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Africa: UNESCO Calls On Governments to Make Higher Education Equitable, Affordable

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África/Abril de 2017/Autor: James Karuanga/Fuente: All Africa

Resumen: Dice un nuevo informe que conseguir y garantizar la equidad y la asequibilidad en los marcos regulatorios son dos de las formas que los responsables políticos deben considerar para hacer que la educación superior sea equitativa y asequible para todos. El nuevo Informe de Seguimiento de la Educación Global, publicado por la UNESCO, también recomienda que los gobiernos establezcan agencias nacionales para asegurar la igualdad de oportunidades; Y varían los criterios de admisión para responder a las necesidades de diferentes individuos. «Al crear y transmitir conocimientos vitales, habilidades y valores fundamentales, la educación superior es una piedra angular para alcanzar los Objetivos de Desarrollo Sostenible», dijo Irina Bokova, Directora General de la UNESCO. «La demanda de educación superior va a seguir aumentando y los gobiernos deben responder introduciendo una serie de nuevas políticas que aseguren que la expansión no deje atrás a los marginados y que el acceso se base en el mérito y no en el privilegio».

Ensuring those who need help the most are getting it and guaranteeing equity and affordability in regulatory frameworks are two of the ways policy makers need to consider in order to make higher education equitable and affordable for all, says a new report.

The new Global Education Monitoring Report, released by UNESCO, also recommends that governments establish national agencies to ensure equal opportunities; and vary admissions criteria to respond to different individuals’ needs.

«By creating and transmitting vital knowledge, skills and core values, higher education is a cornerstone for achieving the Sustainable Development Goals,» said Irina Bokova, Director-General of UNESCO.

«Demand for higher education is going to continue rising. Governments must respond by introducing a range of new policies that will ensure the expansion doesn’t leave the marginalised behind, and that access is based on merit, not privilege.»

Governments have also been urged to limit student loan repayments by combining low tuition and fees with income-based loans to cap student repayment burdens at less than 15 percent of monthly income as anything more threatens to leave the disadvantaged behind.

The UNESCO paper released countries are struggling to keep pace with rapidly rising demand and large disparities in access, with a large cost of higher education often falling to families, many of whom cannot afford it.

And it shows that the number of university level students doubled to 207 million between 2000 and 2014.

Analysing global trends, it outlines, Six ways to ensure higher education leaves no one behind, addings that the fast expansion of higher education is mostly happening in countries with an expanding middle class.

«Access to higher education has expanded most rapidly in wealthier countries: Only eight percent of young adults are enrolled on average in the poorest countries, compared to 74 percent in the richest countries. The greatest gender disparities are found among the poorest countries as well. Women made up only 30 percent of bachelor students in low-income countries in 2014.»

«In certain countries with deeply rooted social inequities, affirmative action through quota or bonus systems may be necessary to expand access to underrepresented groups, even if these mechanisms are controversial,» says Suzanne Grant Lewis, director of the International Institute for Educational Planning (IIEP), the UN’s only specialised organisation with the mandate to support educational policy, planning and management.

The paper draws on a range of examples to show how different countries are expanding and diversifying higher education offerings to achieve greater equity.

It is noted that loan boards and education trust funds in Kenya, Ghana, South Africa, and Tanzania addressed «some of these administrative challenges by instructing employers to deduct repayment from wages.»

Though not cited in the report, in Rwanda, the Development Bank of Rwanda (BRD) last year requested all people who benefited from the student loans scheme from 1980 to comply with the 2015 law governing the student loans and bursaries.

«The last thing we want is for higher education to be the ball and chain around students’ ankles,» said Aaron Benavot, Director of the GEM Report.

«Coping with dramatic student expansion is not easy, but there are policy solutions governments can put into place to stop the bill falling to households.»

Insufficient funds are reportedly a key reason for the fact that some disadvantaged groups are being left behind.

Governments simply can’t afford to pay for the growing number of students, and this is leaving households footing the bill, it adds, and this issue will become even more salient in the future with demand for higher education rising and enrollments growing.

UNESCO says governments have an array of policy tools – which work hand in hand – to foster equity and help families afford not just tuition fees, but all the other costs of attending higher education like books, housing and transportation.

Fuente: http://allafrica.com/stories/201704210054.html

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‘Los tambores hablan’: disco solidario para mejorar la educación en África

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África/03 de Abril de 2017/20 Minutos

Una veintena de artistas se han unido para elaborar ‘Los tambores hablan’, un Libro CD que apoya la escolarización en África. La ONGD SED lleva 25 años trabajando en los países más desfavorecidos. Las ganancias íntegras del disco irán destinados a proyectos educativos.

Un total de 21 artistas españoles han decidido reunirse al amparo de la ONGD SED y poner voz a quien, desgraciadamente, no la tiene. El resultado ha sido Los tambores hablan, un Libro CD grabado desde el corazón para ayudar a mejorar las condiciones de los niños en África. Otras imágenes 2 Fotos La OND SED (Solidaridad, Educación y Desarrollo) acaba de cumplir 25 años trabajando sobre el terreno del continente para llevar la escolarización a las áreas con menos recursos en países como Ghana, donde han centrado parte de su actividad. En Los tambores hablan participan cantautores como Víctor Manuel, Rozalén, Inma Serrano, Pasión Vega o Pedro Guerra, que cuentan en 11 canciones la cara más divertida del continente más antiguo del mundo. Con este disco se pretende «romper con los estereotipos» que se han dado a África en los últimos años, según la ONG. El Libro CD -que incluye las leras de todas las canciones, fotos y texto sobre la vida en las comunidades africanas- se puede adquirir a través de la página web de la ONG a un precio de 15 euros. todos los fondos recaudados con este proyecto irán destinados a los proyectos de cooperación que SED desarrolla en el continente. Síguenos en Facebook para estar informado de la última hora:

Fuente: http://www.20minutos.es/noticia/2995834/0/los-tambores-hablan-libro-cd-solidario/

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Ghana: Only 2% of class two pupils can read – Report

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Ghana/Abril de 2017/Fuente: Pulse.org

RESUMEN: El tamaño de las clases en las escuelas públicas de Ghana suele ser muy alto, lo que hace que sea difícil para los maestros supervisar a sus estudiantes sobre una base individual. Se ha revelado que sólo dos por ciento de los alumnos de la Clase Dos de Ghana pueden leer con fluidez en inglés e idiomas indígenas. El porcentaje es ligeramente mejor con alumnos de Clase Tres, con un 20 por ciento de ellos pudiendo leer en inglés con un mínimo de competencia y capacidad. Esto fue revelado por Guitele Nicoleau, Jefe del Partido-Aprendizaje de Ghana, en un taller de educación en Tamale en la Región Norte. El taller es parte de un proyecto financiado por la agencia de desarrollo internacional, USAID, que vería a unos 23.000 maestros beneficiarse de un plan de capacitación. Según Nicoleau, un adicional de 1.700 supervisores de circuito y expertos en idiomas en los distritos del país se beneficiarían de los nuevos materiales de enseñanza y aprendizaje.

Class sizes in Ghana’s public schools are usually very high which makes it difficult for teachers to supervisor their students on an individual basis.

It has been revealed that only two percent of Ghanaian Class Two pupils can read fluently in English and indigenous languages.

The percentage is slightly better with Class Three pupils with about 20 percent of them being able to read in English with minimum proficiency and capacity.

This was disclosed by Guitele Nicoleau, the Chief of Party-Ghana Learning, at an education workshop in Tamale in the Northern Region.

The workshop is part of a project funded by the international development agency, USAID, that would see about 23,000 teachers benefiting from a training scheme.

According Nicoleau, an additional 1,700 circuit supervisors and language experts across the country’s districts would benefit from the new teaching and learning materials.

The Ghana News Agency reports that “Mrs Cynthia Bosumtwi-Sam, the Acting Deputy Director of Ghana Education Service, said the project would solve the national challenges of less reading of children in the country. She urged the teachers and directors of the schools to make use of the learning materials provided to them to enhance quality education in the country.”

Analysis

Class sizes in Ghana’s public schools are usually very high which makes it difficult for teachers to supervisor their students on an individual basis. The probably is compounded by the lack of reading materials leaving pupils with no option but to share one text book with many other classmates.

Fuente: http://pulse.com.gh/newsletter/education-in-ghana-only-2-of-class-two-pupils-can-read-report-id6465882.html

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Young Ghanaian Trailblazer Urges Women to Pursue STEM Careers

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Ghana/28 th March 2017/Source: All Africa

A young Ghanaian engineer, who constantly had to justify her passion for science to everyone she came across, believes that if young women are firm in their beliefs, they will  succeed. Leticia Oppong currently works for GE in power services as a field service and technical advising specialist for power plant control systems. She believes that having more women in STEM  roles will result in increased creativity, and innovation as products, and services delivered will be informed by the perspectives of a diverse workforce.

Leticia said that girls who have an interest in STEM (science, technology, engineering and mathematics) careers will be inspired to follow in the  footsteps of other successful women in STEM and should therefore be exposed to more female role models in these fields.

When asked about her experience in a male-dominated field, Leticia admitted that there have been occasional instances of prejudice. “Some people see you on site and immediately assume that as a woman, you don’t have what it takes to execute the job. Working with such people can get frustrating.” Leticia also found that some sites, understandably, did not have female washrooms and because she would have to share with the guys, she had to find ways of managing this.

“My  home country is Ghana, however, I’m part of the Sub-Saharan African pool of  field service engineers covering assignments within Africa and globally, as the  need arises.” Leticia initially joined GE in 2013 as an intern with the power services team in Ghana, where during the one-year internship, she was sent to selected sites to work with field teams and to also provide administrative support to various businesses in the GE Ghana office.

“My  interest in engineering had been solidified some time after junior high school. I developed an interest in taking apart electronic devices to figure out how they work and to try to fix them. My father is an electrical engineer and I watched him work around the house. That certainly played a part because  I wanted to fix things like he did.”

Growing up, Leticia knew she wanted to be a scientist. “There was an educational programme on TV that I watched quite a lot as a child. It was called The Know-How Show.” She was fascinated by the scientific illustrations on the show and this sparked a curiosity that led her to read a book about a power blackout. In the book, there was a picture of a woman in full safety gear on a utility pole. “I remember  thinking, ‘that’s what I want to do when I grow up’.”

“My father was against me moving into the engineering field from the start. He said a woman had no future in engineering and suggested I study pharmacy. I had to explain to him why I wanted to do engineering. He finally gave in  after we consulted a lecturer who convinced him that there was room for women  in engineering.”

“My career at GE is fairly young and I’m still being mentored. So far, I’ve had the opportunity to attend some university career fairs to share my story with young people who have an interest in the field and hopefully, to inspire them  to stay on course. I plan to continue doing this and to take on younger female engineers as I progress further.”

Leticia studied electrical/electronic engineering at the Kwame Nkrumah University of Science and Technology, Ghana’s premier institution for the study of engineering. Following her studies, her first training was at the Energy Learning Centre in Niskayuna where she completed the entry-level training for Mark VIe Control Systems. As part of her training, Leticia did on-the-job training for six months on sites in the United States and Nigeria, also attending a leadership training course in South Africa.

“So far, I’d say my first job was the biggest. I was assigned to support on an upgrade job at a site in Japan for two months. The job scope included working on a 9F.03 gas turbine unit with DLN 2.6+ and model-based control, and  it was technology I had no experience with. It was challenging adjusting to the culture of the people, especially overcoming the language barrier. Thank God, I pulled through and it was a success.”

“I love field work, but there will come a time when I have to make a change so I can grow in my career. When that time comes, I will opt for a role where I can still support the execution of field jobs with the experience I’ve  garnered.”

To other young women experiencing difficulty in convincing their parents of the viability of a career in science, Leticia advises them to make a case for what they want. “It’s not easy, but it is possible. Don’t lose your passion or your faith. There is an increasing need for innovative solutions in energy and other infrastructure sectors. A STEM career gives you a chance to be at the forefront of breakthroughs in science and technology that will change our world.”

Source of the news:
http://allafrica.com/view/group/main/main/id/00050534.html
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Action steps to enhance job opportunities for youth in Ghana

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Ghana/Marzo de 2017/Fuente: Myjoy on line
RESUMEN: Usted va a la escuela con la ambición de conseguir un trabajo después de la terminación, pero al solicitar un trabajo, se le requiere tener experiencia laboral. La pregunta es: ¿Qué realmente importa en el mundo laboral de hoy? ¿Está recibiendo educación, experiencia de trabajo o ambas cosas? Muchos jóvenes en Ghana, que tienden a carecer de experiencia laboral, se han convertido en víctimas de rechazo por parte de una serie de empresas. Las pocas empresas que abren solicitudes de trabajo de vez en cuando parecen tener sus propias preferencias de candidatos potenciales-quieren trabajadores mayores y más experimentados y no jóvenes novatos. Para comprender mejor la mejor manera de prepararse para penetrar en el mercado de trabajo, es fundamental revisar un factor clave: el sistema de educación formal.

You go to school in anticipation of getting a job after completion, but upon applying for a job, you are required to have work experience. The question is: What really matters in today’s world of work? Is it getting an education, work experience or both?

Many youth in Ghana, who tend to lack work experience have become victims of rejection by a number of businesses. The few companies that open job applications once in a while seem to have their own preferences of prospective candidates—they want older, more experienced workers and not young novices. To better understand how best to prepare oneself to penetrate the job market, a revisit of a key factor is critical—the formal education system.

The Ghana’s education system has been sluggish in catching up with the changes in the world economy and the labour market which is being largely driven by advances in information technology (IT). There is a deficit in Ghanaian schools regarding how students are being taught IT skills that are crucial for many present-day jobs.

Although technology permeates every aspect of our lives — from smartphones to digital televisions — many people struggle with technical skills and literacy in computer functions globally. Consequently, many youth who are new to work are not well grounded in either knowledge or practice to occupy available positions. Despite the large number of youth who are seeking jobs, a lot of companies have expressed difficulty in finding employees. A big challenge in Ghana is that a lot of youth have a negative perception about IT jobs, regardless of one’s programme of study. In other words, there is a general misconception that IT jobs are only meant for those who study IT. Schools—from elementary to senior high—need to train students with skills of high value, such as programming, using statistical software tools and not just the basic computer skills such as typing.

There are clear, notable skills gap in Ghana’s technology sector. Jobs that require the use of technological skills will only increase with time as long as complex problems demand to be solved; but many students are not finishing school with the skillsets that will enable them to get a current job or benefit from future opportunities in technology. The skill set employees are looking for now is largely influenced by Ghana’s position as a service-sector driven country. In the corporate sector, for example, these skills include self-confidence and effective communication when engaging with customers or clients—referred to as “employability” skills—from acceptable behaviour in the workplace to teamwork and problem-solving. The complaint by corporate entities is that the young people they discover – who are desperately looking for work-  have low levels of skills. Therefore, there is the need for corporate bodies to work closely with schools to train students in these areas, as well as open their doors for regular internships.

Another concern, which dashes the hopes of many youth landing a job is attitude. Many young people have the wrong attitudes, behaviours or social skills to work. For instance, a person working as a receptionist, attending to guests in a shop might stop working to reply a text or call, suggesting that part of the problem may be a question of the kind of training received in school, or just a lack of discipline. The truth is that many youth in Ghana can be as smart as what if they are not well-mannered in their speech and conduct. They end up lowering their prospects of getting a job and keeping it.

Action steps

The Ghanaian government faces a daunting task as it tries to satisfy the teeming youth with productive work. First, it has to tackle the skills gap. Part of the problem is that senior high schools and universities/technical institutions are too separated from the demands of enterprises. In contrast, advanced countries like Germany, which has the lowest rate of youth employment in the European Union (EU), have employers working closely with the government and unions to ensure that the education system, apprenticeships and vocational programmes teach business skills that corporations need.

There should be greater employer involvement in Ghana’s education system. To meet that target, the Ministry of Education should encourage employers to be actively involved in the universities and technical institutions. Apart from studying a comprehensive curriculum and writing examinations or project theses, students also need to develop the necessary skills and attitudes that employers want. Considering that, the career services of academic institutions should have a strong knowledge of the skills that employers are looking for, as well as the local needs of the labour market.

The classroom is not the only place to teach skills. In fact, learning should not end in the classroom. Ghana has a history of apprenticeship programmes that help young people gain the kind of work experience needed to start their careers. However, there should be a balance between the skills acquired in the services sector and that which is acquired in manufacturing to ensure that available apprenticeships are able to reflect on the needs of the Ghanaian labour market.

Another problem is how employers and prospective employees perceive non-academic certifications. University education is very important, and people (especially girls) should be encouraged to attain one, at least. However, focusing on university education alone shrouds the benefits of vocation learning. That is the alternative to university’s becoming a second choice option for many youth and one to be avoided if possible. For employers, the problem with Ghana’s vocational path is that the whole system of apprenticeships is filled with uncertainty about the quality of certifications. Reforming standards, could be a government policy to help restore trust and confidence in such programmes. These negative perceptions could change if there are widely recognised qualifications that would benefit both students and employers.

As the Ghanaian economy continues to expand, a number of young people will still have to be absorbed by certain sectors as a matter of necessity. Although higher economic indicators like per capita income is important, that alone would not solve Ghana’s youth unemployment challenge. Rather, identifying the needed skills within the economy should inform any educational reform.Going to school is important, but so is work experience where skills-on-the-job training is acquired.

Therefore, balancing the knowledge learned in school with the practical skills needed to work in one’s area of expertise is a sure way to enhance job opportunities for the Ghanaian youth.

Fuente: http://www.myjoyonline.com/opinion/2017/March-21st/action-steps-to-enhance-job-opportunities-for-youth-in-ghana.php

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Russia awards scholarships to 60 African students

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Rusia/Marzo de 2017/Fuente: Business Ghana

RESUMEN: La Corporación Nuclear de Rusia, Rosatom ha anunciado una serie de becas disponibles para los estudiantes africanos para estudiar  una profesión nuclear en una de sus universidades de renombre mundial. El anuncio se hizo en Johannesburgo, Sudáfrica, en la Exposición Mundial del Trabajo de este año, un foro de carreras para estudiantes que abandonan la escuela. Más de 15 000 estudiantes asistieron al evento de tres días en el que los representantes de Rosatom ofrecieron orientación sobre cómo solicitar una educación terciaria gratuita. Viktor Polikarpov, vicepresidente regional de Rosatom para el África subsahariana, señaló que Rusia era uno de los líderes mundiales en el desarrollo científico. «Ofrecemos una amplia gama de oportunidades educativas para estudiantes extranjeros y jóvenes especialistas para obtener conocimientos relevantes en diferentes campos científicos. Actualmente hay una oportunidad para 60 estudiantes africanos, incluyendo 10 sudafricanos, de estudiar para obtener una licenciatura en temas relacionados con el uso de la energía nuclear en una de nuestras instituciones de aprendizaje de vanguardia.

The Russian Nuclear Corporation, Rosatom has announced a number of bursaries available for African students to study towards a nuclear profession at one of its world renowned universities.

The announcement was made in Johannesburg, South Africa, at this year’s Working World Exhibition, a career forum for school leaving students. More than 15 000 students attended the three day event where Rosatom representatives offered guidance on how to apply for a free tertiary education.

Viktor Polikarpov, Rosatom’s Regional Vice-President for Sub-Saharan Africa, noted that Russia, was one of the global leaders in scientific development.

“We offer a broad range of educational opportunities for foreign students and young specialists to gain relevant knowledge in different scientific fields. There is currently an opportunity for 60 African students, including 10 South Africans, to study for a Bachelor’s degree in nuclear-related subjects at one of our cutting edge learning institutions.

“This is a great opportunity for foreign students who want to become part of a unique learning experience which has been gained over decades. ”

South African Master’s student at the Department of Theoretical and Experimental Physics of Nuclear Reactors in MEPhI, Blessed Raphotle, said he privileged to study at one of the world’s leading research universities, especially in the field of nuclear technology.

He said the educational process in MEPhI corresponded to highest standards aimed at stimulating students into acquiring more knowledge. “I will take all the knowledge I have gained back to South Africa with the hope of inspiring a set of values and ideals towards a productive society. Everything in the University is based on the principles of openness, internationalism, and innovation,” noted Raphotle.

With over 70-years’ experience in the industry, Rosatom believes that nuclear technology has a critical role to play in the enhancement of modern society, not just through the production of clean sustainable energy but also through the further advancement of medicine, including; diagnostics, imaging, scanning and analysis.

The company has thus far, granted a number of scholarships, holds competitions with trips to Russia as main prizes and gives local schools the equipment needed to conduct laboratory tests. Rosatom also launched a number of exciting competitions during this year’s Working World Exhibition, hoping to inspire young South Africans to pursue a career.

Rosatom is the Russian State Atomic Energy Corporation bringing together over 262 000 people in 360 enterprises and scientific institutions including all Russian civil nuclear companies, research organizations and the world’s only nuclear-propelled icebreaker fleet.

With 70 years’ expertise in the nuclear field, Rosatom remains the leader in nuclear energy.

Fuente: https://www.businessghana.com/site/news/business/142973/Russia-awards-scholarships-to-60-African-students

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Ghana: Endeavour to embark on research – Professor Dodoo

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Ghana/Marzo de 2017/Fuente: Graphic On line

RESUMEN: Un profesor visitante de la Universidad Kwame Nkrumah de Ciencia y Tecnología (KNUST), el profesor Alex Dodoo, ha instado a las instituciones de educación superior, en particular las universidades del país, a crear y compartir conocimientos en apoyo del desarrollo nacional. Según él, la capacidad de crear conocimiento por parte de las instituciones dependía de que se embarcaran en la investigación y utilizaran los resultados para crear un impacto positivo en la economía del país.

A visiting Professor to the Kwame Nkrumah University of Science and Technology  (KNUST), Prof. Alex Dodoo, has urged institutions of higher education, particularly the universities in the country, to create and share knowledge in support of national development.

According to him, the ability to create knowledge by the institutions was dependent on their embarking on research and using the findings to create positive impact on the economy of the country.

Prof. Dodoo was speaking in an interview in the aftermath of the Faculty of Pharmacy and Pharmaceutical Sciences (FPPS) Week celebration at KNUST in Kumasi. The week’s celebration was on the theme; «Collaborative Research and Health – The Way Forward in Ghana.»

He said for universities to continue to enjoy academic freedom, it was pertinent that they influenced socio-economic conditions in the country in a non-partisan way.

He observed that economic trends at the global level in the 21st century were knowledge based, a situation that required that Ghana tapped into the system if it was to make inroads.

He noted further that most developed countries depended so much on collaborating in creating and sharing knowledge among institutions of higher education; and Ghana, being a developing country, could learn from that.

He urged the institutions of higher learning in the country to conduct research into alcoholism and road accidents, as well as other threats that were inimical to national development and put their findings into the public domain.

“Universities must accept the challenge to create and share knowledge while pharmacists in particular tackle head-on problems in education, health care and sanitation,” he said.

Prof. Dodoo said by sharing available research in a collaborative way, universities would be able to lead the way in providing jobs.

Promotion of research vital

The Pro-Vice Chancellor of the KNUST, Rev. Prof. Charles Ansah, emphasised the need for research to impact on the well-being of the people.

Under the circumstances, he said, promoting research was vital and, therefore, called on authorities in institutions of higher education to place premium on research activities.

He said the Office of the Vice Chancellor had increased funding for research for post-graduate students  to enable them to embark on research work without difficulty.

Patient-centred pharmacy practice

The Dean of the FPPS, Prof. Mrs Rita Dickson, said considering the current dispensation in which pharmaceutical practice had become more patient centred than medicine oriented, it was imperative to harness the required knowledge from research.

She said the Pharmaceutical Society would have to be strategic in the use of limited resources available to them in order for them to maximise results.

At the ceremony, 137 graduates made up of 25 doctorate (PhD) and 112 Master’s students were presented with their certificates. Mrs Dickson urged the graduates to endeavour to work hard and impact society positively.

Fuente: http://www.graphic.com.gh/news/general-news/endeavour-to-embark-on-research-professor-dodoo.html

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