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Kenia: KCPE candidates get wrong results as Knec vows to tackle issue

noviembre 29, 2017noviembre 28, 2017Noticias

Kenia / 29 de noviembre de 2017 / Fuente: http://www.nation.co.ke/

When this year’s Kenya Certificate of Primary Education (KCPE) examination results were released on Tuesday, Maina Lewis Mwangi of index number 20409008066 was optimistic of getting good results.

Master Mwangi, who sat his examination at Wangu Primary School, Dandora, in Nairobi, sent a text to 22252 in order to get the results as had been advised by Education Cabinet Secretary Fred Matiang’i during the morning session.

With assurance by the ministry that the examinations were accurate, Master Mwangi got a text message that indicated that he had scored ENG 68B, KIS 56C+, KSL==, MAT 43C-, SCI 29D-, SSR 70B+ Total 266 marks out of 500.

EXAM RESULTS
He was not satisfied. He sent another text, which indicated that he had scored ENG 68B, KIS 56C+, KSL==, MAT 43C- , SCI 61B-, SSR 70B+ Total 298.

The scores were different in terms of the Science subject as in the first text he scored 29D while in the second it was 61B.

The candidate is now among 345 candidates whose erroneous results the Kenya National Examinations Council (Knec) says it is handling.

On Thursday, a total of 535 candidates at Olympic Primary School in Nairobi finally received their correct exam results after two days of anxiety.

REMARKING

In the previous results, the best candidate had 384 marks but, after the correction, the top candidate had 427 marks with 13 candidates getting more than 400 marks.

The mother of Master Maina, Ms Elimina Mwikali, told the Sunday Nation that she had raised the issue with the school and was told that many parents had complained about the same issue.

According to her, manual remarking of the examination will rectify these errors, which she said were introduced by the computer during the marking process.

“They should not be in a hurry to release exam results,” she said.

COMPLAINTS
In Siaya, errors in KCPE results for many schools in Gem sub-county are yet to be corrected.

Siaya County Director of Education Kituyi Masibo has asked all aggrieved candidates, parents and teachers to remain calm as they wait for the official printout of the results.

Mr Masibo, who spoke to the Sunday Nation, said he received numerous complaints from head teachers from various primary schools in Wagai division, Gem Sub-County, claiming their results were erroneous.

“Let us wait for the official printout of the results expected in the county today,” Mr Masibo said.

FORM ONE SELECTION
The teachers, who spoke on condition of anonymity, said the results have killed the spirit of the candidates and the final mean grades of their schools.

They said that the results coincidentally awarded a majority of candidates with a standard mark of 51 per cent in Mathematics and 60 per cent in English.

Some of the affected schools in Wagai division include Malunga, Ober, Uriri, Ujimbe, Oseno, Wagai, Ulamba, Apuoyo, Asai, Aluor Girls, Kaudha, Nyasidhi and Wagwer primary schools.
The teachers called on Knec to rectify the problem before the beginning of Form One selection set to begin next month.

MERIT
They also read mischief in the manner in which Knec resorted to coincidentally awarding candidates the same marks.

“We call upon Knec to immediately look at that matter and ensure that the mistakes are corrected and guarantee the best pupils an opportunity to join their preferred schools,” a teacher said.

However, one teacher has since admitted that the error has been corrected and hopes that the matter will be resolved fully.

Speaking on Tuesday during the release of the examination results at the Kenya Institute of Curriculum of Development, Knec chairman George Magoha said the acquisition of 20 new scanning machines that cost Sh100 million enabled the marking of the examination to be completed in two weeks.

“The new machines are faster, more efficient and accurate when it comes to processing the examinations. The council was able to realise accuracy of up to 99.99 per cent in processing the papers,” he said.

ACCURATE RESULTS
He said that for composition, sign language and braille, the council engaged 5,316 teachers who completed the work within five days.

On Saturday, Prof Magoha could not be reached for comment on the issue.

However on Friday, acting chief executive Mercy Karogo acknowledged that there were concerns but said the council was addressing them.

“We have received complaints and addressed a number of them and will continue to do so,” she said.

In Naivasha, 20 candidates at Mt Longonot School received their correct exam results on Friday, ending the anxiety that characterised the results announcement.

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Education authorities school matric pupils for last time

noviembre 29, 2017noviembre 27, 2017Noticias

Sudáfrica / 29 de noviembre de 2017 / Por: NASHIRA DAVIDS / Fuente: https://www.timeslive.co.za/

There will be a collective sigh of relief from the majority of matric pupils in Western Cape this week‚ when they write their final examination.

According to the education department‚ 54‚777 will write English on Tuesday‚ and a few will still have to write Design and Agricultural Management Practices on Wednesday.

Then the celebrations will start – but authorities in the province have warned those going to matric rage parties to be careful. According to a joint statement by Education MEC Debbie Schaffer and Transport MEC Donald Grant‚ youngsters are likely to be letting their hair down in Hermanus and Plettenberg Bay. “Matric candidates have worked very hard to get to this point in their lives‚ and while they deserve to celebrate‚ we appeal to them to do so responsibly‚” the statement read.

“We encourage all candidates who will be participating in ‘matric rage parties’ to exercise moderation‚ and to use additional registered car services and public transport services that are available when travelling between venues‚ if they drink alcohol.”

According to Plett Tourism‚ “thousands” are expected to attend the seven-day celebration. Last year‚ pupils were conned into paying for accommodation that did not exist. This year on its website‚ the tourism authority warned that they should verify the accommodation they paid for “actually exists”.

“Plett Tourism cannot be held responsible for any fraudulent bookings‚” the website said.

Fuente noticia: https://www.timeslive.co.za/news/south-africa/2017-11-27-education-authorities-school-matric-pupils-for-last-time/

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Togo: los sindicatos de la educación unen sus fuerzas para mejorar las condiciones de vida y de trabajo de los docentes.

noviembre 28, 2017noviembre 27, 2017Documentos

África/Togo/28.11.2017/Autor y Fuente: https://www.ei-ie.org

Los docentes de educación primaria y secundaria del sector público han emprendido una huelga de tres días para obtener mejores condiciones de vida y de trabajo por parte del gobierno de Togo.

Las federaciones de sindicatos de docentes que forman parte del Marco de Consulta Permanente (Cadre Permanent de Concertation-CPC) y la Coordinación de Sindicatos de Docentes de Togo (Coordination Syndicale des Enseignants du Togo-CSET) convocaron una huelga del 13 al 15 de noviembre. Las dos afiliadas a la Internacional de la Educación (IE) en Togo: la Fédération Nationale des Syndicats de l’Education du Togo (FENASYET) y la Fédération des Syndicats de l’Education Nationale (FESEN) son miembros de las confederaciones sindicales que han convocado la huelga.

Los docentes han lamentado el hecho de que las autoridades públicas no hayan cumplido las promesas que habían realizado y aplicado las medidas necesarias para el año escolar.

El ministro de la Función Pública, del Trabajo y de las Reformas Administrativas, Gilbert Bawara, no ha sugerido una solución a las reivindicaciones de los docentes, alegando que detrás de ciertas reivindicaciones que respaldan la huelga él percibía una especie de «confusión y de amalgama entre activismo y medidas sindicales y políticas».

Por consiguiente, el personal docente ha decidido intensificar sus esfuerzos para obtener resultados satisfactorios.

El objetivo de la huelga de tres días consistía en obtener «una copia del estatuto especial entregada al jefe del Gobierno; entablar negociaciones para establecer el porcentaje correspondiente a las primas y subvenciones e incorporar la subvención fija de 20 000 francos CFA (30 Euros) a los sueldos básicos de los docentes que son remunerados con arreglo a la subvención estatal para educación religiosa.

Otras reivindicaciones del personal docente comprendieron la revisión del trato de los 1 045 docentes confesionales que son remunerados con fondos del presupuesto adicional de la subvención, la redacción y la firma de un acuerdo de colaboración entre el Gobierno y el sector educativo confesional tan pronto como resulte posible, y el organización de un examen de ingreso especial para los docentes voluntarios del sector público para que se conviertan en docentes empleados por el Estado.

Fuente: https://www.ei-ie.org/spa/detail/15548/togo-los-sindicatos-de-la-educaci%C3%B3n-unen-sus-fuerzas-para-mejorar-las-condiciones-de-vida-y-de-trabajo-de-los-docentes

Imagen: https://www.ei-ie.org/resources/views/admin/medias/timthumb.php?src=https://www.ei-ie.org/media_gallery/original_34f50.jpg&w=1200&h=530&zc=1

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Ghana: Education experts call for partnership between industry and academia

noviembre 28, 2017noviembre 27, 2017Noticias

Ghana/November 28, 2017/ Source: http://citifmonline.com

Experts in education at a high level panel discussion organised by the Association of African Universities (AAU), have called for strong partnership between industry and academia, to accelerate Ghana’s socioeconomic development.

The panelists said such a collaboration will enable universities get funding from industry, whereas industry gets the needed research from universities.

They expressed the hope that a strong collaboration between industry and universities, will also help prepare graduates adequately with the requisite skills for employment by industry.

The panelists included Professor Nicholas N. N. Nsowah-Nuamah, President, Regent University College of Science and Technology; Dr Eva Esther Shalin, the Associate Dean, Students Affairs and Collaboration, BlueCrest University College (GH) Limited; Mr Rizwan Ahmad, the Director, IPMC; and Mrs Eva Hazel, the Director of Tertiary Education, Ministry of Education.

The panel discussion forms part of the AAU week celebration on the theme “AAU@50: Achievements and Prospects for Sustainable Development in Africa”.

It was attended by participants from the Regent University College of Science and Technology, Bluecrest University College, University of Energy and Natural Resources and Koforidua Technical University.

Others are University of Professional Studies, Accra, Knutsford University College, IMPC, Accra Institute of Technology, Ghana Institute of Journalism, Anglican University College of Technology and Wisconsin International University College.

Prof Nsowah-Nuamah said in designing the syllabus for various schools, there is the need for universities to find out from industries whether the programmes they intend to run are in line with their needs.

He said in addition, the inputs of other stakeholders should be sought before the new programmes take off.

He urged the Government to come out with a new policy that would make industrial attachment compulsory for all tertiary education students; stating that at the moment, it was only the Technical Universities and the Polytechnics which were implementing such a policy.

Dr. Shalin urged industries to open their doors to the universities; adding that universities must be innovative and proactive.

She advised students to have mentors and be mindful that research was about global networking.

Mr. Ahmad called for a holistic approach in addressing the needs of education and industry.

Mrs. Hazel said the Ministry of Education was developing a new policy that would ensure that the syllabi of educational institutions, right from the kindergarten to the tertiary level, are related to industry.

She said the syllabi of educational institutions would be structured in such way that it would give people employable skills.

She said the Ministry would be coming out with a new policy to ensure that students actually benefit from industrial attachments.

Professor Etienne Ehouan Ehile, the Secretary-General of the AAU, reiterated the AAU’s commitment to partner with the right institutions in improving the quality of higher education in Africa, as demanded by its mandate.

“The AUU is further playing a key role in promoting and sustaining best practices across higher education institutions on the continent,” he said.

Source:

http://citifmonline.com/2017/11/26/education-experts-call-for-partnership-between-industry-and-academia/

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Africa: Let Them Learn – Education for Girls Is Key to End Gender Violence

noviembre 27, 2017noviembre 27, 2017Noticias

África/Noviembre de 2017/Fuente: ALL Africa

Resumen: Las mujeres con educación secundaria tienen un poder de negociación significativamente mayor sobre los recursos dentro del matrimonio, y una mayor opción sobre la edad para contraer matrimonio

Las espantosas revelaciones que salieron de Hollywood en los últimos meses han centrado la atención en la persistencia de los abusos en diversas formas contra las mujeres, un tema que está generalizado en todo el mundo, no solo en los estudios cinematográficos y los estudios.

Más de una de cada tres mujeres ha experimentado alguna forma de violencia de género en su vida.

Se estima que 120 millones de niñas en todo el mundo han sido víctimas de violación; 200 millones han sido sometidos a mutilación genital femenina (MGF); y casi 750 millones de mujeres y niñas vivas hoy se casaron antes de cumplir 18 años.

Women with a secondary education have significantly greater bargaining power over resources within marriage, and greater choice over the age of marriage

The awful revelations flowing out of Hollywood over recent months have focused minds on the persistence of abuse in varying forms against women – an issue that is pervasive globally, not just in film sets and studios.

More than one in three women have experienced some form of gender violence in their lifetime.

An estimated 120 million girls worldwide have experienced rape; 200 million have undergone female genital mutilation (FGM); and almost 750 million women and girls alive today were married before their 18th birthday.

As we mark the International Day for the Elimination of Violence against Women we must use this opportunity to publicise the global problem we face, accept it as a reality, and try to find a solution.

What the Hollywood abuse scandal tells us again, is that if an issue is publicised it can begin to be addressed. And one of the keys to its resolution – as data proves time and again – is education, not least in the developing world.

The complexity of gender violence makes tackling it an onerous task. But education has been proven to effectively mitigate varying forms of gender violence – be it marital rape, child marriage, or economic violence.

The mantra of the importance of educating girls has been chanted for decades – girls’ education is a key indicator of development and positively impacts individuals, communities and nations. Now we are seeing that education also serves to quell gender violence around the world.

We cannot address gender violence without looking at the patriarchal structure under which it operates: gender inequality. Gender inequality serves as the underlying force that subjugates women to this type of violence, while limiting the scope for accountability of its perpetrators.

Educating girls empowers them, both intellectually and financially, to become their own masters and to throw off the shackles that society has historically bound them. One extra year of education increases an individual’s earning by up to 10 percent, exemplifying the monumental effect that girls’ education can have on their earning power, reducing the financial dependence that reinforces gender inequality.

The World Health Organization (WHO) reports that women with a secondary education had significantly greater bargaining power over resources within marriage, and greater choice over partners and the age of marriage, buffering them against many forms of violence.

Lower educational attainment increases the vulnerability of girls to child marriage, as well as FGM, and is positively linked to involuntarily high fertility rates. Take the West African nation of Mali as a case in point. In Mali, just 27 percent of girls enroll in secondary school, and only 24 percent of women are literate. It is no coincidence that Mali also has one of the highest rates of child marriage in the world at around 55 percent. What’s more, a shocking 89 percent of Malian girls have undergone FGM.

Education at a broader, community-level, has also been proven to bear positive results in reducing gender-based violence. Educating community members on international and national laws, and sensitising the public to the disadvantages of early and forced child marriage are key to addressing the attitudes behind gender violence, and deserve prioritisation at a global scale.

This year the theme of the International Day for the Elimination of Violence against Women is «Leave no one behind», a topic as poignant as ever in the fragile and increasingly polarised world we live in.

The rising number of refugees is impetus for greater protection of women in vulnerable situations, particularly those in displacement camps, who experience heightened vulnerability to violence. We must not leave them behind, and greater action is needed to protect these women and girls.

Education is the gateway to women’s empowerment, and provides leadership skills that can benefit and protect women. Universal female secondary education is an achievable goal but developing countries must go that extra mile to make it happen.

Governments and the international community must dedicate greater resources to the plight of women and girls around the world that suffer at the hand of gender violence and the channel for such resource, the tool by which we can make a difference is education.

International Days can at times feel arbitrary or redundant. But this year the International Day for the Elimination of Violence against Women seems more pertinent than ever. Let’s use it to start a conversation about how to end all abuse against women whether it happens in a studio or a refugee camp.

Gender violence is a complex, multifaceted problem encompassing cultural, economic, and political issues but let’s not get lost or daunted by that complexity – let’s start thinking of ways to move the needle, and for me that starts with education.

By educating girls we are empowering them to defend and fend for themselves. It is my hope that in the future they won’t have to.

Fuente: http://allafrica.com/stories/201711270219.html

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Huelga de maestros en El Líbano

noviembre 27, 2017noviembre 27, 2017Noticias

Líbano/Noviembre de 2017/Fuente: Prensa Latina

El Sindicato de Maestros de Escuelas Privadas libaneses convocó para mañana y pasado una huelga en demanda de mejoras salariales.

La organización exige la aplicación de una ley aprobada que contiene un aumento de sueldos para los docentes del sector público.

Mañana, un grupo realizará un plantón frente a las oficinas del sindicato en esta capital y el miércoles prevén una manifestación ante el Ministerio de Educación.

El líder de la Asociación de Maestros de Escuelas Privadas en El Líbano, Rudolf Abboud, recabó en reiteradas ocasiones paros laborales en demanda de la implementación de la Ley 46 sobre la escala salarial.

Un reporte de la estatal Agencia Nacional de Noticias estatal informó que la próxima huelga sería la décima en reclamo de mejores sueldos para los maestros.

Si bien la Ley 46 se aplica solo a las instituciones públicas, la lógica común dicta que un aumento de ese tipo debe abarcar a todos los docentes.

Los propietarios de escuelas privadas prometieron aumentar la matrícula en casi 30 por ciento para proporcionarles a los maestros su correspondiente incremento salarial. Sin embargo, se registra una oposición generalizada a un alza de la matrícula.

Integrantes de los Comités de Padres, con prerrogativas para aprobar y supervisar los presupuestos escolares, salieron anoche a las calles, en muestra de solidaridad con el sindicato de maestros y en contra de cualquier aumento de tarifas.

La Ley 515, establecida en 1996, otorga a los comités de padres la responsabilidad de aprobar y vigilar los presupuestos escolares, y dice que cuando aumentan los salarios de los maestros, la matrícula también lo hace.

Fuente: http://prensa-latina.cu/index.php?o=rn&id=134527&SEO=huelga-de-maestros-en-el-libano

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Kenya to Spend U.S.$50 Million to Stop Third Lecturers’ Strike

noviembre 27, 2017noviembre 24, 2017Noticias

Kenya/November 27, 2017/Allafrica

Resumen: Kenia gastará u $ s 50 millones para detener la tercera huelga de profesores.

The government is spending Sh5.2 billion in the current fiscal year in a bid to resolve the current strike by lecturers in public universities – the third in a year.

The sum was authorized by the National Treasury in a letter dated November 6 in which the ministry’s Principal Secretary Kamau Thugge allowed the State Department for University Education to spend the money on enhanced salaries of public universities staff, pending the regularization of the same in supplementary estimates for the 2017/18 Financial Year.

«To avert the ongoing strike by universities staff approval has been granted to the State Department for University Education to spend Sh5,286,708,183 under Article 223 of the Constitution to enable payment of the enhanced salaries and allowance,» the letter which the Education Ministry acknowledged receipt on Tuesday reads.

The authorization is in response to a request for an additional Sh7.7 billion to cater for salaries of public university staff under the 2013-2017 Collective Bargaining Agreement within the 2017/18 Financial Year.

Under the 2013-2017 CBA inked on March 13, the government awarded lectures 17.5 and 3.9 per cent increment on basic salary and house allowance respectively following a strike that lasted 44 days.

The CBA negotiated between three universities workers unions – University Academic Staff Union (UASU), Kenya University Staff Union (KUSU) and the Kenya Union of Domestic, Hotels, Education Institutions, Hospitals and Allied (KUDHEA) workers – and the Inter-Public Universities Consultative Council Forum (IPUCCF) was valued at Sh10 billion.

The Sh10 billion was released in two phases – Sh4.8 billion being wired to universities in June during the 2016/17 Financial Year with the remaining Sh5.2 billion being disbursed under the current Financial Year.

Pending the release of the second instalment, lectures in public universities under UASU declared yet another strike in June demanding for the full implementation of the 2013-2017 CBA.

The protracted dispute was reignited on November 1 when UASU Secretary General Constantine Wasonga called for yet another strike accusing public universities and IPUCCF of negating new salary structures and reverting to old rates.

Wasonga demanded that the enhanced pay rates be retained failing which learning in institutions of higher learning will remain paralyzed.

UASU has since insisted that dons will only resume duty if the 2013-2017 CBA is fully implemented and a CBA for the 2017-2021 phase is negotiated.

Following the hard-line position by the union Education Cabinet Secretary Fred Matiangi told universities to forthwith cease hiring staff on a permanent and pensionable basis, a move UASU has vehemently opposed.

«University employees should now be hired on contract basis. This business of hiring every university worker even those working in the kitchen should come to an end,» Matiangi told university managers who included Vice Chancellors during a meeting at the Kenya School of Monetary Studies on Wednesday last week.

«The proposal to introduce contract-based employment in universities will start in the next financial year, the time has come when we must reflect on how to run universities,» he announced during the meeting.

The three strikes have had a negative impact on this year’s learning calendar in public universities, the initial 54-day-strike having significantly eaten into time allocated for the January-April semester.

Already, some public universities have closed midway the September- December semester owing to the ongoing strike.

Fuente: http://allafrica.com/stories/201711240046.html

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Kenia: KCPE candidates get wrong results as Knec vows to tackle issue

Education authorities school matric pupils for last time

Togo: los sindicatos de la educación unen sus fuerzas para mejorar las condiciones de vida y de trabajo de los docentes.

Ghana: Education experts call for partnership between industry and academia

Huelga de maestros en El Líbano

Kenya to Spend U.S.$50 Million to Stop Third Lecturers’ Strike

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