en caso de que sea inviable una convocatoria presencial en las evaluaciones de junio y julio

• En caso de convocatoria online asegurar reparto de todo material tecnológico necesario, así como de medidas de evaluación justas para los estudiantes

“Tras la última convocatoria el estudiantado guarda una gran preocupación. Tememos que la negligente gestión de la Universidad de Murcia de la pasada convocatoria pueda repetirse en futuras ocasiones si la situación es similar” añaden.

Concluyen que “Con el objetivo salvaguardar la integridad física y mental de los estudiantes, trasladamos aquí nuestras reclamaciones, consideramos que estas son las condiciones mínimas para proteger la salud de los estudiantes y ofrecer unas evaluaciones justas”.

Fuente de la Información: https://kaosenlared.net/murcia-el-frente-de-accion-estudiantil-llama-a-la-huelga-en-la-universidad/

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China: Parents of missing Uyghur children describe horror of family separation

China: Parents of missing Uyghur children describe horror of family separation

The exiled families of Uyghur children held in state “orphanages” in the Chinese region of Xinjiang described the torment of being separated in a new piece of Amnesty International research released today.

The organization spoke to parents who have been completely cut off from their children – some as young as five years old – and cannot return to China due to the threat of being sent to a “re-education” internment camp.

“China’s ruthless mass detention campaign in Xinjiang has put separated families in an impossible situation: children are not allowed to leave, but their parents face persecution and arbitrary detention if they attempt to return home to care for them,” said Alkan Akad, Amnesty International’s China Researcher.

“The heartbreaking testimonies of the parents we spoke to only scratches the surface of the scale of suffering endured by Uyghur families separated from their children. The Chinese government must end its heartless policies in Xinjiang and ensure that families can be reunited as quickly as possible without fear of being sent to an oppressive camp.”

Amnesty International interviewed six exiled Uyghur families currently residing in Australia, Canada, Italy, the Netherlands and Turkey. The families, who left China prior to the intensification of the crackdown against Uyghurs and other Muslim minority groups in 2017, had not dreamed that their children would be prevented from joining them.

The tragedy of family separation in Xinjiang exposes the inhumanity of China’s efforts to control and indoctrinate Uyghurs and other Muslim ethnic groups

Since 2017, an estimated one million or more people have been arbitrarily detained in so-called “transformation-through-education” or “vocational training” centres in Xinjiang, where they have been subjected to various forms of torture and ill-treatment, including political indoctrination and forced cultural assimilation.

“Uyghurs overseas often hesitate to publicly talk about human rights abuses against them and their families due to fear of repercussions for their relatives back in China. In spite of such challenges, these parents have decided to publicly share their stories in the hope that it will help them reunite with their children soon,” said Alkan Akad.

Children make perilous journey in attempt to reach Italy

Parents Mihriban Kader and Ablikim Memtinin fled from Xinjiang to Italy in 2016 after being harassed by police and pressured to give up their passports.

They left four children in the temporary care of grandparents, but soon afterwards the grandmother was taken to a camp, while the grandfather was interrogated by police.

“Our other relatives didn’t dare to look after my children after what had happened to my parents,” Mihriban told Amnesty International. “They were afraid that they would be sent to camps, too.”

The three youngest children were sent to an “orphan camp”: facilities set up across Xinjiang to house – and indoctrinate – children whose parents have been forced into internment camps, prison and other detention facilities. The eldest child was placed in a boarding school subjected to surveillance and monitoring.

Mihriban and Ablikim were unable to contact them from Italy, but in November 2019 they received a permit from the Italian government to bring their children to join them.

The four children – aged between 12 and 16 – travelled alone across China to the Italian consulate in Shanghai, but they were seized by police and sent back to the orphanage and boarding school.

“Now my children are in the hands of the Chinese government and I am not sure I will be able to meet them again in my lifetime,” Mihriban said. “The thing that hurts most is that, to my children, it’s as if their parents don’t exist anymore; as if we passed away and they are orphaned.”

In another case, Omer and Meryem Faruh fled to Turkey in late 2016 after police demanded they hand over their passports. They left their two youngest children, aged five and six, with grandparents because they did not yet have their own travel documents. Omer and Meryem later found out their relatives had been taken to camps, and they have received no word about their children since.

“We haven’t heard the voices of our daughters for the last 1,594 days,” Omer told Amnesty International. “My wife and I cry only at night, trying to hide our sorrow from our other kids here with us.”

Access for human rights monitors vital

Alkan Akad said: “The tragedy of family separation in Xinjiang exposes the inhumanity of China’s efforts to control and indoctrinate Uyghurs and other Muslim ethnic groups in the name of ‘countering terrorism’.

“China must end the measures that restrict the rights of all Muslim minorities to freely leave and return to the country. It must close all political ‘re-education camps’ and release detainees immediately, unconditionally and without prejudice.”

Amnesty International is calling on the Chinese government to provide full and unrestricted access to Xinjiang for UN human rights experts, independent researchers and journalists to conduct investigations about what is happening in the region.

Meanwhile, the organization urges other governments to do everything they can to ensure that Uyghurs, Kazakhs and other Chinese ethnic minorities resident in their countries are provided with assistance in trying to locate, contact, and reunite with their children.

Fuente de la Información: https://www.amnesty.org/en/latest/news/2021/03/china-parents-of-missing-uyghur-children-describe-horror-of-family-separation/

 

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CDC changes school guidance, allowing desks to be closer

CDC changes school guidance, allowing desks to be closer

The revised COVID-19 recommendations represent a turn away from the 6-foot standard that has forced some schools to remove desks, stagger scheduling and take other steps to keep children away from one another.

NEW YORK — Students can safely sit just 3 feet apart in the classroom as long as they wear masks but should be kept the usual 6 feet away from one another at sporting events, assemblies, lunch or chorus practice, the Centers for Disease Control and Prevention said Friday in relaxing its COVID-19 guidelines.

The revised recommendations represent a turn away from the 6-foot standard that has sharply limited how many students some schools can accommodate. Some places have had to remove desks, stagger schedules and take other steps to keep children apart.

Three feet «gives school districts greater flexibility to have more students in for a prolonged period of time,» said Kevin Quinn, director of maintenance and facilities at Mundelein High School in suburban Chicago.

In recent months, schools in some states have been disregarding the CDC guidelines, using 3 feet as their standard. Studies of what happened in some of them helped sway the agency, said Greta Massetti, who leads the CDC’s community interventions task force.

«We don’t really have the evidence that 6 feet is required in order to maintain low spread,» she said. Also, younger children are less likely to get seriously ill from the coronavirus and don’t seem to spread it as much as adults do, and «that allows us that confidence that that 3 feet of physical distance is safe.»

CDC Director Dr. Rochelle Walensky said the revised recommendations are a «roadmap to help schools reopen safely, and remain open, for in-person instruction.» She said in-person schooling gives students not only «the education they need to succeed» but access to crucial social and mental health services.

The new guidance:

— Removes recommendations for plastic shields or other barriers between desks. «We don’t have a lot of evidence of their effectiveness» in preventing transmission, Massetti said.

— Advises at least 3 feet of space between desks in elementary schools, even in towns and cities where community spread is high, so long as students and teachers wear masks and take other precautions.

— Says spacing can also be 3 feet in middle and high schools, so long as there is not a high level of spread in the community. If there is, the distance should be at least 6 feet.

The CDC said 6 feet should still be maintained in common areas, such as school lobbies, and when masks can’t be worn, such as when eating.

Also, students should be kept 6 feet apart in situations where there are a lot of people talking, cheering or singing, all of which can expel droplets containing the coronavirus. That includes chorus practice, assemblies and sports events.

Teachers and other adults should continue to stay 6 feet from one another and from students, the CDC said.

The CDC’s 6-foot advice for schools, issued last year, was the same standard applied to workplaces and other settings. In contrast, the World Health Organization suggested 1 meter — a little over 3 feet — was sufficient in schools. The American Academy of Pediatrics says desks should be 3 feet apart and «ideally» 6 feet.

The CDC guidance was problematic for many schools that traditionally had 25, 30 or more children per classroom in closely grouped desks. Some schools adopted complicated schedules. For example, half a class might come to school on some days, and the other half on other days.

Some schools stopped using lockers and staggered when different grades could move between classes to avoid crowding in the halls, where maintaining any distance at all can be difficult.

The Ridley school system in suburban Philadelphia took steps like that to abide by the 6-foot guideline. But neighboring communities went with 3 feet, «and we’re not seeing the data really reflect a different spread rate,» said Lee Ann Wentzel, district superintendent.

Even before the CDC acted, the district had decided to shift to 3-foot distancing next month. Wentzel said the change in CDC guidance will make it easier to explain and defend the decision.

A recent study in Massachusetts looked at students and staff members in schools that used the 3-foot standard and those that had the 6-foot one. It found no significant difference in infection rates.

Massetti said other research has also been influential, including two studies the CDC released Friday. One out of Utah found low coronavirus transmission rates among students who did a good job wearing masks and whose desks were only 3 feet apart. The other study, done in Missouri, pointed to a similar conclusion.

Still, the change at the CDC met with skepticism in some quarters.

Randi Weingarten, president of the American Federation of Teachers, said the 1.6-million-member union is reviewing the latest research, «but we are concerned this change has been driven by a lack of physical space rather than the hard science on aerosol exposure and transmission.»

Dr. Lawrence Kleinman, a professor of pediatrics and global urban public health at Rutgers University in New Jersey, said 3 feet is «probably safe» if schools are doing everything right — if everyone is wearing masks correctly at all times and washing their hands, and if ventilation is good. But he said that’s unlikely.

«I will not send my child to a school that’s distancing at 3 feet,» said Kleinman, who has a 4-year-old daughter.

___

The Associated Press Health and Science Department receives support from the Howard Hughes Medical Institute’s Department of Science Education. The AP is solely responsible for all content.

 

Fuente de la Información: https://www.startribune.com/cdc-changes-school-guidance-allowing-desks-to-be-closer/600036203/

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Education Department to fully forgive federal loans of defrauded students

Education Department to fully forgive federal loans of defrauded students

The Education Department announced this week it would fully forgive the federal loans of borrowers who enrolled in schools that «engaged in certain misconduct.»

Under the Trump administration, some students only were only given partial relief, the department said. The Education Department estimates the new formula could help approximately 72,000 borrowers receive $1 billion.

«Borrowers deserve a simplified and fair path to relief when they have been harmed by their institution’s misconduct,» said the new Secretary of Education, Miguel Cardona, in a statement. «A close review of these claims and the associated evidence showed these borrowers have been harmed and we will grant them a fresh start from their debt.»

In 2019, then-Education Secretary Betsy DeVos faced intense scrutiny over her handling of the issue when she appeared before the House Education and Labor committee. The Education Department says it will now ensure borrowers with approved claims «have a streamlined path to receiving full loan discharges,» including individuals who previously received «less than a full loan discharge.»

PHOTO: The U.S. Department of Education stands in Washington, D.C., February 21, 2021.

«The department added that it will also be «pursuing additional actions, including re-regulation, in the future.»

Democrats, including House Education and Labor Committee Chair Bobby Scott of Virginia, applauded the move.

«For more than four years, defrauded borrowers and their families have lived under a cloud of education debt that they should not have to repay,» he said in a statement. «I applaud the Biden Administration for doing the right thing by making these borrowers whole, and I can only imagine the mixture of joy and relief they are feeling today. This announcement is lifechanging for tens of thousands of people across the country.»

Fuente de la Información: https://abcnews.go.com/Politics/education-department-fully-forgive-federal-loans-defrauded-students/story?id=76579060&cid=clicksource_4380645_14_comic_strip_sq_hed

 

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State Board of Community Colleges | Budget requests, Roanoke-Chowan president approved, and more

State Board of Community Colleges | Budget requests, Roanoke-Chowan president approved, and more

The State Board of Community Colleges met March 19th to discuss progress on the community college system’s legislative priorities, personnel changes, and budget accommodations around “the COVID year.”

Roanoke-Chowan presidential search

The Board announced the hiring of Dr. Murray Jean Williams as president of Roanoke-Chowan Community College. Dr. Williams was previously the vice president of adult education and academic support for Southern Crescent Technical College in Griffin, Georgia.

The board of trustees at Roanoke-Chowan Community College sent the names of two finalists to the Board’s Personnel committee, which decided on Dr. Williams. The recommendation was approved unanimously by the full Board.

“COVID year” FTE exception

The Board approved a 2021 Budget Provision Request that included two action items. One of the system’s top legislative priorities is a request for $61 million in non-recurring funding to help stabilize colleges’ budgets due to pandemic-related enrollment losses this year. The system is now requesting that these budget stabilization funds, if appropriated by the legislature, remain available through June 2023.

“This is very in line with what was done with the hurricane funds for the disaster funds there to provide a little more flexibility to the fact that the pandemic uncertainty is still kind of out there,” said Alex Fagg, director of government relations for the system office.

Second, the system requests that the 2020-21 academic year — referred to by Board members as “the COVID year”  — be excluded from the two-year budget calculation for colleges who experienced enrollment decline.

“The second one is to essentially skip the COVID year, if there was a decline at the college enrollment, or a college FTE, for the two-year calculation so that college would use the 19-20 and 21-22 to develop that two-year FTE calculation,” she said.

State funding is allocated to community colleges based on their enrollment the previous two years. During a recession, community college enrollment typically increases. But due to the uneven impact of COVID-19 and the nature of online courses, nearly all of North Carolina’s community colleges have experienced enrollment declines this year. Systemwide, community colleges experienced an 11% enrollment decline in fall 2020 compared to fall 2019.

Exempt employee status

The Board approved a motion to designate some system office staff as “exempt” employees.

“One category is what we call SBA, which is subject to the State Human Resources Act. The other category is EPA, which stands for exempt from the Personnel Act,” said Jonathan Harris, chief of staff for the system office. “The exempt folks in the system office, they are nominated by the president to the State Board, and the State Board ultimately approves the hiring of EPA staff. SBA are not brought before the Board, and they are hired here internally at the system office.”

Employees falling under exempt status are “at-will” employees and serve at the pleasure of the system president. This change affects positions in the system’s communications office, switching their status from SBA to exempt.

“The reason for that is the system president and I believe that our communications folks are the representatives of the system office and the community college system,” Harris said. “We are putting out either press releases statements, social media marketing, branding type materials, and we feel if there is a change in direction that’s needed in our communications area, that would allow us to make that change relatively quickly.”

Presidents’ Association report

Dr. Kandi Deitemeyer, president of Central Piedmont Community College, gave a report on behalf of the Presidents’ Association outlining the need for in-person learning as they plan for summer and fall terms.

“Many of our students need to be on campus,” she said. “They need to be in areas where they’re supported outside of the classroom. They need to be engaged in those supportive learning environments. And also, many of them need that sense of community, and that’s what your local community college does.”

Deitemeyer said they are considering a need for programs to address learning loss due to the nature of courses during the pandemic.

“We do anticipate we will see our students return, but we anticipate many adult learners and others who will need to rescale, retrain, or maybe who have just decided after this year, working at home or perhaps not working, that they need a new career,” she said. “They need to re-advantage themselves, and their local community college, as you know, will be the place for them to land.”

The Board will next meet on April 15 and 16. Subscribe to Awake58 for more State Board of Community Colleges coverage.

Fuente de la Información: https://www.ednc.org/03-19-2021-state-board-of-community-colleges-meeting/

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Advancing Diversity, Equity and Inclusion

Advancing Diversity, Equity and Inclusion

 

The NC State College of Education’s land-grant vision is to lead the way in increasing educational opportunities for all and reducing achievement gaps. To fulfill this vision, we must confront racial injustices and build a more diverse, inclusive and supportive community — both within our college and in the field of education. In summer 2020, we created a change agent group to identify additional strategies and actions we, as a college, will take to intensify our efforts in these areas.

College of Education Change Agent Task Force

The Change Agent Task Force is made up of faculty, staff and students within the college who serve as liaisons, experts in diversity, equity, and inclusion, and advisors whose work encourages and empowers the college community and the next generation of teachers and scholar-leaders to teach and lead in ways that disrupt structural inequities, value diversity and promote systemic change.

«Our mission as a college compels us to be assertive on all fronts to defeat racial ignorance, hatred and oppression. Fulfilling that mission will require
all of us, particularly those of us who are white,
to own that racism is not a problem
that Black people can fix.»

– Mary Ann Danowitz, D.Ed.
Dean of the College of Education

Fuente de la Información: https://ced.ncsu.edu/advancing-dei/

 

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