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South African Minister Rob Davies calls for pro-development approach to IP policy, at WIPO conference

Fuente: South Centre /8 de abril de 2016

Keynote Address by Rob Davies, Minister of Trade of the Republic of South Africa, at the WIPO Conference on IP and Development (April 2016)

I want to start by situating my remarks on IP protection in a wider historical view that all countries that have succeeded in breaking out of poverty and underdevelopment – beginning with Venice in the middle ages, through Britain in the 18th and 19th century, to the Asian newly industrializing economies, and to China and India today – all of them without exception have done so by nurturing a cluster of industrial activities characterized by increased, rather than diminishing, returns.

Nurturing has involved the identification and targeting of appropriate value adding activities, the deployment of public and private resources to support innovation, entrepreneurship and infrastructure development as well as the judicious use of tariffs and other forms of protection.

This understanding has informed South Africa and indeed Africa’s recognition that its sustainable development will, in great measure, be dependent on pursuing structural transformation of its economies through industrialisation.

Let’s step back for a moment: Over the last decade or so, Sub-Saharan African countries have shown impressive economic growth, outpacing advanced economies. That growth rate has also been above the average for all emerging and developing economies and while only Asia has recorded higher growth rates, the differential has been narrowing.

Seven of the top ten fastest growing economies in the global economy are African and Africa now offers the highest return on investment of any region in the world economy. Africa’s abundant natural resources, the growing consumer power of Africa’s emerging middle class and favourable demographics offer enormous potential for sustainable economic growth and development across the continent.

While all this has been positive, and suggests prospects for future growth and development are much improved, Africa’s growth path has been based primarily on commodity exports, particularly to Asian countries, as well as by strong consumption based on the rise of middle class consumers.

There is a now widening consensus among African government and business leaders that growth on this path will not be sustainable in the longer term and that, to place the continent on a firmer footing towards sustainable development, Africa will need to pursue structural transformation of its economic base and build a more diversified productive capacity, through industrialisation. The recent dramatic decline in a range of commodity prices, many of which are the mainstay of African production for export, should only redouble our efforts at industrialisation and economic diversification.

South Africa’s Industrial Policy Action Plan

In South Africa, the Government has chosen a growth and development path that prioritises industrial upgrading in more labour intensive sectors to generate sustainable and decent employment. Upgrading South Africa’s industrial base in this way and encouraging the production and export of more sophisticated value added products, require purposeful intervention in the industrial economy aimed at achieving dynamic, competitive advantages.

Our National Industrial Policy Framework and Trade Policy and Strategic Framework depart from the view that deliberate policy interventions are needed to address impediments to economic diversification, and that specific measures are considered on a sector-by-sector basis, dictated by the needs and objectives of sectoral strategies.

Two dimensions of this process may be instructive for the remarks I will make later more directly on IPR and economic development. First, our sectoral work is grounded in a ‘self-discovery’ process of engagement between government, business and labour, through which we collectively identify the specific measures and programmes needed to advance industrial development.

Second, our approach to tariff policy is one in which we make no a priori presumption of the benefits or costs of maintaining either low or high tariffs. Instead, tariff setting is assessed on the evidence obtained at firm and sector levels through detailed investigations that consider the impact of proposed tariffs on, amongst other things, economic output and employment across the value chain.

In short, tariff setting is evidence-based and the product of intensive consultations between affected stakeholders. Of course, the upper limits for tariffs are set by the binding obligations South Africa has undertaken in the WTO and in bilateral trade agreements.

IPR and Economic Development

If the proposition that industrial development and structural transformation are necessary for sustainable development in many developing countries is correct, a relevant question is whether and how IP protection can be designed to support these objectives.

Considerable work has been undertaken in the relationship between IPR and economic development, including excellent work under the aegis of WIPO. In our reading of this literature, it seems clear that the international community is far from reaching a convergence on the question. Indeed, this field of work remains a site of contestation.

While few policymakers, commentators or academics deny the importance of IP protection and enforcement, the questions revolve around nature of the standards that should be implemented and enforced, and whether this changes over time as countries industrialize and develop.

Strengthening and extending IPR regimes and enforcement are strongly advanced by countries at the cutting edge of innovation globally. One may recognise that, for those countries, it is of strategic value to use IP protection as a mechanism to preserve the rent-generating and other advantages that arise from the technological capabilities built up by their firms. In this sense, such an approach could well be understood as a de facto industrial policy and there is a compelling argument to be made that this should be balanced by approriate diffusion policies in catching-up countries.

In any case, in the history of development and ‘catching up’, successful strategies always appear to have involved ‘emulation’ that requires measures that are targeted at acquiring knowledge in increasing returns activities. Furthermore, all successful catching-up episodes occurred under condition of weak IPR regimes that permitted easier knowledge acquisition and imitation. During the 19th Century, today’s advanced economies used the IP system and the flexibility it accorded in a judicious manner as they pursued their industrialization. This allowed those countries to strengthen their IP regimes at their own pace, and in support of overall progress in their economic development.

We may recall that Switzerland did not institute a national patent law until 1888. When the law was introduced, it was narrow in scope and did not provide protection to chemical inventions. It is argued that this allowed domestic chemical industries to develop imitative capacity. Today, Switzerland boasts some of the most innovative and accomplished chemical and pharmaceutical industries in the world. Similarly, countries such as Germany, Switzerland, France and Japan only introduced pharmaceutical product patent protection in the 1960s.

Only a handful of countries have made the transition from “developing” to “developed”. If one looks at the performance of the “Asian Tigers”, it is clear that they relied on a heterodox of policy measures to achieve industrialisation.  For example, Korea relied less on FDI and initially acquired most of its technology through trade, reverse engineering and technology licensing. When it became competitive, its own companies began to invest heavily in R&D to develop their own innovative technology.

Singapore followed a different model. Singapore has long had an open trade regime and depended very much on FDI for its technology. While generally working with market principles, the government was heavily involved in attracting the kind of foreign investment that it believed would bring cutting edge technology that could underpin wider economic development. The development story of Singapore may be characterised as one of moving quickly from cheap unskilled labour to a knowledge-based economy. The government continued to invest heavily in education, skills and, in time, research and development. It has now become an important regional hub for many knowledge-based services.

More recently, we see that India pursued an alternate path in so far as it has taken advantage of the transitional provisions in TRIPS to develop a globally competitive pharmaceutical industry. By so doing, India has been able to increase global output and competition, thereby enhancing economic welfare. In the process, the industry in that country has become increasingly innovative and has sought to make greater use of the patent system.

The essential point of drawing on these examples is simply to reiterate that countries have taken different paths in pursuing economic development and they have used IP protection in different ways and at different times to support their development effort.

Some Theoretical and Empirical Questions

Opponents of strong IPR typically raise concerns that stronger IPR raises the costs of protected goods and reduces the accessibility of innovations. They often argue that a stronger IPR regime is costly including with respect to the fact that stronger patents confer a greater degree of monopoly power on the patent holder that are often foreign-based multinationals.

Opponents also contend that stronger IPR regimes can retard industrial development, as weak IPR can function as a kind of infant industry policy, allowing indigenous firms to learn from, absorb and experiment with foreign technology at low cost. Said differently, establishing a strong IPR regime prematurely limits the diffusion of innovative technology more widely and by imposing high prices for patent-protected goods, lower consumer welfare.

The role of patent protection in promoting innovation has also been controversial. There are arguments that patents are unlikely to foster innovation in developing countries at early stages of industrialization. The evidence on the extent to which patent protection contributes to encouraging innovation is, at best, inconclusive. This point is of particular relevance to industrial policies since some studies contend that other factors, notably ‘first mover’ advantages, are more decisive in promoting innovation.

Proponents of stronger IPR regimes, by contrast, suggest that IPR protection fosters innovation in reforming countries. They also argue that stronger IPR facilitates transfers of technology to reforming countries, increases foreign direct investment (FDI), and spurs industrial development. They point to the growing literature that shows a correlation between IPR reform and industrial development and argue that the concerns that a shift to stronger IPR would undermine industrial development are overstated.

As the policy debate unfolds, there nevertheless seems to be a wide acceptance that research on these and related topics must be extended and deepened if we are to have a better grasp of the complex relationship between IPR reform and FDI flows, technology transfer and industrialization.

While generalized conclusions can offer insightful guidance, it may not be applicable at all times to all countries. If that is the case, it is vital that research is undertaken in a manner that is context specific, taking into account the level of development of the country under consideration, with a clear focus on its industrial profile and capabilities.

In countries at an early stage of industrialization where technologically mature technologies may be embedded in equipment, strong IPR regimes may be unnecessary. As the manufacturing production of a country becomes more diversified and higher value added is sought (e.g. fine chemicals, electronic equipment and consumer goods) IPRs may growingly narrow down the freedom to operate in the absence of a license authorizing the use of the protected technologies and designs. Where countries begin to develop their own innovation through greater investment in R&D, the demand for stronger IPR protection is likely to grow in tandem.

What are we to make about these complex, varied, and sometimes divergent accounts of the historical, theoretical and empirical dimensions of the question of IPR and industrialization?

I would summarize the answer as follows: First, historically, different paths have been taken to economic development and the IPR protection provided. Second, IP protection has been strengthened and evolved in different countries over time. Third, there is no unambiguous evidence that stronger IPRs foster industrial development, and countries may require different approaches and policies depending on their level of industrial development.

This all suggest the need for a cautious approach to the reform of IPR. It also suggests the need to strengthen capacity to assess the costs and benefits of IPR reform in the specific contexts where the reform is being considered or undertaken. Reform should be based on robust evidence and should be the product of extensive consultations with affected sectors, industries and firms. There are no simple answers or short-cuts.

TRIPS and Flexibilities

Having made all these points, it is also clear that as many developing countries pursue industrialization, they do so in the context of an international IP regime that is more constrained than it was in the 19thcentury. The Agreement on Trade Related Aspects of Intellectual Property Rights (TRIPS) establishes extensive standards of IP protection that are almost without exception legally binding on all WTO Members.

While developing countries are committed to implementing and enforcing these standards, it is also clear that the TRIPS Agreement contains flexibilities that can be exploited to craft a greater developmental role for IP protection in respect to industrialisation.

Patents are likely to impact technologically dynamic sectors where domestic value added is higher as compared to sectors where more mature technologies predominate. Therefore, as countries pursue industrialization, we need to explore how best patent regimes can be designed to expand the opportunities for access and diffusion of technology.

As noted, whether or not IPRs in fact generate net benefits or costs to any particular country will depend on its productive profile, its R&D infrastructure, and the extent to which policy space is preserved to adapt the IPRs regime to local conditions and needs. In that context, governments retain an important role in ensuring that patentability standards such as the requisite level of inventiveness are appropriate and rigorous in order to avoid the introduction of patents that unnecessarily stifle local innovation and production.

Compulsory licenses are another avenue of policy flexibility permitted under the TRIPS Agreement that may be used as an instrument to promote domestic production where voluntary licenses are not available on reasonable commercial terms. There are several examples around the world where compulsory licenses were issued and employed successfully to ease access to affordable medicines.

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La aplicación eficaz de la política educativa depende de la participación de los docentes

Fuente: Internacional de la Educación/ 8 de Abril de 2016/

Los educadores de más de 30 países han vinculado la promoción de la educación como bien público a la autonomía de los docentes, al compromiso político de los gobiernos y al reconocimiento de los sindicatos de la educación en tanto que agentes de cambio.

La Conferencia de las afiliadas de la IE de los países miembros de la Organización de Cooperación y Desarrollo Económico (OCDE), organizada por la Internacional de la Educación (IE), ha reunido en Roma, la capital italiana, a más de 150 delegados internacionales de los países miembros de la OCDE en un seminario de dos días de duración.

Los participantes fueron recibidos en Roma por las afiliadas italianas de la IE, las cuales agradecieron la oportunidad de ser las anfitrionas de la Conferencia y de contribuir a la labor de la IE en materia de elaboración de políticas. Recordaron a los participantes que ésta era la segunda vez que acogían la Conferencia de las afiliadas de la IE en los países de la OCDE. Fred van Leeuwen, Secretario General de la IE, en su presentación de la Conferencia, destacó la importancia de incluir a los docentes y a los sindicatos de la educación en el diálogo político para que éste sea exitoso. Al enmarcar la formulación de políticas teniendo en cuenta el actual contexto político, económico y social internacional, desde la situación económica tras la crisis hasta la corriente de refugiados, van Leeuwen lamentó que, con demasiada frecuencia, los gobiernos no consultan a las partes interesadas directamente implicadas en la educación a la hora de modificar las políticas o de cumplir los compromisos contraídos a nivel nacional o internacional: “Los gobiernos pueden afirmar una cosa en una reunión internacional, pero hacer algo completamente distinto de vuelta a casa”.

En este sentido, alertó de la creciente tendencia por parte de los gobiernos a descuidar la educación dejándola en manos de las empresas de servicios educativos y de las corporaciones con fines de lucro. Destacó que, a pesar de que las pruebas de la OCDE muestran que el mercado en la educación tiene repercusiones negativas sobre los resultados de los alumnos y afianza la desigualdad, “algunos gobiernos se mantienen firmes en sus intentos por desmantelar sus sistemas de educación pública. Ya estamos viendo las repercusiones de este programa con la desintegración de los sistemas de educación tradicionales, particularmente en algunos países de bajos ingresos. Vemos la aparición y la expansión de las escuelas de gestión privada, de propiedad corporativa y, en muchos casos, con fines de lucro”. Citó los ejemplos recientes de tales acontecimientos en Filipinas y Kenia, mientras que en Liberia “las autoridades están a punto de entregar todas las escuelas primarias y secundarias a una corporación con ánimo de lucro”.

Los apremiantes desafíos de los sistemas educativos

La conferencia se centra en dos temas de trabajo estrechamente relacionados. Mientras, en el segundo día, martes, se analizarán los efectos de la comercialización y la privatización de la educación, el primer día los delegados discutieron el estado actual de la política educativa y las opciones para la acción basada en datos empíricos con el fin de hacer llegar la voz de los docentes al escenario de la toma de decisiones.

El profesor Dennis Shirley de la Escuela de Educación Lynch del Boston College enmarcó el debate con un discurso de apertura sobre los valores en los que se deberían basar los sistemas de educación públicos y que harían que éstos fueran exitosos. Los contrastó con los gobiernos que deseaban introducir reformas que sustituyeran el carácter de la función pública por unas medidas de rendimiento torpes y arriesgadas y concedieran un papel de liderazgo al sector privado. Subrayó la importancia de un “profesionalismo revitalizado con capital humano, capital social y capital decisorio, redes entre pares y autonomía”.

Durante una sesión sobre los Objetivos de Desarrollo Sostenible, que serán la referencia para la política de desarrollo hasta 2030, los delegados pudieron conocer de primera mano por los dirigentes de la IE de qué manera han participado los educadores en el establecimiento de los objetivos y de qué manera pueden ahora influir en este importante programa internacional. La Presidenta Susan Hopgood destacó los desafíos que plantea esta nueva agenda para la educación y subrayó que los 17 nuevos objetivos “deberán integrarse en los planes nacionales de aplicación para ser eficaces”; también hizo hincapié en que los nuevos objetivos tienen consecuencias para todos los gobiernos y que los educadores en particular no deben “dejar que los gobiernos se salgan con la suya en la adopción de respuestas en materia de política educativa sin contar con [su] participación».

¿Qué es lo próximo para el TALIS?

En tanto que único estudio internacional que incluye la voz de los docentes en la educación y que tiene un impacto significativo en el desarrollo de las políticas educativas, el Estudio Internacional sobre Enseñanza y Aprendizaje (TALIS) de la OCDE recibió una atención especial en la Conferencia durante el primer día de trabajo. John Bangs, Consultor Principal de la IE, recordó a los participantes que el TALIS reflejaba las opiniones de los docentes y directores de las escuelas en ámbitos que afectaban a su vida profesional y que ha proporcionado un importante trasfondo de evidencias para lasCumbres Internacionales sobre la Profesión Docente. Entre las conclusiones más importantes de los dos estudios publicados hasta ahora (TALIS 2008 y TALIS 2013) se incluye el hallazgo de que los sentimientos de autoestima y de eficacia de los docentes son tan cruciales para el éxito académico de los niños como las buenas normas salariales y de compensación.
Karine Tremblay, analista principal del equipo TALIS de la OCDE, presentó las novedades y los desafíos de la encuesta y destacó lo que se incluirá en la tercera edición del estudio, que incluirá las respuestas de más de cuarenta países.

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Agenda 2030 para el desarrollo sostenible

ODS

Fuente PNUD Prensa / Abril 2016/

En la Cumbre para el Desarrollo Sostenible, que se llevó a cabo en septiembre de 2015, los Estados Miembros de la ONU aprobaron la Agenda 2030 para el Desarrollo Sostenible, que incluye un conjunto de 17 Objetivos de Desarrollo Sostenible (ODS) para poner fin a la pobreza, luchar contra la desigualdad y la injusticia, y hacer frente al cambio climático. Estos son:

 

Los ODS, también conocidos como Objetivos Mundiales, se basan en los Objetivos de Desarrollo del Milenio (ODM), ocho objetivos contra la pobreza que el mundo se comprometió a alcanzar en 2015. Los ODM, adoptados en 2000, apuntan a una serie de áreas que incluidos la reducción de la pobreza, el hambre, las enfermedades, la desigualdad de género y el acceso al agua y saneamiento. Se han hecho enormes progresos en los ODM, lo que muestra el valor de una agenda unificadora apoyada por metas y objetivos. A pesar de este éxito, la indignidad de la pobreza no se ha terminado para todos.

Las nuevos Objetivos Mundiales y la agenda para el desarrollo sostenible van mucho más allá de los ODM, abordando las causas fundamentales de la pobreza y la necesidad universal de desarrollo que funcione para todas las personas.

La Administradora del PNUD, Helen Clark, mencionó que «este acuerdo marca un hito importante al poner nuestro mundo en un curso integrador y sostenible. Si todos trabajamos juntos, tenemos la oportunidad de cumplir las aspiraciones de los ciudadanos de paz, prosperidad y bienestar, y de preservar nuestro planeta».

Fuente: http://www.undp.org/content/undp/es/home/sdgoverview/post-2015-development-agenda.html

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España: El IES El Chapatal conoce las oportunidades que ofrece Senegal

Acción Exterior y la Red Canaria de Escuelas Solidarias celebraron una jornada de intercambio educativo entre la Isla y este país africano

España/05 de Abril de 2016/La Opinión/16:39

tenerife-senegal-el-chapatal

El Cabildo de Tenerife, a través del Área de Acción Exterior, quiere mostrar a los estudiantes de la Isla una imagen positiva de África, mostrando no sólo las características culturales de este continente, sino también las oportunidades laborales que ofrece. En esta línea, la consejera de Acción Exterior, Delia Herrera, participó en una jornada de difusión e intercambio educativo entre Tenerife y Senegal en el IES El Chapatal, en la capital tinerfeña, una iniciativa que apoya el Cabildo de Tenerife en colaboración con la Red Canaria de Escuelas Solidarias.

La jornada, que contó con la participaron de unos 200 alumnos del centro, comenzó con palabras de bienvenida por parte de Juana Huguet, representante de la Red Canaria de Escuelas Solidarias, así como de la consejera de Acción Exterior. Los estudiantes participaron activamente en el encuentro planteando diversas cuestiones sobre Senegal, interpretando piezas musicales, con la lectura de un poema del poeta senegalés Ibrahim Sall por parte de un estudiante oriundo de este país, así como con la proyección de varios videos, entre los que destaca el elaborado por el alumnado del Comité de Solidaridad del IES El Chapatal con materiales enviados desde Senegal.

A petición de este centro educativo, Delia Herrera celebró una tertulia con los estudiantes, quienes le plantearon sus dudas sobre Senegal. En su alocución, Herrera puso especial énfasis en el «carácter abierto y solidario de los senegaleses», así como en los valores que más caracterizan a este pueblo, como la defensa de la familia. Indicó que este país africano ofrece interesantes oportunidades laborales en sectores económicos como ingeniería, medicina y energías renovables y animó a los jóvenes a formarse en idiomas, en referencia al francés, con especial presencia en África.

Once centros de Secundaria de la Isla

El proyecto de intercambio educativo para el desarrollo entre Tenerife y Senegal, en colaboración con la Red Canaria de Escuelas Solidarias, se gestó en 2004 y forma parte del proyecto Isla Forum. Se dirige al alumnado de Secundaria con el fin de difundir una mirada positiva sobre el continente africano. En concreto, y gracias a este proyecto, durante el presente curso escolar 2015-2016, además de once centros de Secundaria de la Isla, participan otros centros de varias localidades senegalesas.

Este proyecto educativo sigue la filosofía del programa del Cabildo Tenerife 2030 pensado para los jóvenes de la Isla y su futuro, en la necesidad de reforzar sus capacidades, talento y formación; en este caso, a través de su apertura al exterior. Esa es la apuesta del Cabildo, la más valiosa inversión. Con ello se trata de educar a mejores ciudadanos para que entre todos hagan un mundo mejor con un horizonte marcado en el año 2030.

Fuente: http://www.laopinion.es/cabildo-tenerife/2016/04/05/ies-chapatal-conoce-oportunidades-ofrece/666459.html

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Namibia: Africa house hopes to ‘Educate a Million to Educate a Billion’

África/Namibia/Abril 2016/Fuente:Namibian/Autor:Hildegard Titus

Resumen: La casa de África (Africa house) es una nueva organización social creada por un grupo de jóvenes creativos e innovadores con la esperanza de hacer una diferencia en África y en el mundo.  El objetivo es crear un espacio en el que, en lugar de esperar ayuda externa, los africanos establecieron su propia organización para hacer frente a los problemas africanos y fomentar la unidad y el panafricanismo que trasciende las fronteras raciales y se centra en la redefinición de lo que significa ser africano, además de inculcar un sentido de orgullo en un mundo que margina, desprecia y subestima la capacidad de los africanos mediante el fomento y la promoción de las artes y la reeducación de los africanos sobre su historia.

Africa House is a new social enterprise created by a group of young creatives and innovators hoping to make a difference in Africa and the world.

Their aim is to create a space where, instead of waiting for outside help, Africans set up their own organisation to deal with African problems and to encourage unity and pan-Africanism which transcends racial boundaries and focuses on redefining what it means to be African.

They also aim to instil a sense of pride in a world that marginalises, belittles and underestimates the capacities of Africans by encouraging and promoting the arts and re-educating Africans about their history.

Africa House hopes to address the struggles and hardships that Africans face on a daily basis.

With education being their main focus, they hope to address the factors that hinder childhood education, be it a lack of resources, learning materials or even harmful practices like child marriages and aim to create awareness campaigns to let their communities know how harmful these practices are.

Amani Exchange is their current flagship campaign, created to help local schools by providing them with the materials that they need, for example textbooks, stationery and other school supplies.

By selling T-shirts designed by local designer Ndapcee Kashunu at N$200 a piece, which can be purchased directly from them, Africa House is hoping to «educate a million to educate a billion».

Fuente de la noticia: http://www.namibian.com.na/Africa-House-hopes-to-%E2%80%98educate-a-million-to-educate-a-billion%E2%80%99/38569/read

Fuente de la imagen: http://www.namibian.com.na/public/uploads/images/56f0cad41acd2/Amani10.jpg

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Gambia college seeks bailout from Alumni

África/Gambia/Abril 2016/Fuente: The Point /Autor:Ebrima Bah

Resumen: El Colegio Gambia y su consejo de administración recibieron donaciones a raíz de una convocatoria abierta de apoyo a la universidad por el director. La necesidad de la universidad para el apoyo se acentuó por la falta de suficientes materiales de enseñanza y de aprendizaje, aulas y mobiliario, además de contar con una infraestructura deficiente.

The Gambia College and its governing council received about D10, 000 on the spot at the 2014/2015 graduation ceremony, from personalities and ex-students of the college at the Brikama campus on Saturday.

The cash-gifts began to rain in the hands of the master of ceremony, following an open call for support to the college by the principal.

The college’s need for support was heightened by the lack of sufficient teaching and learning materials, classroom space and furniture in addition to poor infrastructure.

Students say the scramble for classroom space and furniture before lectures has been the order of the day, since they began to share the facilities at the Brikama campus with students of the University of The Gambia.

The conduct of a whole lecture under the shade of trees with two students sharing a single seat and some others on their toes or on roots of the tree became the norm and culture.

Rex Bojang, a senior lecturer at the Gambia College, translated his lessons of «using locally available resources» to teach by creating a classroom niche under the big tree supposedly car park for his Education technology course, for many years now.

The college administration has for the past seven years been entrusted to the management of the University of The Gambia, limiting chances of the college staff to speak on its behalf at the previous three graduation ceremonies.

In his address to over four thousand graduands and invited guests, principal of the Gambia College Aboubacarr Jallow explained that he was appointed by the President of The Gambia to move the college to academic excellence.

Dr Cherno Omar Barry, permanent secretary for the Ministry of Higher Education, Research, Science and Technology (MoHERST), who was the guest speaker at the graduation, pointed out that the Gambia College is the longest surviving tertiary institution, established since before independence to date.

«It has evolved from 1946 as the Georgetown Teacher Training Institute to Yundum College in 1952, and gradually to what it is today which started in 1982, expanding its functions from education to health and agriculture.»

In his report, after one year in service as principal of the college, Mr Jallow noted that the college relies heavily on the government subvention. He said students are aware of the struggle, especially during lectures.

Declaring that «furniture is a big problem in the college», he called on the outgoing students to form an alumni association to raise funds for the college.

He reminded them further that «every dalasi matters», while extending the appeal to all former students and friends of the college.

Consequently, the Minister of Higher Education proposed a contribution of D100 from every ex-student. His suggestion was announced by the master of the ceremony amidst thunderous applause.

The newly-appointed chairman of the Gambia College Governing Council, Ebrahim Tas Dondeh, said the college should be allowed to compete with other similar institutions and demand for compensation for the services it offers. He pointed out that the college may not do well, if they continue to advocate for business as usual without the necessary changes in the modus operandi, in the face of financial shortages that have shown no sign of abating.

«If we don’t, we will be unconsciously undermining or curtailing the potentials and ability of this great institution of its well-being and its economic and social development goal.»

Mr Dondeh believes that the beacon of hope, bastion and citadel of intelligence which captured conscience of the nation, and created by the college decades ago, should not be forgotten.

The permanent secretary of MOHERST, who pledged the sum of D3000 to the college’s coffers, urged every other former student of the institution to emulate him or do much more than what he has done. To him, the words of Nelson Mandela are enough to justify dipping hands into his pocket for supporting the college.

«Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the head of the mine, that a child of a farm worker can become the president of a great nation. It is what we make out of what we have, not what we are given that separates one person from another.»

According to Katim Touray, history lecturer at the Gambia College, the trend at which the new administration is striving to govern the college will earn the institution a greater reputation on the production and delivery of its services. He pointed out that the areas of concern are many, but hopes are brighter.

According to analysts, the large turnout of graduands at the ceremony was an indication of students’ long-awaited wish to see the college assert its independence. Many of them have arguably failed to show up at the grounds of the last three graduation ceremonies, based on the fear that the «marriage» with the University of The Gambia was meant to overshadow them.

 

Fuente de la noticia:http://thepoint.gm/africa/gambia/article/gambia-college-seeks-bailout-from-alumni

Fuente de la imagen:http://www.gambiacollege.edu.gm/public/media/img/collegeat641.jpg

 

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Kenya: Teachers want new curriculum to have lessons in drug abuse and integrity

África/Kenya/Abril 2016/Fuente: Daily Nation/Autor: Ouma Wanzala

Resumen: Los maestros quieren que el nuevo plan de estudios incluya elementos sobre los derechos del niño, abuso de drogas, la integridad y la seguridad. De acuerdo a un informe de evalución de necesidades realizado recientemente, surgieron los temas de problemas ambientales, tecnología,  género y la educación financiera.

Teachers want the new school curriculum to address child rights, drug abuse, integrity and security.

According to a needs assessment report released last week, teachers also want environmental issues, technology, gender issues and financial literacy be part of the syllabus.

In addition, the teachers are rooting for the introduction of continuous assessment tests as opposed to end of term examinations.

«Parents, learners and other stakeholders have emphasised the need for provision of basics – classrooms, course books, toilets, teaching aids and playing, games, music and drama materials that enable learners to relax.

«They have also emphasised equal distribution of resources that would facilitate a more practical approach to learning, especially for special needs education learners,» says the report compiled by the Kenya Kenya Institute of Curriculum Development (KICD).

Modern teaching approaches

Teachers in secondary schools prefer modern teaching approaches that include; discussions, experiments, brainstorming and demonstrations.

They have also called for the introduction of practical subjects such as Home Science, Art and Craft, Agriculture and Woodwork, early specialisation and the separation of English Language from Literature in English.

«At tertiary level, teacher trainees want more time spent on teaching methods instead of theory, time for teaching practice to be increased and enough time for preparation and making of teaching resources,» the report adds.

In primary schools, respondents emphasise practical-oriented learning areas citing Home Science, Art and Craft, Music, Drama, Agriculture, foreign languages like French, German, Chinese and Spanish.

Those in the special needs category are calling for more vocational institutions to give skills such as beadwork, hairdressing, beauty therapy and agriculture for learners who may not be good in academic subjects.

«Kenyans have proposed a curriculum that considers the ages and developmental stages of learners at all levels, that allows transition of all pupils from primary to secondary, and that offers several pathways to learners after secondary school,» states the report, which generated data using questionnaires, interviews, focused group discussions, memoranda and analysis of other relevant documents.

Fuente de la noticia: http://www.nation.co.ke/news/education/Teachers-want-new-subjects-for-schools/-/2643604/3145620/-/ru7jec/-/index.html

Fuente de la imagen: http://www.nation.co.ke/image/view/-/3145630/highRes/1295963/-/maxw/600/-/8cxtusz/-/class-pic.jpg

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