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Ghana: Educación impositiva intensiva clave para la movilización de ingresos

Ghana/13 de marzo de 2018/Fuente: https://www.modernghana.com

El Sr. Appiah Kusi Adomako, Coordinador del Centro, Customer Unity and Trust Society (CUTS) de Ghana, ha pedido a las asambleas de los distritos que intensifiquen la educación sobre la importancia de la tasa de propiedad para aumentar la movilización de ingresos.

Dijo que la educación fiscal ayuda a los contribuyentes a tener suficiente conocimiento de las leyes y procedimientos tributarios y les da confianza y asegura credibilidad, transparencia y responsabilidad en el sistema.

El Sr. Adomako hizo la llamada el miércoles en Accra, en un Taller de Creación de Capacidades de Asambleas Municipales Metropolitanas y Municipales (MMDA), sobre el tema: ‘Maximizar los Ingresos por Tasas de Propiedad’.

El taller fue para equipar a los participantes con herramientas y enfoques contemporáneos para una mayor movilización de la tasa de propiedad y examinar varias formas de utilizar las tasas de propiedad y el impacto en la confianza de las partes interesadas.

El Sr. Adomako instó a las asambleas a organizar reuniones en el ayuntamiento con propietarios y líderes de opinión y hacer que participen en el uso de los ingresos fiscales y las necesidades de la comunidad.

Dijo que era necesario aumentar los ingresos a través de las tasas de propiedad porque el país estaba pasando de la ayuda al comercio y era imperativo mejorar la movilización de los ingresos nacionales.

Adomako dijo que el Fondo Común de Asambleas Distritales de 7.5 por ciento de todos los ingresos generados internamente distribuidos a todos los 216 MMDA para llevar a cabo proyectos de desarrollo era inadecuado, de ahí la necesidad de enfocarse en la movilización de tasas de propiedad.

Instó a las asambleas a modernizar sus operaciones y construir una base de datos mediante el uso de TIC, adoptar el proceso de recopilación correcto y garantizar los métodos de evaluación adecuados según lo estipulado en la Ley de Gobernabilidad Local, 2016 (ACT 936), Sección 149, Subsección 9.

La Dra. Nana Ato Arthur, Jefa del Servicio de Gobernanza Local, señaló que la manera en que algunas asambleas de distrito recogieron internamente el Fondo Generado había sido deficiente y las instó a desarrollar formas innovadoras de movilizar ingresos para desarrollos locales.

Dijo que un sistema de monitoreo efectivo era crítico en la movilización de ingresos y ayuda a garantizar la transparencia y la rendición de cuentas y reducir la corrupción.

El Dr. Arthur dijo que su grupo instituiría un contrato de desempeño con el personal de MMDAs y desarrollaría sus capacidades para mejorar la prestación de servicios.

El Dr. Abdulai Darimani, Director en funciones a cargo del Instituto de Estudios de Gobierno Local, instó a las asambleas de distrito a garantizar la identificación, el registro, la evaluación y la valoración de las propiedades para aumentar la recaudación de ingresos.

Pidió una integración más fuerte entre las agencias gubernamentales y otros organismos, como los Jefes y los líderes de opinión, para diseñar estrategias eficientes para mejorar la recaudación de ingresos en las asambleas.

El Dr. Darimani aseguró a las asambleas su compromiso de colaborar con ellos para abordar cualquier problema que impida la recaudación efectiva de ingresos a nivel local.

Algunos de los participantes con los que habló la Agencia de Noticias de Ghana expresaron su preocupación por la incapacidad de evaluar propiedades en las asambleas y, como resultado, recurrieron al pago de tarifas planas.

Pidieron la colaboración con la autoridad de valoración de tierras para tener una base de datos creíble para el monitoreo y aumentar los ingresos de las tasas de propiedad en las diversas asambleas.

Fuente de la Noticia:

https://www.modernghana.com/news/840489/intensive-tax-education-key-to-revenue-mobilization.html

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afb Ghana declares $10m support to education sector

Ghana/March 06, 2018/By: Abubakar Ibrahim/Source: https://www.myjoyonline.com

One of the leading financial services companies in the country, afb Ghana, has launched an education solution to support the players in the educational sector of the country.

The new solution was launched in collaboration with the Ghana National Association of Private schools (GNAPS), during its education week celebrations in Accra.

The solution, designed to address the respective needs of schools, teaching and non-teaching staff and even suppliers who conduct various businesses with the educational institutions, will range from asset financing, project financing to personal loans.

Speaking at the launch, the Director of Education-Pre Tertiary Institutions, Catherine Appiah-Penkra said, the education of the citizenry remains a critical agenda of Government.

«One of the deepest concern is the collaboration of the private sector to support this agenda. I will commend afb Ghana for this move and encourage other players within the financial services landscape to join the course to enhance the quality of education in Ghana,» she said.

“It is my hope, that with the provision of this support, owners and management of schools and other players within the value chain will take advantage it, as well as meet their obligations in a timely manner to make this solution sustainable”.

Arnold Parker, Managing Director of afb Ghana said, “this year, we are committed to supporting the education sector with a 10-million-dollar fund to finance school projects, assets acquisition and personal loans for all parties within Ghana’s educational system.”

He also added, “I am confident that this solution will help to improve Ghanaian lives as it ensures access to good quality education which is a key agenda for the government of Ghana”.

James Abuyeh, Head of Financial Inclusion at afb, also added that “the move to launch this solution has come as a result of the insufficient financial support to players within the education ecosystem”.

He again mentioned that “products from financial institutions are often designed to focus on supporting other sectors with little attention to the education ecosystem which also requires equal attention. The introduction of this solution underpins our vision to foster financial inclusion.”

Source:

https://www.myjoyonline.com/business/2018/March-5th/afb-ghana-declares-10m-support-to-education-sector.php

 

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Ghana: El ingenio ante la escasez

Ghana/03 de Marzo de 2018/Autor: 于亚男/http://spanish.china.org.cn

La creatividad puede encontrarse donde uno menos lo imagina y esto le sucedió a un profesor en Ghana quien se las ingenió para enseñar un curso de informática sin computadoras y sorprendió en las redes sociales con su singular método.

Owura Kwadwo Hottish publicó en facebook unas fotos donde se le aprecia dibujando en la pizarra una ventana de Microsoft Word tal y como si fuera la pantalla de un ordenador. En el gráfico, el docente señala los aspectos más relevantes de la interface.

“Enseñar tecnologías de la comunicación y la información en un colegio de Ghana es muy divertido. Amo a mis alumnos y debo hacer lo necesario para que mis enseñanzas”, reza el texto en las imágenes que han provocado una ola de muestras de cariño y elogios a su esmerada dedicación, pero también testimonios del precario nivel educativo en el país africano.

Uno de los usuarios comentó que hace un par de años dictaba un curso en una escuela ghanesa que a diferencia de la mayoría contaba con una sala de computación. Sin embargo, la instalación servía de poco porque el servicio eléctrico solo estaba disponible una cuarta parte del día.

El graduado en artes visuales utilizó su formación para poner en marcha su inusual técnica que ha traído consigo donaciones, pero que refleja una cruda realidad; el poco o nulo acceso a las nuevas tecnologías en los centros de educación básica en su país.

Fuente: http://spanish.china.org.cn/international/txt/2018-02/28/content_50621842_2.htm

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Gahana: Education Ministry to hand Ejisuman teachers for prosecution if…

Ghana/March 3, 2018/Author: Nathan Gadugah/myjoyonline

Resumen: El Ministerio de Educación dice que entregará para enjuiciar a cualquier maestro encontrado culpable por un comité de siete miembros creado para investigar denuncias de conducta sexual inapropiada contra maestros de Ejisuman SHS.

The Education Ministry says it will handover for prosecution any teacher found guilty by a seven-member committee set up to investigate allegations of sexual misconduct against teachers of Ejisuman SHS.

Deputy Education Minister Dr Yaw Osei Adutwum who revealed this on the Pulse programme Tuesday said the Ministry will not countenance any act of child abuse or sexual misconduct by teachers against students.

Apart from the prosecutions, he said there will other disciplinary action taken against the teachers by the Education Ministry.

 “I want our people to know at Ejisuman SHS and indeed on all schools across the country that the Ministry of Education will not tolerate cases of sexual harassment and child abuse. These are, if it is true, criminal offences and we will liaise with law enforcement authorities to deal with them,» he stated.

He said issues of sexual harassment have no place in the Ministry of Education.

His comments come in the wake of allegations by students of Ejisuman SHS in the Ashanti Region that some of the teachers are sexually abusing them.

Some of the students claim the teachers forced them to stroke their manhood until they ejaculated.

Others say some of the teachers also forced them to suck their manhood, a claim the teachers have vehemently denied.

The seven-member committee tasked to investigate the allegations has concluded with its investigations and is expected to present its report to the Ministry by close of day Tuesday.

Even though he is yet to receive the details of the investigations, the minister doubted if the students will “manufacture” the allegations against the teachers.

“The report is not yet with us. It will get to us by close of day today. We take these allegations seriously. We believe it is unconscionable for students who have been sent to a place of learning and instruction to be maltreated by anybody,» he stated.

«We are waiting anxiously and patiently for the report of the committee which I have been assured by the regional director that it will come to us this evening.

“Once we get the report we will deal with it swiftly,” he assured.

The Minister has also condemned disciplinary measures said to have been taken against the students.

He told Gifty Andoh Appiah he has instructed authorities of Ejisuman to stop any disciplinary hearing said to be going to on which he believed will further demoralize the students.

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The reality of free education for all in Ghana

Asia/Ghana/ 26.02.2018/ By: www.aljazeera.com.

Since gaining independence in 1957, Ghana has focused on improving access to education and achieving universal enrolment.

Primary education became free in 1961 and the 1980s saw major reforms swept through the education system, including restructuring primary and secondary education and introducing vocational classes.

In September 2017, the Ghanaian government made secondary education free, with President Nana Akufo-Addo reportedly saying: «There will be no admission fees, no library fees, no science centre fees, no computer laboratory fees, no examination fees, no utility fees. There will be free textbooks, free boarding and free meals.»

The benefits of the Ghanian government’s focus on education are reflected in the country’s rising literacy rate. According to UNESCO statistics from 2010, the literacy rate among 15-24-year-olds is 85.72 percent, compared with 34.89 percent in those aged 65 or older.

Despite these measures, many children, particularly those living in rural areas, struggle to stay in school.

Economic necessity forces children to drop out of school in search of work, and girls are often charged with looking after younger siblings and helping with domestic work.

NGOs are attempting to address these issues at the community level and ensure every child has access to education.

Johnson Ayonka is the director of the Grassroots Transparency Initiative at WillWay Africa, an NGO that supports low-income communities in health, education and economic empowerment.

Jo Hallett works with Ghana School Aid and Let’s Read Ghana to provide grants to schools in rural communities and support the teaching of English in the far north of the country.

Al Jazeera spoke with Ayonka and Hallett about the realities of getting an education in Ghana today.

Al Jazeera: What effect has the recent removal of secondary school fees had on both children and schools?

Johnson Ayonka: It has had an impact, but because the national government is inefficient, the money from the central government doesn’t always get to the communities. In the very poor communities, there is the wider problem of poverty that’s forcing people to drop out, despite education being free and some schools are still charging fees because the money from the government didn’t get to them.

Even though the intention behind the policy was good, the government was not well prepared to implement it to the fullest. They also tried to implement it from the centre, instead of from the local area and the money was not made available in advance. It was sort of «putting the cart before the horse», instead of the money being there before the policy, the policy comes and then the money.

The policy is OK, the students have enrolled because they know that they’ll get free education, but after that, we find out that nothing effective takes place because what is needed is not there because of bureaucracy and inefficiency.

Al Jazeera: What are the barriers still preventing access to education today?

Jo Hallett: In the last few years, there has also been quite a push on more school buildings and a big push on enrolment and I think that [the Ghanaian government has] done very well on getting the vast majority of children into school, [but] there are huge barriers to accessing education. There’s a serious lack of trained teachers. In many of the schools we go into, the majority of the staff are volunteers or student teachers.

There’s a lack of finance for schools in general, so although the children are there, the buildings are not there, although overall they have improved, lots of schools have either very poor buildings or no buildings at all; they call it «under the tree» so classes are taught under a tree. There’s a lack of equipment and a lack of books and resources, the training of teachers, finance of all sorts and that needs to be addressed.

Often the teachers don’t get paid for several months because the District Education doesn’t have the finance to pay them and, therefore, there’s a lack of commitment on their part to some extent. Class sizes also vary enormously. A good teacher can manage quite a big class but sometimes it’s overwhelming: you go into a classroom and there are 70 pupils in there and one teacher who may not be trained, who’s trying to manage them and it’s impossible really, it’s really difficult.

There’s a lack of finance for schools in general, so although the children are there, the buildings are not there … lots of schools have either very poor buildings or no buildings at all.

Al Jazeera: How are rural communities affected?

Hallett: In many rural areas, the families are involved in subsistence farming or illegal mining and, with farming, the children get pulled out of school for harvest and sewing.

Another really significant thing that we see is the complete lack of spoken English in the rural areas. In school, after the first couple of years, the education is in English. There are 52 languages in Ghana, but the common language, and the language of government, [and] the language they’re expected to learn in is English.

If you live in a town, the chances are that you will see English sometimes and hear it, but out in the rural areas where we go in the far north, they speak a language called Guruni, which is spoken in a very small area, and it’s not written down at all so there aren’t any signposts or posters so [children] don’t have text in the environment, either in their own language or in English.

Al Jazeera: Do girls face additional challenges to entering education?

Ayonka: At the primary level the gender gap is small, it’s very, very small, and that indicates that a lot of progress has been made in the education of girls. But as girls mature into their teenage years, they face a lot of challenges because there’s a lot of gender disparity in terms of who should do house chores, so girls suffer more.

When you get closer to higher levels of education, even though the gap has reduced over the years, it’s still there because cultural factors come into play and there are issues of early marriage and families spending more on boys than on girls.

We need something to address that gap because it will relieve the economic aspects of education and leave the responsibility to the government so that families don’t have to decide: «Are we going to educate the boy and leave the girl out? Or are we going to educate both?»

Al Jazeera: What steps should the government take now?

Ayonka: What we see recently from the government is that a lot of policies and actions are done in isolation. Let’s say you see an area where there’s a high instance of teenage pregnancy and you don’t also make arrangements for the education authorities to work with the healthcare authorities and social workers; even though there’s free education, you are still going to get low enrolment because there is no coordination.

Another problem is the issue of access to the education infrastructure, there’s free education on paper but the schools are few, especially in the rural areas. You can say you want to give free education to people but if you don’t give them physical access to the schools by building more schools, then you still don’t have free education … I think communities need to be empowered to build their own schools, to recruit their own teachers, monitor the teachers and make sure that the standard of education is high.

There’s a big gap between what is happening at the government level and what is happening at the community level.

Hallett: There needs to be a bigger commitment to funding and a raising of the status of teachers. [The government] has done some really good things, some of the curriculum books are excellent, but they also need to have a bit of money and resources to back up that commitment, but I do think Ghana is trying hard.

Kayayo: Ghana's Living Shopping Baskets

SOURCE: AL JAZEERA

From: https://www.aljazeera.com/indepth/features/qa-reality-free-education-ghana-180219070207774.html

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Ghana: Support government’s education initiatives – Second Lady to teachers

Ghana/February 20, 2018/ By: citifmonline.com/Source: https://www.ghanamma.com

The Second Lady addressing the audience

 Samira Bawumia, the wife of Vice President, Dr Mahamudu Bawumia has admonished teachers to continuously support government policies aimed at improving the quality of education in the country.

She has also called on teachers to be effective role models to students and guide them to become successful future leaders.

The Second Lady was speaking at the 68th Speech and Prize-giving day of the T.I. Ahmadiyya Senior High School (SHS) in Kumasi where she represented the Vice President.

She said the New Patriotic Party (NPP) Government believes in a teacher-first approach to education and has begun introducing reforms such as teacher training, skills upgrade and improving teaching and learning materials to enable them deliver quality education outcomes for students.

“Government is confident that you will support its initiatives aimed at improving the quality of our education including the Free SHS policy. Be diligent in your dealings with the students and encourage them to take their studies seriously. Be effective role models for them, because at their impressionable ages how you conduct yourselves, will have a huge impact on their lives. Guide them to understand that they are the future leaders Ghana needs”.

Mrs. Bawumia said Government was aware of the challenges confronting the implementation of the Free SHS policy and is currently working to address them.

She added that government was also determined to ensure that the implementation of the policy does not compromise quality education and will work hard to resolve the challenges.

Source:

Support government’s education initiatives – Second Lady to teachers

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La UNESCO y Suecia destacan la educación en sexualidad como catalizador del desarrollo

UNESCO – Suecia/ Fuente: https://es.unesco.org

La UNESCO y Suecia se reunieron en el África subsahariana en el mes de enero para manifestar su compromiso en favor de la Educación Integral en Sexualidad (EIS), con miras a impulsar acciones en el ámbito regional para garantizar que todos los niños y jóvenes tengan acceso a una educación integral en sexualidad en el marco de sus programas educativos.

A los representantes de la UNESCO se sumó el Sr. Gustav Fridolin, Ministro de Educación de Suecia, quien efectuó una visita a Zambia y Sudáfrica durante la que sostuvo diálogos de alto nivel con los ministros y responsables políticos de los Gobiernos de Zambia, Zimbabwe, Ghana, Sudáfrica, Swazilandia y Côte d’Ivoire. El ministro sueco también participó en la presentación regional de la edición revisada de las Orientaciones técnicas internacionales sobre educación en sexualidad, que tienen por objeto brindar asistencia a los ministerios de educación, salud y otros ámbitos que participan en la elaboración y ejecución de programas y materiales relativos a la EIS.

Dichas Orientaciones, publicadas por la UNESCO en colaboración con el ONUSIDA, el Fondo de Población de las Naciones Unidas (FPNU), el Fondo de las Naciones Unidas para la Infancia (UNICEF), ONU Mujeres y la Organización Mundial de la Salud (OMS), propician el desarrollo de las actitudes, las capacidades y los conocimientos adaptados para cada edad que contribuyen a mejorar las relaciones, la salud y el bienestar, así como el respeto de los derechos humanos y la igualdad de género.

El ministro Fridolin afirmó que todos los jóvenes tienen derecho a la EIS. “Esto permite que se den pasos importantes en pos de la igualdad de género y, por consiguiente, significa una inversión en favor del desarrollo, la economía y la sociedad en su conjunto. La educación integral en sexualidad (EIS) de buena calidad no es una cuestión que atañe solamente a las niñas. Para promover el intercambio, la igualdad de responsabilidades y las actitudes saludables, tanto la salud sexual y reproductiva como los derechos y la educación integral en sexualidad tienen la misma importancia para los jóvenes como para los hombres, para las jóvenes como para las mujeres”.

El señor Ministro, conjuntamente con sus homólogos de la enseñanza primaria y de la enseñanza superior de Zambia, presentó también el programa de la UNESCO Our Rights, Our Lives, Our Future (O3) [Nuestros derechos, nuestras vidas, nuestro futuro – sólo en inglés]. El programa O3 velará por que los jóvenes y adolescentes de 30 países del África subsahariana tengan acceso a una educación integral en sexualidad.

La Sra. Patricia Machawira, asesora regional de la UNESCO para la salud y la educación, afirmó que gracias al programa O3 “vislumbramos para África subsahariana que los resultados positivos en materia de salud, educación e igualdad de género se vuelvan una realidad para niños y jóvenes”, antes de añadir que “los jóvenes reciben mensajes confusos y contradictorios acerca de las relaciones, el sexo y el género. De modo que, resulta vital que las escuelas proporcionen una educación basada en puntos de vista científicos que permita desarrollar las capacidades, las actitudes, las competencias y los conocimientos requeridos para lograr una transición saludable a la edad adulta. Los sectores educativos y gubernamentales del África subsahariana tienen la oportunidad y la imperiosa responsabilidad de ampliar los programas de educación sexual”.

La visita al África subsahariana hizo hincapié en la educación integral en sexualidad como catalizador para la consecución de los Objetivos de Desarrollo Sostenible (ODS) 3, 4 y 5, en materia de salud y bienestar, educación de calidad e igualdad de género.

Fuente de la Noticia:

https://es.unesco.org/news/unesco-y-suecia-destacan-educacion-sexualidad-como-catalizador-del-desarrollo

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