Page 13 of 42
1 11 12 13 14 15 42

Japan to support education for 4 mil women in developing countries

Asia/ Japan/ 25.03.2019/ Source: japantoday.com.

Prime Minister Shinzo Abe told an international women’s conference in Tokyo on Saturday that Japan will support developing countries in providing «high-quality» education to 4 million women by 2020.

Abe said improving access to education is important for sustainable economic development and that he will propose accelerated efforts to provide better education opportunities to women at the meeting of the Group of 20 major countries which Japan will host in June.

«As the G-20 president, I would like to confirm with other G-20 leaders our determination to create a world where all can have access to at least 12 years of high-quality education,» he told the meeting of Women20, a G-20 engagement group which makes policy recommendations to the major economies.

Nobel Peace Prize laureate Malala Yousafzai also attended the conference and called for investments in women’s education.

To create a world where «all women and girls can shine, where women are driving innovation» and taking seats in governments and businesses, leaders must invest in girls’ education, Malala said.

«If we invest in girls today, a future beyond our imagining is possible,» she said.

In the event, W20’s Japanese representatives handed Abe a communique demanding that G-20 member countries take action to close the gender gap for the sake of economic growth and fair and sustainable development.

The communique requested G-20 member countries to present a mid-term report at the next G-20 summit in Osaka on a commitment made at the 2014 G-20 summit in Brisbane, Australia to reduce the gender gap in labor force participation by 25 percent by 2025.

The recommendation also urged use of new technologies including artificial intelligence to «ensure no women is left behind,» while calling on G-20 leaders to take measures to promote participation of women in the field of digital technologies, science, engineering, arts and mathematics.

The first W20 summit was held in Istanbul in 2015 to promote social advancement of women in the G-20 member states and to strengthen their economic power.

The W20 Japan event was concurrently held with the fifth World Assembly for Women, hosted by the Japanese government with the aim of realizing «a society where every woman can shine.»

Despite the Abe government’s push for female empowerment, Japan lags behind many other advanced economies in the social and economic advancement of women.

In 2013, Abe requested all listed companies to have at least one woman on their board as part of an effort to achieve the goal of having at least 30 percent of leadership positions in every sector of society occupied by women by 2020.

After the request, the number of female board members more than doubled from 630 in 2012 to around 1,700 in 2018. But the rate of female occupation of board seats remains low at around 4 percent, according to the Cabinet Office.

Source of the notice: https://japantoday.com/category/politics/japan-to-support-education-for-4-mil.-women-in-developing-countries

Comparte este contenido:

Lecciones educativas de Japón

Japón – Argentina / 24 de marzo de 2019 / Autor: Miguel A Knecht / Fuente: Río Negro

La idea de copiar de los demás Países todo aquello que resulta provechoso para nosotros, ciudadanos Argentinos, no nos debería avergonzar.

En ese sentido, lo que puede generar la evolución de una idea original sería el mejoramiento de la misma, ya que la innovación nunca debe ser excluida y su imitación, -como el caso de copiar a Japón- nos debería interesar como País y para ellos, los japoneses, la posibilidad de auto producirse una profunda satisfacción al sentirse imitados.

A Japón no le interesa que le quieran robar sus ideas, lo que más le aflige es que los demás países no desarrollen ideas propias.
Pero comparando el sistema educativo argentino existe una enorme brecha que nos diferencia del sistema educativo nipón desde su misma concepción.
Ocurre que mientras en nuestro país se preocupa por brindar una educación formativa de conocimientos, Japón intensifica su formación educativa mediante la transmisión de valores humanos, lo que conlleva a un mejoramiento cultural progresivo de sus habitantes.

En las escuelas japonesas no existe el personal de limpieza, son los propios alumnos quienes se encargan de limpiarlas, arribando a una simple ecuación: cuando menos ensucian su escuela, menor será el tiempo dedicado para su limpieza.

Ellos predican un culto de la limpieza, del orden, de la disciplina, ya que consideran que sin ella no puede existir calidad, no puede haber salud, tampoco hay ecología sino está presente la limpieza.

No consideran el hecho de recoger la basura en una escuela como un castigo, (algo que ocurre en nuestro país), sino que constituye una obligación inherente al alumno ejecutar eficientemente dicha tarea.
Esto explica que Japón con una superficie de 337.972 km2 (un poco más grande que la provincia de Buenos Aires) tenga 127.000.000 de habitantes, y se ha convertido en la tercera potencia mundial, después de EEUU y China.

Todo ello obtenido sin la generación de recursos naturales propios, pero disponiendo de una tecnología de avanzada que los jerarquiza en la fabricación de electrodomésticos, automotores y motocicletas de alta gama.

Los valores

Por lo expuesto se considera que los logros alcanzados, después de sufrir las consecuencias de la II Guerra Mundial, están directamente relacionados con la educación de valores, impartida desde el Estado.
Una educación esencialmente inspirada en la reivindicación de los valores humanos de las personas, que lamentablemente supera a la educación formal de nuestro país, basada en una enseñanza de apropiación de contenidos.

Tal vez reconvertir nuestra educación, imitando aquello que produzca profundos cambios culturales en las personas, nos podrá conducir hacia un final victorioso, emergiendo de la crisis cultural en la que nos encontramos inmersos.

Por supuesto que la propuesta no resultará en la inmediatez, sino después de transcurrir varias décadas de haber modificado hábitos costumbristas de la Sociedad Argentina.

Fuente de la Noticia:

Lecciones educativas de Japón

ove/mahv

Comparte este contenido:

Programación del Portal Otras Voces en Educación del Domingo 24 de marzo de 2019: hora tras hora (24×24)

24 de marzo de 2019 / Autor: Editores OVE

Recomendamos la lectura del portal Otras Voces en Educación en su edición del día domingo 24 de marzo de 2019. Esta selección y programación la realizan investigador@s del GT CLACSO «Reformas y Contrarreformas Educativas», la Red Global/Glocal por la Calidad Educativa, organización miembro de la CLADE y el Observatorio Internacional de Reformas Educativas y Políticas Docentes (OIREPOD) registrado en el IESALC UNESCO.

00:00:00 – Puerto Rico: Viva la lucha contra las escuelas chárter

http://otrasvoceseneducacion.org/archivos/304295

01:00:00 – 10 Técnicas educativas para TRIUNFAR con tus alumnos

http://otrasvoceseneducacion.org/archivos/304249

02:00:00 – Qué dicen los últimos informes sobre la educación en Argentina

http://otrasvoceseneducacion.org/archivos/304402

03:00:00 – La educación, el capitalismo y la 4T

http://otrasvoceseneducacion.org/archivos/303129

04:00:00 – UNICEF y la OEI firman un acuerdo para fortalecer los sistemas educativos de América Latina y el Caribe

http://otrasvoceseneducacion.org/archivos/304409

05:00:00 – WhatsApp nos conecta. Cómo usar Whatsapp en Educación (Video)

http://otrasvoceseneducacion.org/archivos/304252

06:00:00 – Libro: El Fin de la Educación Pública (PDF)

http://otrasvoceseneducacion.org/archivos/304506

07:00:00 – El sistema de enseñanza en Cuba: un modelo alternativo para la educación

http://otrasvoceseneducacion.org/archivos/303507

08:00:00 – Libro: Hacia una pedagogía feminista: géneros y educación popular (PDF)

http://otrasvoceseneducacion.org/archivos/304513

09:00:00 – Jóvenes impulsan masivas protestas internacionales por el cambio climático (Audio)

http://otrasvoceseneducacion.org/archivos/304517

10:00:00 – Libro: “Cambio Educativo y Políticas Públicas en México” de Juan Carlos Miranda Arroyo (PDF)

http://otrasvoceseneducacion.org/archivos/304510

11:00:00 – “¿Quién está cambiando el mundo?” La pregunta que responderán los mejores docentes del mundo en Dubái

http://otrasvoceseneducacion.org/archivos/304438

12:00:00 – México: Buscan 54 mil terminar la Prepa por internet con la SEP

http://otrasvoceseneducacion.org/archivos/304406

13:00:00 – Estados Unidos: La lucha por la Universidad Hampshire: cómo la calamidad financiera de una escuela expone una crisis en la educación superior

http://otrasvoceseneducacion.org/archivos/304520

14:00:00 – «Me llamo Gennet», el periplo de la primera sordociega en ir a la universidad

http://otrasvoceseneducacion.org/archivos/304427

15:00:00 – Tres hábitos de nuestro alumnado causados por el modelo educativo que lastran el aprendizaje ¿Cómo luchar contra ellos?

http://otrasvoceseneducacion.org/archivos/304495

16:00:00 – España: El movimiento ‘Fridays for future’ seguirá convocando protestas todos los viernes en España contra el cambio climático

http://otrasvoceseneducacion.org/archivos/304412

17:00:00 – Radio: Encuentros pedagógicos- Sábado 16 de marzo del 2019 (Video)

http://otrasvoceseneducacion.org/archivos/304503

18:00:00 – Lecciones educativas de Japón

http://otrasvoceseneducacion.org/archivos/304435

19:00:00 – La propuesta educativa de MORENA

http://otrasvoceseneducacion.org/archivos/304289

20:00:00 – China: Zhejiang implementará clases a distancia para disminuir el desequilibrio pedagógico urbano-rural

http://otrasvoceseneducacion.org/archivos/304431

21:00:00 – Amanda Labarca, pionera de la educación en Chile (Video)

http://otrasvoceseneducacion.org/archivos/304499

22:00:00 – España: Expertos del mundo universitario proponen un decálogo para ‘resetear’ la educación superior

http://otrasvoceseneducacion.org/archivos/304286

23:00:00 – Experta en educación global dice que medir el conocimiento con exámenes estanca el proceso innovador

http://otrasvoceseneducacion.org/archivos/304292

En nuestro portal Otras Voces en Educación (OVE) encontrará noticias, artículos, libros, videos, entrevistas y más sobre el acontecer educativo mundial cada hora.

ove/mahv

Comparte este contenido:

Japanese language education vital for foreign residents to adjust to society

Asia/ Japan/ 04.03.2019/ Source: the-japan-news.com.

In preparation for an increase in foreign workers, it is indispensable to improve Japanese language education for them. The building of a relevant framework, such as establishing bases for study and ensuring the quality of instructors, must be accelerated.

The new types of residence status for “designated skills” will be established in April, with up to 340,000 foreign workers expected to be accepted into the country over the next five years.

It is necessary to encourage them to adjust smoothly to local communities and workplaces. While rooting out bureaucratic sectionalism at the ministries and agencies, the central government should take measures to support foreign workers, in cooperation with local governments and companies that will accept them. A situation in which foreigners form their own groups of compatriots and become socially isolated should be avoided.

The acquisition of Japanese language skills is key to their smooth adjustment. To obtain the new status, they need to attain the level of Japanese language necessary for daily living. It is important to enhance their language ability, even after their arrival in Japan, with the cooperation of their workplaces.

There are about 2,100 bases for foreigners living in Japan to learn the Japanese language, such as language schools and classes run by nonprofit organizations and local governments. But they are unevenly located, with many of them in urban areas, while about 60 percent of the local governments of cities, wards, towns and villages in the country have no such facilities.

Concern cannot be dispelled that foreign workers will flow out of rural areas into urban areas where wages are relatively high. Having no places for learning Japanese language may impede their settlement in rural areas.

Ensure quality teaching

To eliminate areas devoid of language-learning facilities, the Education, Culture, Sports, Science and Technology Ministry will assign coordinators to prefectural governments and ordinance-designated major cities, starting in fiscal 2019. They are tasked with crafting educational programs suited to local communities, while giving advice and guidance to local classes of Japanese language. Such endeavors should be promoted steadily.

The utilization of public-run evening junior high schools is also important. Originally, the evening classes were attended mainly by Japanese people who for a variety of reasons had not completed their compulsory education. But now foreigners account for 80 percent of the students.

In expectation of an increase in foreign manpower, the government aims at increasing evening school courses, which are currently available at 31 schools in Tokyo and seven other prefectures, by having them established in all the prefectures. Financial support should be advanced in a carefully planned way.

Ensuring the quality of education should not be forgotten. The Cultural Affairs Agency will establish a qualification for teachers of Japanese language. Requiring teaching practice in the training stage is also being discussed. A challenge will be to secure schools where trainees can engage in practice teaching, and to work out the content of practice teaching programs.

Sound management of Japanese language schools is also important. How should these facilities be urged to improve themselves, where the attendance rate of students is low and the performances of language proficiency tests are poor? A framework to check them effectively is essential.

It is indispensable to take care of children who are unable to fully understand classes given in Japanese. The number of such children has reached a total of 44,000 in elementary, junior high and senior high schools, up 70 percent over the past 10 years.

Many of them are elementary and junior high schools with fewer than five such students, making it difficult to give lessons efficiently. There are cases where a teacher who can offer Japanese language instruction circulates among different schools. There are also local governments that offer language programs intensively for a certain period, by having such students gather in one place.

By referring to these examples, meticulous guidance should be expanded.

 

Source of the notice: http://the-japan-news.com/news/article/0005582463

Comparte este contenido:

Gobierno de Japón aprueba proyectos de ley para educación gratuita

Asia/Japón/14 Febrero 2019/Fuente: Prensa Latina

El gobierno de Japón aprobó hoy dos proyectos de ley para garantizar que la educación preescolar y superior sea gratuita, una política clave del gobierno del primer ministro, Shinzo Abe.
Tras una reunión del gabinete, el ejecutivo sancionó las dos legislaciones que ahora deben ir al parlamento para su aprobación, con el objetivo de brindar oportunidades educativas más amplias a los hogares que crían niños y reducir las cargas financieras.

Según los medios locales, el gobierno planea costear esos programas con los ingresos provenientes del aumento del impuesto al consumo previsto para octubre venidero.

De acuerdo con la agencia Jiji Prees, de ser aprobados los proyectos, los servicios de educación y cuidado diurno para niños en edad preescolar serán gratuitos a partir del 1 de octubre.

Mientras, la normativa para la formación superior podría entrar en vigencia en abril del 2020, si se promulga durante la actual sesión de la Dieta (Parlamento).

En Japón, la educación es mayoritariamente pública y gratuita, pero hasta ahora no comprendía a los niveles preescolar y superior.

Uno de los objetivos de esas políticas, según los expertos, es facilitar el cuidado de niños pequeños para hacer frente a la caída en la tasa de natalidad del país

En cuanto a la educación superior, los estudiantes de universidades, colegios universitarios de dos años, especializados y escuelas vocacionales podrán recibir becas si provienen de hogares de bajos ingresos.

Esos cambios son parte del plan general de reforma educativa del primer ministro, Shinzo Abe.

Tras ser reelegido, en septiembre del año pasado Abe se comprometió a reformar el sistema de educación pública en Japón en respuesta a las crecientes preocupaciones expuestas por la población.

Fuente: https://www.prensa-latina.cu/index.php?o=rn&id=252357&SEO=gobierno-de-japon-aprueba-proyectos-de-ley-para-educacion-gratuita
Comparte este contenido:

Japanese city to use AI to predict seriousness of school bullying

Asia/ Japan/ 11.02.2019/ Source: japantoday.com.

A western Japan city said Friday it plans to use artificial intelligence to predict the seriousness of suspected school bullying cases, in what will be the first such analysis by a municipality in the country.

«Through an AI theoretical analysis of past data, we will be able to properly respond to cases without just relying on teachers’ past experiences,» Otsu Mayor Naomi Koshi said regarding the planned analysis beginning from the next fiscal year starting April.

AI will be used to analyze 9,000 suspected bullying cases reported by elementary and junior high schools in the city over the six years through fiscal 2018. It will examine the school grade and gender of the suspected victims and perpetrators as well as when and where the incidents occurred.

Statistical analysis of the data is expected to help local authorities and teachers to identify forms of bullying that tend to escalate in seriousness and require particular attention, said the Otsu city education board in Shiga Prefecture.

The AI analysis will also look at other factors, such as school absenteeism and academic achievement, and the findings will be compiled into a report for use by teachers and in training seminars.

«Bullying may start from low-level friction in relationships but can get worse day by day. It is important to know which cases have a tendency to become serious,» an official of the education board said.

The Otsu city education board came under fire over the handling of a bullying case involving a 13-year-old junior high school student, who jumped to his death from the condominium building where he lived in 2011.

The board initially found no connection between the suicide and bullying, but some students were later found to have stated in a school survey that the boy was told to «practice killing himself.» An independent committee set up by the Otsu city government attributed the suicide to bullying in a report issued in 2013.

The case led Japan to enact a law the same year obliging schools to set guidelines to prevent bullying. In Otsu, schools are required to report all possible bullying cases to the city education board within 24 hours.

Elementary, junior and senior high schools in Japan reported more than 410,000 cases of bullying in fiscal 2017. Ten of the 250 students who committed suicide had been bullied at school, according to education ministry data.

Source of the notice: https://japantoday.com/category/national/japanese-city-to-use-ai-to-predict-seriousness-of-school-bullying

Comparte este contenido:

Japan: Programs aim to keep youth in rural areas

Asia/ Japan/ 28.01.2019/ Source: www.japantimes.co.jp.

A two-day event on topics related to satoyama (mountains and woods shared and maintained by residents of the adjacent rural communities) was co-hosted by the Japan Times Satoyama Consortium, the Chugoku Region Governors Association and the town of Jinsekikogen in Hiroshima Prefecture at the Jinseki Kogen Hotel on Oct. 20 and 21.

In the second panel discussion of the first day, Retsu Fujisawa, the representative director of RCF, an association that specializes in coordinating social projects in collaboration with diverse stakeholders, led the discussion as a facilitator. Three panelists shared their insights on regional promotion and the role of education with about 200 attendees.

Masahiro Ohnishi, a regional revitalization consultant who heads an organization called Socio-Design, puts entrepreneurial education as the core of the regional revitalization in the town of Kamikatsu in Tokushima Prefecture.

Ohnishi thinks that a local high school is an important asset in a rural community.

“If children have to leave their hometowns and live elsewhere to attend high school, it becomes difficult for them to come back after graduation, making it harder to put an end to the depopulation trend in rural areas,” he said.

According to Ohnishi, it has been a conventional fear shared among the people in rural villages that educated young people who have grown up in remote areas tend to move to cities.

“People have to let go of that fear and make the community itself into a school where not only teachers, but everyone in the community is responsible for educating children,” he said.

Ohnishi emphasized that it is important for children to learn to create answers rather than always being given choices to acquire skills to start their own businesses wherever they are.

“Spending at least 12 years of school in your hometown helps nurture pride and attachment to the place,” he said.

Career Education Designer and CEO of Jibunnote Inc. Keiji Ohno is based in Suo Oshima, an island in Yamaguchi Prefecture. Ohno provides original career education programs designed to foster entrepreneurship based on regional resources.

“Families differ greatly, but everyone can learn equally at school,” he said.

At one of the junior high schools where he offers his entrepreneurial program, second-year students work in groups to set up four imaginary companies to create and sell products or services using local resources. Each company makes presentations and they sell their company shares for ¥500 per share to their parents and neighbors.

“We have been doing this every year for seven years. The longer we continue, the more people we can involve, gradually changing the whole community,” Ohno said.

It has been almost 15 years since Ohno returned to his home island from Tokyo where he had worked. He found that only three out of 13 former classmates from his junior high school were still living on the island.

“I hope that starting a business will be one of the options for those children who are now experiencing the fun of taking on new things in the community,” he said.

Yoshinori Irie, the mayor of Jinsekikogen, said, “I believe it’s the role of local governments to offer an environment where everyone can take on new challenges.”

The town supports various educational projects including the Namazu (catfish) Project conducted by a group of students at Yuki High School. The catfish grown in ponds the students created with the help of area residents on abandoned farmland are cooked and served at local festivals and at professional baseball games in Hiroshima.

The town also collaborates with the Keio Research Institute at SFC in a project called the “Jinsekikogen Drone Academy Organized by Yuki High School Students” launched last autumn.

“When people gather to work on the drone project, for example, they won’t talk only about drones the whole time, they’ll talk about all sorts of other things. It is from such conversations that people’s connections form and new ideas sprout,” Irie said.

Fujisawa concluded the session by saying that it is important to provide the kind of education that helps people notice and think about how they can use the existing resources in the community to try new things in their own ways.

Source of the notice: https://www.japantimes.co.jp/satoyama-consortium/2019/01/27/satoyama-consortium/programs-aim-keep-youth-rural-areas/#.XE4sJVUzbIV

Comparte este contenido:
Page 13 of 42
1 11 12 13 14 15 42