Page 1582 of 1684
1 1.580 1.581 1.582 1.583 1.584 1.684

EEUU: Exposed by CMD: KIPP’s Efforts to Keep the Public in the Dark while Seeking Millions in Taxpayer Subsidies

Fuente: PRWatch / 2 de Mayo de 2016

By Lisa Graves and Dustin Beilke

Charter schools are big business, even when they are run by «non-profits» that pay no taxes on the revenue they receive from public taxes or other sources.

Take KIPP, which describes itself as a «national network of public schools.»

KIPP (an acronym for the phrase «knowledge is power program») operates like a franchise with the KIPP Foundation as the franchisor and the individual charters as franchisees that are all separate non-profits that describe themselves as «public schools.»

But how public are KIPP public schools?

Not as public as real or traditional public schools.

New documents discovered on the U.S. Department of Education’s website reveal that KIPP has claimed that information about its revenues and other significant matters is «proprietary» and should be redacted from materials it provides to that agency to justify the expenditure of federal tax dollars, before its application is made publicly available.

So what does a so-called public school like KIPP want to keep the public from knowing?

1. Graduation and College Matriculation Rates

KIPP touts itself as particularly successful at preparing students to succeed in school and college.

Yet, it insisted that the U.S. Department of Education keep secret from the public the statistics about the percentage of its eighth graders who completed high school, entered college, and/or who completed a two-year or four-year degree.

A few years ago, professor Gary Miron and his colleagues Jessica Urschel and Nicholas Saxton, found that «KIPP charter middle schools enroll a significantly higher proportion of African-American students than the local school districts they draw from but 40 percent of the black males they enroll leave between grades 6 and 8,» as reported by Mary Ann Zehr in Ed Week.

Zehr noted: «‘The dropout rate for African-American males is really shocking,’ said Gary J. Miron, a professor of evaluation, measurement, and research» at Western Michigan University, who conducted the national study.

Miron’s analysis was attacked by KIPP and its allies, who said KIPP’s success was not due to the attrition of lower performing students who leave the school or move to other districts. One of its defenders was Mathematica Policy Research, whose subsequent study was used to try to rebut Miron’s analysis. (That name will be important momentarily.)

The Department of Education has been provided with the data about what percentage of KIPP students graduate from high school and go on to college, but it is helping KIPP keep that secret—despite the public tax dollars going to these schools and despite KIPP’s claim to be operating what are public schools.

Real public schools would never be allowed to claim that high school graduation rates or college matriculation rates are «proprietary» or «privileged» or «confidential.»

Why does the Education Department’s Charter School Program «Office of Innovation and Improvement» defer to KIPP’s demand to keep that information secret from the public?

Meanwhile, the KIPP Foundation regularly spends nearly a half million dollars a year ($467,594 at last count) on advertising to convince the public how great its public charters are using figures it selects to promote. Almost no public school district in the nation has that kind of money to drop on ads promoting its successes.

2. Projected Uses of Federal Taxpayer Dollars (and Disney World?)

Even as KIPP was seeking more than $22 million from the federal government to expand its charter school network, it insisted that the U.S. Department of Education redact from its application a chart about how much money would be spent on personnel, facilities, transportation, and «other uses» under the proposed grant. KIPP also sought to redact the amount of private funding it was projecting.

The agency’s compliant Office of Innovation and Improvement obliged KIPP.

However, after the grant was approved, KIPP did have to comply with IRS regulations to file a report on its revenues and expenditures, as all entities given the privilege of having their revenue tax-exempt or tax-deductible do. (Those filings usually are made available a year after the revenue and expenditures accrue.)

That is, the federal government’s Office of Innovation and Improvement redacted information about KIPP’s revenue and expenditures on the basis of an unsupportable assertion that such information was exempt under the Freedom of Information Act as proprietary, confidential, or privileged even though it is not.

Here are some of the key details from KIPP’s 2013 tax filings (uploaded below):

  • KIPP received more than $18 million in grants from American tax dollars and more than $43 million from other sources, primarily other foundations;
  • KIPP spent nearly $14 million on compensation, including more than $1.2 million on nine executives who received six-figure salaries, and nearly $2 million more on retirement and other benefits;
  • KIPP also spent over $416,000 on advertising and a whopping $4.8 million on travel; it paid more than $1.2 to the Walt Disney World Swan and Resort;
  • It also paid $1.2 million to Mathematica for its data analysis; that’s the firm that was used to try to rebut concerns about KIPP’s performance and attrition rates.

KIPP’s revenue and spending in 2014 were similar, but there are some additional interesting details (uploaded below):

  • KIPP received more than $21 million in grants from American tax dollars and more than $38 million from other sources, primarily other foundations;
  • KIPP spent nearly $18 million on compensation and nearly $2 million more on retirement and other benefits;
  • KIPP paid its co-founder, David Levin, more than $450,000 in total compensation, and its CEO, Richard Barth, more than $425,000 in total compensation, in addition to six-figure salaries for eight other executives;
  • KIPP also spent over $467,000 on advertising and more than $5 million on travel;
  • It also paid nearly $1 million to Mathematica for its data analysis.

In that tax year, which covers the 2013-2014 school year, as traditional public schools faced budget cuts across the country, KIPP spent more than $3.5 million on «lodging and hospitality,» including more than $1.8 million alone at the posh Cosmopolitan Hotel and Casino in Las Vegas.

Since its revenue from taxpayers is commingled with its revenues from wealthy charter school advocates and the foundations they control, there is no way to sort out how much of taxpayer money has directly gone into luxurious trips for KIPP employees versus how much having revenue from taxes helps subsidize such largesse.

But, there is no public school district in the country that would be allowed such travel and promotional expenditures for its executives or teachers if the voters knew about it or had a say in it.

Perhaps it should be no surprise that KIPP would want the grant-makers at the U.S. Department of Education to redact the amount of its expenditures for personnel, facilities, transportation, and «other uses»—especially with extravagant expenditures like its transportation and lodging at fabulous resorts, as opposed to transportation for kids to school—but why would the federal agency charged with oversight go along with redacting information about how much KIPP was projecting to spend in those categories?

KIPP did request that budget information about how much it or its affiliates paid the executive directors for individual charters, principals, accountants, grant managers, community coordinators, and IT teams be kept from the public, under a claim that such information is proprietary.

But the Office of Innovation and Improvement did not accommodate that request.

Notably, KIPP’s grant application sets forth «regional leadership» expenses that total nearly $5 million of the projected budget for the grant. There is no indication how much taxpayers are directly or indirectly subsidizing the six-figure salaries of its executive suite including the nearly half-million in total compensation for each of KIPP’s two highest paid employees. (This grant application only pertains to one source of federal and state grants that annually provide revenue to KIPP.)

3. Full Disclosure of Attrition and Performance Results

Not only did KIPP seek to keep the public in the dark about how it spends tax-exempt funding and how many KIPP students make it to high school graduation or college, it also sought to redact information «KIPP Student Attrition» by region and «by subgroup» and «KIPP Student Performance» on state exams on «Math and Reading.»

The Office of Innovation and Improvement did as KIPP requested.

But why would KIPP, which advertises its claimed superiority, and the Department of Education, which uses KIPP as an example of the success of charters, keep information about attrition and performance secret, especially when that subject is one of great public interest as noted by the Economic Policy Institute?

Page after page after page in KIPP’s application that shows the percentage of school students who leave KIPP is blacked out along with information about student test results by school for the three years prior to the grant application.

How can the Department of Education acquiesce in a request by a charter it cheerleads for to keep data about that charter’s retention or dropout rate secret?

If both sets of redacted figures were truly excellent, why wouldn’t both KIPP and the Department of Education release those results? After all, KIPP included glossy PR documents on some of its schools in its application materials touting select data about test results.

Why should unelected bureaucrats at the federal agency get to see the data about attrition and performance in awarding millions in taxpayer dollars to KIPP but go along with KIPP in keeping those specific statistics from the public?

In short, what are KIPP and the Department of Education hiding from the American people?

4. The CEO Foundations Pushing School «Choice» and Subsidizing KIPP

KIPP also asked the Office of Innovation and Improvement to redact the amounts of funding provided to KIPP by foundations that wrote letters of support for KIPP to receive federal taxpayer money under the grant.

The grant documents the Center for Media and Democracy has examined reveal that these are the names and amounts that KIPP sought to keep the public from knowing and that the Department of Education blacked out at KIPP’s request:

  • Robertson Foundation: $20M
  • Atlantic Trust/ Kendeda Fund: $15 million
  • Marcus Foundation: $4.5M
  • Zeist: $1.7M
  • Lowe Foundation: $357,000
  • Webber Family Foundation: $351,780
  • Sooch Foundation: $675,000
  • Tipping Point Community: $2M
  • Schwab Foundation: $2.5M
  • Koret Foundation: $2,135,000
  • SAP: $297,389
  • Kobacker: $100,000
  • Todd Wagner Foundation: $1,000,000
  • El Paso, $1,000,000
  • Charles T. Bauer Foundation: $1,242,000
  • Karsh: $8M
  • Charter Schools Growth Fund: $2 million
  • Formanek: $526,000
  • Goldring Family Foundation: $1,000,000
  • Charles Hayden Foundation: $1.393 million
  • Victoria Foundation: $626,000
  • CityBridge Foundation: $2.9M»

Almost all of these donors are foundations that have to annually disclose to the IRS and make available to the public the names of their grantees and the amounts granted. So this information is not privileged, confidential or proprietary.

Why would the Office of Innovation and Improvement go along with a request to keep secret from the public information that is subsequently required to be made public?

While many of the foundations listed above are led by corporate CEOs or their families, only a few are corporations whose donations might not be routinely disclosed.

SAP, for example, is the name of a German corporation that made headlines 18 months ago for dumping the American Legislative Exchange Council (ALEC) after Google dumped ALEC for its climate change denial and obstruction. Should Americans be concerned that a foreign multinational corporation is influencing American «public charters» through KIPP? The truth is foreign multinationals are exercising increasing influence over American charter schools and testing. Just look at the growth in U.S. business of the British firm, Pearson.

At the same time, the volume of such private philanthropic support begs the question of why the American taxpayer ought to be subsidizing schools that are touted as public but act like private ones when it comes to executive compensation and roadblocks to transparency, especially at a time when traditional public schools are facing such budgetary pressures?

KIPP is a taxpayer-subsidized school franchise that pays no taxes on its revenue and provides a tax-deductible vehicle for uber-wealthy families to promote the school «choice» agenda.

And, the fact that taxpayer money is going to a group spending millions on luxury trips to resorts in Las Vegas is mind-boggling in an age of austerity when many public schools are going without basic necessities.

With each new fact that comes out, the charter school industry is looking more like the military defense industry with the scandals of the 1980s as with the infamous $600 toilet seat. There’s no indication of fraud by KIPP.

But from an optics standpoint some might consider a $600 plastic seat small change, compared with a «public school» spending more than a million to go to Disney World in one year, even if only one-third of KIPP’s funding comes from taxpayers directly and the remainder comes at taxpayer expense due to CEOs writing off donations to foundations that help underwrite KIPP.

Plus, separate from the grant application discussed here, KIPP has been funded by the U.S. Department of Education to conduct leadership training summits for KIPP principals and other personnel. That application also includes significant redactions, including about key components of the budget for what it calls KIPP «summits» or annual meetings and other gatherings (as well as a total redaction of the Mathematica analysis commissioned by KIPP).

Meanwhile, KIPP told the Education Department that in its first 10 years it had raised more than $150 million from private philanthropic sources, which underscores the question of why taxpayers are subsidizing an operation that already has ample support from the corporate community and those taxpayer dollars could be going instead to strengthen traditional public schools that are truly public and that are not subsidized by tax write-offs for the one percent through their foundations.

Indeed, those tax write-offs serve to diminish the base of revenue available for tax revenue to fund public schools and other genuinely public goods in the first place.

A Closer Look at KIPP

It appears that all the redactions were in response to «proprietary» instructions KIPP dictated to DOE through a four-page document titled, «Proprietary Information.»

The Education Department complied with almost all of KIPP’s instructions, despite how contrary they are to public policy and even to publicly available information.

These black marks come at a time when cracks are starting to show in KIPP’s once beyond-reproach veneer.

KIPP is the largest and most lauded charter school chain in the United States and the recipient of many millions of dollars in taxpayer grants, foundation gifts and handouts from billionaire charter school enthusiasts.

A new book by Jim Horn, Work Hard, Be Hard: Journeys Through ‘No Excuses’ Teaching, focuses on the experiences and perspectives of dozens of former KIPP teachers who have become critics of the chain and many of the principles it is based on, including the Teach for America program that supplies KIPP with many of its teachers.

The book’s title is a reference to «Work Hard. Be Nice» the book-length puff piece authored by Washington Post education reporter Jay Matthews about KIPP’s founders Mike Feinberg and Dave Levine.

In a review of Work Hard, Be Hard that is excerpted on Diane Ravitch’s blog, education professor Julian Vasquez Heilig writes that screaming at students is accepted teaching practice in KIPP schools:

Why does KIPP encourage and/or allow these practices? Horn writes, school leaders relayed that ‘because of cultural differences, black students are accustomed to being screamed at…because that’s how their parents speak to them.’ A KIPP teacher characterized the worst offender at her school as a ‘screamer, swearer and humiliator.’

«KIPP might also argue that they are the beneficiaries of widespread support in communities across the nation. It is very clear that KIPP benefits from powerful influential and wealthy supporters in government, the media, and foundations. Their no excuses approach to educating poor children has resonated with the elites in society and they have showered the corporate charter chain with resources for decades. So it may be surprising to some to read the counternarrative from KIPP teachers that is quite different than what you typically read in the newspapers, see in documentaries like Waiting for Superman, and generally experience in the public discourse. I proffer that the KIPP teachers’ counternarratives in Journeys should be required reading for all of KIPPs influential supporters.»

So what is the disgruntled KIPP teachers’ counter-narrative? For one, the model seems to create lousy working conditions for the purpose of encouraging high teacher turnover. One former teacher says, «I wouldn’t wish it on anyone who wanted to be a teacher for the long-term…It’s exhausting. It’s demoralizing.»

And this is where Teach for America comes in. «Without a constant infusion of new teachers to replace all those who burn out,» Horn writes, «KIPP would have to shut its doors… The role of Teach For America and programs based on Teach For America’s hyper-abbreviated preparation are crucial, then, for the continued survival of… KIPP.»

In short, the new book offers a devastating critique of the KIPP business model at a time when KIPP and the Department of Education appear to be aiding each other in trying to keep critical information out of the public debate through redaction.

Lisa Graves is the Executive Director of the Center for Media and Democracy, a national watchdog group. Her expertise and CMD’s niche are investigating and exposing the undue influence of corporations on public policy. CMD’s investigations help aid grassroots efforts to secure a healthier democracy, economy, and environment for us all.

  • See more at: http://www.prwatch.org/news/2016/04/13096/exposed-cmd-kipps-efforts-keep-public-dark-while-seeking-millions-taxpayer#sthash.EOUa99Md.9RhT360H.dpuf

  • See more at: http://www.prwatch.org/news/2016/04/13096/exposed-cmd-kipps-efforts-keep-public-dark-while-seeking-millions-taxpayer#sthash.EOUa99Md.9RhT360H.dpuf

 

Comparte este contenido:

En México: Con aulas en hospitales, niños pueden estudiar en un ambiente adecuado

Con aulas en hospitales, los menores de edad pueden continuar su educación en un ambiente adecuado para ellos, señaló la presidenta nacional del Voluntariado de la Secretaría de Salud, Sandra Herrera Moro Juan.

En Notimex México | sábado 30, abril 2016
Con aulas en hospitales, los menores de edad pueden continuar su educación en un ambiente adecuado para ellos, señaló la presidenta nacional del Voluntariado de la Secretaría de Salud, Sandra Herrera Moro Juan. En México, se tienen 174 aulas de enseñanza en unidades médicas hospitalarias que permiten a los menores de edad con alguna enfermedad crónica continuar o terminar sus estudios de educación básica, expuso.

Esto también contribuye a una rápida recuperación, agregó Herrera Moro Juan.

El director general del Hospital Psiquiátrico Infantil «Juan N. Navarro», Eduardo Arroyo García, dijo que los menores de edad con padecimientos agudos o crónicos intrahospitalarios requieren atención especializada, y cuando están internados en un nosocomio, en ocasiones son segregados del ambiente escolar tradicional.

En el marco de los festejos por el Día del Niño, resaltó que el programa «Sigamos aprendiendo… en el hospital», busca que los menores puedan continuar sus estudios en un ambiente adecuado para ellos.

Lo anterior, recibiendo educación por parte de profesores de la Secretaría de Educación Pública (SEP) en aulas que se instalan en los hospitales.

También se tienen aulas digitales Smart School Samsung, de las cuales a la fecha se han puesto en marcha cuatro en la Ciudad de México y próximamente habrá una más en el Hospital Psiquiátrico Infantil «Juan N. Navarro».

Fuente: http://www.proyecto40.com/noticia/nacionales/nota/2016-04-30-16-43/con-aulas-en-hospitales–ninos-pueden-estudiar-en-un-ambiente-adecuado/

Comparte este contenido:

En EEUU: El estado de Utah califica la pornografía como un «peligro para la salud pública»

.religionenlibertad.com/ 30 abril 2016

El gobernador del estado de Utah en Estados Unidos, Gary R. Herbert, firmó una resolución y un proyecto de ley que declaran a la pornografía como un «peligro para la salud pública que conduce a un amplio espectro de efectos nocivos para la sociedad», explica en la web ACI, el periodista Diego López Marina.

«Nuestros ciudadanos saben que hay riesgos reales para la salud que están involucrados y asociados con la pornografía», dijo el gobernador en declaraciones a CNN.

En su cuenta de Facebook especificó que “la resolución demandará mayor investigación y educación adicional para que más personas y familias sean conscientes de sus efectos”.

La Cámara de Representantes de Utah aprobó la resolución el 11 de marzo, cerca de la clausura de su sesión legislativa. Mientras que el Senado aprobó el proyecto de ley en febrero con un voto unánime de 24 votos a favor y 0 en contra.

La resolución no prohíbe la pornografía en el estado pero señala que produce «un ambiente sexualmente tóxico» y contribuye a la «hipersexualización» de los niños pequeños y adolescentes.

También critica los avances tecnológicos que han hecho que sea más fácil para los niños pequeños acceder a este tipo contenido en Internet.

Asimismo cita el impacto potencial de la pornografía en el desarrollo del cerebro y su funcionamiento, su potencial de dañar la capacidad de los usuarios para generar y sostener relaciones interpersonales, además de incitar «comportamientos y adicciones sexuales problemáticos o dañinos».

Finalmente acusa a la pornografía de tratar “a las mujeres y los niños como objetos”.

Los legisladores señalan que la pornografía tiene un efecto perjudicial en la familia debido a que «disminuye el deseo en los hombres jóvenes a casarse, genera insatisfacción en el matrimonio e infidelidad». En respuesta a estos problemas, la resolución aboga por «la educación, la prevención, la investigación y el cambio de política».

Por otro lado, el proyecto de ley es más específico y sí podría exigir algunas medidas específicas sobre la ley relacionada específicamente a la pornografía infantil. Entre las medidas está requerir que los técnicos de computadoras reporten ese tipo de material a las autoridades. De no hacerlo podrían ser procesados.

Susan Deinin, vocera de la diócesis católica de Salt Lake City, dijo a ACI Prensa que este paso «afirma nuestra creencia en la dignidad inviolable de la persona humana revelada plenamente por Cristo y en el don de la sexualidad humana y el matrimonio como plan de Dios».

Asimismo señaló que la Conferencia de Obispos Católicos de Estados Unidos había discutido este tema en un documento de noviembre de 2015 denominado “Create in Me a Clean Heart: A Pastoral Response to Pornography” (Crea en mí un corazón puro: una respuesta pastoral a la pornografía).

Utah es un estado predominantemente mormón. La resolución también fue elogiada por Elder Jeffrey R. Holland, un líder en la Iglesia de Jesucristo de los Santos de los Últimos Días: «la sociedad tiene que ver este mal como la epidemia es», dijo a KSL-TV.

Fuente de la noticia: http://www.religionenlibertad.com/el-estado-de-utah-califica-la-pornografia-como-un-peligro-para-49296.htm

Fuente de la foto: http://www.forofamilia.org/wp-content/uploads/2016/03/pornografia.jpg

Comparte este contenido:

EEUU: Massive Victory for 7 Kids in Climate Change Lawsuit in Washington State

América del Norte/EEUU/Mayo 2016/Autor: Editor/ Fuente: Our Children’s Trust

Resumen: En un fallo sorprendente, en el caso sobre la situación crítica del clima, traído por los jóvenes contra el  Departamento de Ecología del Estado de Washington, el juez superior Hollis Hill, del condado de King, ordenó al Departamento de Ecología promulgar una reglamentación de reducción de emisiones a finales de 2016 y hacer recomendaciones a la legislatura estatal sobre la reducción de gases de efecto invernadero, basadas en la ciencia, en la sesión legislativa de 2017.

Today, in a surprise ruling from the bench in the critical climate case brought by youths against the State of Washington’s Department of Ecology, King County Superior Court Judge Hollis Hill ordered the Department of Ecology to promulgate an emissions reduction rule by the end of 2016 and make recommendations to the state legislature on science-based greenhouse gas reductions in the 2017 legislative session.

Judge Hill also ordered the Department of Ecology to consult with the youth petitioners in advance of that recommendation. The youths were forced back to court after the Department of Ecology unexpectedly withdrew the very rulemaking efforts to reduce carbon emissions the agency told the judge it had underway. This case is one of several similar state, federal and international cases, all supported by Our Children’s Trust, seeking the legal right to a healthy atmosphere and stable climate.

“For the first time, a U.S. court not only recognized the extraordinary harms young people are facing due to climate change, but ordered an agency to do something about it,” Andrea Rodgers, the Western Environmental Law Center attorney representing the seven youths, said. “Ecology is now court-ordered to issue a rule that fulfills its constitutional and public trust duty to ensure Washington does its part to reduce greenhouse gas emissions and protect the planet.”

In granting the youth a remedy, Judge Hill noted the extraordinary circumstances of the climate crisis, saying, “This is an urgent situation … these kids can’t wait.” The court discussed the catastrophic impacts of climate destabilization globally, including the impending loss of polar bears and low-lying countries like Bangladesh. The court explained that while it had no jurisdiction outside of Washington state, it did have jurisdiction over the Department of Ecology and would order the agency to comply with the law and do its part to address the crisis.

“It was absurd for Ecology to withdraw its proposed rule to reduce carbon emissions,” petitioner Aji Piper, who is also a plaintiff on the federal constitutional climate lawsuit, supported by Our Children’s Trust, said. “Especially after Judge Hill declared last fall that our ‘very survival depends upon the will of [our] elders to act now … to stem the tide of global warming.’ I think Ecology should be ashamed by its reversal of potentially powerful action and today, Judge Hill issued a significant ruling that should go down in history books. Our government must act to protect our climate for benefit of us and future generations.”

After a landmark November, 2015 decision, in which Judge Hill found that the state has a “mandatory duty” to “preserve, protect and enhance the air quality for the current and future generations” and found the state’s current standards to fail that standard dramatically, the Department of Ecology nonetheless unilaterally withdrew its proposed rule to reduce carbon emissions in the state in February, just months after Judge Hill specifically underscored the urgency of the climate crisis.

“This case explains why youth around this country and in several other countries, are forced to bring their governments to court to secure a healthy atmosphere and stable climate,” Julia Olson, executive director and chief legal counsel at Our Children’s Trust, said. “Despite clear scientific evidence and judicial recognition of the urgency of the climate crisis, Washington and most governments across the U.S. and other countries are failing to take correspondingly urgent, science-based action. That failure unfairly consigns youth to a disproportionately bleak future against which they can only reasonably ask the courts to step in to address this most time sensitive issue of our time.”

Related cases brought by youth to protect the atmosphere are pending before other U.S. courts in the federal district court in Oregon and in the state courts of North Carolina, Pennsylvania, Colorado, Massachusetts and Oregon.

“This is a massive victory,” petitioner Gabe Mandell said.

Fuente de la noticia: http://readersupportednews.org/opinion2/277-75/36622-massive-victory-for-7-kids-in-climate-change-lawsuit-in-washington-state

Fuente de la imagen: http://readersupportednews.org/images/stories/article_imgs20/020856-kids-050116.jpg

Comparte este contenido:

ABACOenRED otorga a Maestro Veracruzano la Distinción internacional “Educador nuestroamericano Ilustre”.

Mexico/ Insurgencia Magisterial/ La Redacción. 30/04/2016 

Como cada año, en el marco de su Aniversario, la Organización Educativa Internacional ABACOenRed (Aprendizaje Basado en Actitudes Cooperativas) otorgó la Distinción Internacional “Educador nuestroamericano Ilustre”.

Este reconocimiento se otorga de manera anual a un educador que a juicio de ABACOenRed, se encuentra realizando una destacada labor en el campo educativo en el continente americano.

En esta ocasión, la Distinción fue otorgada al Maestro Oswualdo Antonio González, Director General de nuestro Portal Insurgencia Magisterial.

La citada distinción fue otorgada, al Maestro Oswualdo, “Reconociendo sus valiosos aportes en la lucha socio-política a favor de los intereses genuinos del magisterio mexicano y nuestroamericano”.

El reconocimiento fue entregado por el Dr. Herman Van de Velde en la Ciudad de Estelí, Nicaragua.

Por este medio felicitamos al Maestro Oswualdo Antonio González por este importante reconocimiento internacional obtenido.

Fuente: Otorgan a Maestro Veracruzano la Distinción internacional “Educador nuestroamericano Ilustre”.

Comparte este contenido:

Privatizar la educación

Enrique Calderón Alzati

Cada día los objetivos neoliberales del actual gobierno en torno a la educación son más claros, las acciones fascistas de Aurelio Nuño, conocido ya por su nula voluntad para entender a los maestros y su escaso conocimiento del sistema educativo nacional, se han reducido a denostar y aplicar la fuerza represiva contra el magisterio nacional, cumpliendo las órdenes del Presidente y olvidándose de los objetivos mismos de la educación pública, establecidos en la Constitución.

La privatización de la educación aún no ha sido develada oficialmente como el objetivo central del presidente Enrique Peña Nieto, pero su afán de servir a los grandes intereses financieros internacionales –contenidos gracias a la heroica resistencia de los maestros– sin duda forma parte de los compromisos adquiridos a cambio de la legitimación de su gobierno, colocando en oferta no sólo los recursos naturales de la nación, sino también sus grandes mercados de consumo, conformando así un nuevo peligro para la nación. En este artículo me propongo describir las causas, los objetivos, las acciones y las consecuencias de esta estrategia privatizadora, en vías de instrumentación.

De los intereses del capital: El crecimiento actual de los grandes recursos financieros mundiales requiere que éstos sean colocados en nuevos mercados altamente rentables, un objetivo esencial para el FMI. El mercado educativo mexicano, con 27 millones de estudiantes, vale más de 30 mil millones de dólares anuales; para las instituciones financieras, la calidad de la educación es lo que menos importa; su preocupación está en asegurar que una inversión de esa magnitud les produzca utilidades similares o mayores a las que les puedan representar otras inversiones, como la de créditos para llenar de autos las ciudades.

Del acceso a la educación privada mediante créditos: La historia de las empresas mexicanas que venden a crédito televisores, computadoras, utensilios de cocina, etcétera, ha mostrado la factibilidad de grandes negocios; a la población de bajos ingresos, más que precios reducidos, le interesa que los pagos mensuales sean pequeños. Una buena campaña de promoción de créditos para una educación de alta calidad adquiere importancia como un buen sustituto para la educación pública, calificada de panzazo, por culpa de los profesores. La estrategia ha funcionado en todas las privatizaciones anteriores. ¿Por qué no en ésta? La adquisición de servicios educativos por algunos fragmentos de la llamada clase media a la que le gusta ser considerada totalmente palacio es igualmente importante. De hecho, buena parte de la población de ingresos medios prefiere esta opción para asegurar que sus hijos tengan acceso a amistades con niños defamilias acomodadas, lo cual pueda convertirse, a futuro, en relaciones sociales adecuadas. El éxito no está en lo que sabes, sino en a quien conoces. Ello explica la supuesta preocupación de Televisa por la educación. El negocio de la promoción de franquicias educativas y de créditos será una nueva y atractiva mina exclusiva para esa empresa.

El endeudamiento de la población: Adquirir un crédito para la educación de los hijos será relativamente sencillo. Los bancos ofrecerán líneas de crédito para este noble fin y, a lo mejor exentos del IVA, sus montos serán similares al de un auto, entre 12 mil y 18 mil dólares por toda la educación básica y cantidades similares por la educación superior, dependiendo de la calidad. Invierte hoy para el futuro podría ser un bonito lema. Para quienes, por su condición de pobreza, se queden sin acceso a alguno de estos servicios, existirá una nueva educación popular, administrada por la Secretaría de Desarrollo Social, donde podrán instruirse para realizar actividades básicas con salarios mínimos en el sector informal.

El pago de los créditos y sus intereses será de largo plazo y, como garantía, estará vinculado a los salarios que, se espera, los estudiantes recibirán cuando egresen. El monto general de los adeudos de 20 millones de estudiantes será en pocos años similar a lo que hoy representa la deuda del gobierno de México, seguramente un alto porcentaje de la población estará atada a esa deuda a lo largo de buena parte de su vida productiva, sin que ello implique en forma alguna que las nuevas generaciones de mexicanos logren tener una educación mejor de la que tenemos hoy, por la sencilla razón de que al sistema financiero le tendrá sin cuidado lo que las nuevas generaciones aprendan o dejen de aprender, con tal de que paguen los créditos recibidos. Una experiencia de este tipo la vivieron ya los mexicanos con las llamadas tiendas de raya, siendo necesario reflexionar lo que los avances tecnológicos puedan representar para su aplicación en los tiempos actuales.

Consecuencias: Las grandes empresas que se dediquen a la educación no tendrán necesariamente un interés por la excelencia, pues éste será primordialmente de orden financiero. Así las cosas, la excelencia educativa será resuelta con atractivas campañas mediáticas, cuyos costos serán pagados por los estudiantes y sus padres, mientras el gobierno quedará liberado de esta carga impuesta por una Constitución obsoleta, inventada quien sabe por quién. De esta manera, las escuelas populares de las regiones más pobres del país tendrán como finalidad principal alimentar los mecanismos clientelares utilizados de tiempo atrás para asegurar la estabilidad política del régimen. El esquema así definido permitirá un mayor control de la ciudadanía, pues cuanto más ocupada esté en pagar sus deudas, menos conciencia y participación política tendrá, facilitando así la democracia perfecta, capaz de producir nuevos Peña Nieto, reconocidos por su ignorancia, por su falta de visión y su desprecio por el país que gobiernan. Los bancos incrementarán sus utilidades, las empresas trasnacionales seguirán teniendo a México como un mercado seguro y los mexicanos, como nación, seguiremos perdiendo en todos los aspectos, como ha sucedido en las últimas cuatro décadas.

En el sistema económico global y unipolar en el que vivimos, los destinos y funciones de cada país para asegurar el desarrollo del planeta seguramente ya han sido definidos por los dueños de los grandes capitales, catalogando a México como un país periférico. Por ello, la educación, la calidad de vida y el respeto a los derechos humanos resultan irrelevantes. El control de las poblaciones mayoritarias se dará necesariamente limitando la educación y la distribución de créditos con base en las buenas conductas. ¿Cuánto tiempo falta para que esto sea realidad? ¿Cuáles podrán ser las consecuencias para las nuevas generaciones de mexicanos? ¿Podemos hacer algo para evitar que esto suceda? El problema no es sólo de los maestros, es del pueblo mexicano en su conjunto.

Fuente: http://www.jornada.unam.mx/2016/04/30/opinion/014a1pol

Comparte este contenido:

EEUU: Piden más educación para prevenir embarazos entre adolescentes hispanas

 EEUU/1 de mayo de 2016 /Por Agencia EF/ Fuente el nuevo dia

El deporte las aleja de un embarazo no deseado

El porcentaje de embarazos entre adolescentes hispanas bajó un 51%

Los Ángeles – El índice de embarazo entre adolescentes latinas ha disminuido en la última década, pero con una tasa que es casi el doble de las blancas la cifra es aún lo suficientemente alta como para ahondar en iniciativas educativas, según señalaron especialistas a Efe.

El porcentaje de embarazos entre adolescentes hispanas bajó un 51% desde el año 2006, según un reporte dada conocer el pasado jueves por los Centros de Control y Prevención de Enfermedades (CDC, en inglés), mientras que en el caso de las afroamericanas la reducción fue de un 44%.

«Aunque se trata de una disminución importante, hace falta todavía mucha educación y apoyo a las jóvenes latinas para evitar los embarazos no deseados», declaró a Efe Niza Rodríguez, psicóloga experta en Desarrollo de Familia.

Según Rodríguez, el problema se acrecienta en las jóvenes de bajos recursos que enfrentan presiones por sus circunstancias económicas, y que «muchas veces sufren la ausencia de los padres, especialmente de la madre, que tienen que trabajar muchas horas para sacar adelante la familia».

Para la psicóloga, la estrategia para prevenir que las jóvenes hispanas se vean expuestas «a la sorpresa de un embarazo» debe contemplar que «desde niñas las hispanas tengan metas altas en su vida, y en este caso la educación universitaria es una de ellas».

La especialista señala al deporte como otro factor importante para alejar a las jóvenes del riesgo de un embarazo no deseado, aunque lamenta que «en las familias latinas se da más importancia al deporte de los varones que al de las niñas».

La organización Adelante Mujeres, con sede en el estado de Washington, desarrolla el programa «Adelante Chicas» para promover el desarrollo integral de niñas y jóvenes, y respecto al embarazo entre adolescentes considera también que la educación es clave.

«En Adelante Mujeres nosotros creemos que una mejor educación es el ‘ticket’ de oro para las jóvenes latinas», señaló Bridget Cooke, cofundadora y directora ejecutiva de la organización, que realiza un programa académico y de liderazgo en mas de 400 familias hispanas.

Para Rodríguez, los valores que transmita la familia a favor «de una libertad con responsabilidad» es la piedra angular en la formación de las jóvenes.

Fuente: http://www.elnuevodia.com/noticias/internacionales/nota/pidenmaseducacionparaprevenirembarazosentreadolescenteshispanas-2193815/

Imagen: http://rec-end.gfrcdn.net/images/tn/0/202/1810/1104/900/447/2016/05/01/panza.jpg

Comparte este contenido:
Page 1582 of 1684
1 1.580 1.581 1.582 1.583 1.584 1.684