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Psakistan: Workshops on evolving techniques of Child Friendly Education held

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Pakistan/ August 29, 2017/ Source: https://www.thenews.com.pk

Teachers from various schools and madaris (seminaries) were trained on the evolving techniques of Child Friendly Education (CFE) Sunday, aiming to improve the teaching and learning environment in schools and religious seminaries of Khyber Pakhtunkhwa.

Two separate workshops for male and female teachers of different schools and madaris, organised by Peace Education And Development (PEAD) Foundation in collaboration with UNICEF Pakistan and Elementary and Secondary Education department KP, were part of the ongoing Social Cohesion and Resilience Programme.

Senior educationists and instructors from education department including Dr Jahangir Adil, Noreen Elahi and Arshad Khan conducted the workshops as lead trainers.

Addressing the opening ceremony of the workshop, Tariq Hayat, Programme Manager PEAD, emphasized the need to put the interests of child at the center of all planning processes in learning institutions. He said in order to enable the children reach their full potential in every walk of life and teach them to abstain from any social, religious and other discriminations and thus to contribute towards their bright future, it was imperative to provide them with the quality education, train their teachers periodically on modern and needed concepts of teaching and learning.

Senior instructor for PITE, E&SE KP, Dr Jehangir Adil, said that the participating teachers from schools and

madaris had already been trained by the CFE under the project and the current one day workshop was aimed to serve as refresher for the teachers to develop a school development plan based on CFE approaches.

He said teachers from state-run schools and madaris whole-heartedly participated and termed it a unique and great experience.

DDEO Peshawar Azam Khan in his closing remarks appreciated the initiative and said, “We need to prioritize education and our own personal needs. He appreciated the initiative of PEAD, UNICEF and other organisations assisting the department of E&SE to develop a system of education with essential components for the complete mental and physical nourishment of child.”

He stressed the trained teachers to share the word further and adopt the new teaching approaches to upgrade the existing schooling system with its true spirit.

Source:

https://www.thenews.com.pk/print/226562-Workshops-on-evolving-techniques-of-Child-Friendly-Education-held

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Pakistan: Higher education to get priority in AJK: Masood

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Pakistan/August 29, 2017/ Source: http://pakobserver.net

Sardar Masood Khan, President AJK chaired a joint meeting of Vice Chancellors of AJK Public Sector Universities, Chairman Higher Education Commission, Dr. Mukhtar Ahmad and senior officials of HEC at his office here in Islamabad. Dr. Mukhtar praised the AJK government for prioritizing higher education and emphasized the importance of a knowledge based economy.

President AJK acknowledged the Chairman HEC for taking special interest in promoting higher education in AJK. The President said that, “The difference between a developed and a undeveloped country is the knowledge base and the preference their Government gave to education especially higher education”. Chairman HEC highlighted the importance of research in universities in order to raise the academic worth of the students studying in various universities throughout the country. Dr. Mukhtar said it was commendable that 9 out 10 districts with in AJK had a University or a sub-campus to cater to the general public.

The Chairman informed that in order to fill the gap of qualified students, HEC has allocated 111 scholarships for AJK Universities among which 28 PhD scholars have completed their doctorate and over 431 merit based scholarships were filled by students of AJK in the previous years. Infrastructure and up gradation of various universities in AJK was prioritized in the HEC agenda and under 23 various projects a sum of Rs.5.4 billion was distributed to the Universities.

During the meeting it was decided that a sub-campus of University of Poonch at Forward Kahota, District Haveli will be established to cater to the local populace. Chairman HEC said that all sub-campuses must acquire an NOC from HEC in order to avail the full support of HEC in their academic and financial spheres. The President recommended for introducing further disciplines at MongSabz Ali Khan sub-campus of University of Poonch, It was proposed that a committee comprising of two VCs, Secretary to the Azad Government and HEC representative maybe constituted to report on the matter which will assess the on ground situation and regularization of the campus.

The report in this regard along with recommendations will be submitted for further deliberations in one month of the committees’ constitution. The President also desired that all inductions and recruitments at the Universities must be made on merit and faculty of the highest qualification be inducted.

The Chairman HEC while hearing various issues of the VCs presented his recommendations that strict security measures may be adopted to ensure a conducive environment and also asserted the need for extra-curricular activities at the Universities. The President also reiterated the need for Technical Skill Development Institute at Sudhanoti District for which the assistance of TEVTA and NAVTTC may be also sought.—PR

Source:

http://pakobserver.net/higher-education-get-priority-ajk-masood/

 

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Pakistan: Education camp installed in Badin

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Badin / 23 de agosto de 2017 / Fuente: https://www.pakistantoday.com.pk

The Laar education emergency camp has been installed in Badin for the provision of quality education to people.

The aim of installing these camps, besides providing quality education, is to lay stress on the government and concerned authorities to maximise their efforts in providing quality education to the students.

On the occasion, Pir Abid Shah, Badin Press Club President Tanveer Ahmed Arain, Shahnawaz Siyal, Muhammad Ali Khatak, Bahadur Talpur, Peer Abid Shah Rashidi, Ramzan Rind, Muhammad Khan Arisar and others were also present.

A large number of youths, hailing from different towns and cities of the district, gathered at the erected camps led by Mukesh Meghwar, Advocate Ram Kolhi, Kawish Latif Jokhio, Mohan Meghwar, Ghulam Rasool Soomro, Karim Soomro and others.

Organisers of the camp intend to draw the attention of the elected representatives, local politicians, education minister and officials towards deteriorating condition of the education in the district, as according to them, most of the schools of rural areas are deprived of the basic facilities.

The management of the camp has also demanded from the government to reopen all the closed schools in the district.

People expressed their grave concerns over deteriorating standard of education in Badin.

While talking to local media, people were of the view that 56 per cent children of the district are not yet registered in the schools and 565 primary and middle schools are closed or non-functional in the district.

Mostly girls, particularly from rural areas, hardly acquire an education beyond primary level and boys also leave schools after secondary education due to the system, they added and emphasised that change in the education system is a must.

Demanding for provision of required facilities at primary, middle, secondary and higher level, they said that negligence in education system is unacceptable and termed this installation of the camp in the city as a small step for raising the standard of education and for showing their willingness to collaborate with the government when it comes to education.

Fuente noticia: https://www.pakistantoday.com.pk/2017/08/21/education-camp-installed-in-badin/

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Pakistan’s Malala Yousafzai ‘excited’ to study at Oxford University

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Pakistán/Agosto de 2017/Fuente: France 24

Resumen: Malala Yousafzai, la más joven ganadora del Premio Nobel de la Paz a los 17 años, dijo el jueves que estaba «emocionada» después de ganar un lugar para estudiar en la Universidad de Oxford. Yousafzai dijo que había sido aceptada en Oxford para estudiar Política, Filosofía y Economía. Se unió a miles de otros estudiantes en Gran Bretaña para descubrir dónde irán a la universidad después de obtener sus resultados finales de la escuela. Otros que han estudiado el mismo curso en Oxford, una de las mejores universidades del mundo, incluyen el ex primer ministro británico David Cameron y la ex primera ministra paquistaní Benazir Bhutto.

Malala Yousafzai, la más joven ganadora del Premio Nobel de la Paz a los 17 años, dijo el jueves que estaba «emocionada» después de ganar un lugar para estudiar en la Universidad de Oxford.

Yousafzai dijo que había sido aceptada en Oxford para estudiar Política, Filosofía y Economía. Se unió a miles de otros estudiantes en Gran Bretaña para descubrir dónde irán a la universidad después de obtener sus resultados finales de la escuela.

Otros que han estudiado el mismo curso en Oxford, una de las mejores universidades del mundo, incluyen el ex primer ministro británico David Cameron y la ex primera ministra paquistaní Benazir Bhutto.

After recovering from the Taliban attack, she has attended school in England.

Early figures showed a fall in the number of places allocated by universities, although the proportion of students scoring top grades rose.

University admissions service UCAS said on its website the decrease in the number of university acceptances had been driven by a fall in acceptances from older students and fewer students from the European Union.

UCAS said 416,310 people had been accepted to degree courses on A-level results day, down two percent compared to 2016. But over 1 in 4 of the grades was an A or A*, the best ratings, up 0.5 percentage points on last year.

Fuente: http://www.france24.com/en/20170817-pakistan-uk-malala-yousafzai-excited-study-oxford-university-education

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Pakistan: ‘No major intervention to implement right to education laws’

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Asia/Pakistan/thenews.com.pk

Resumen: Al igual que en años anteriores, los gobiernos provinciales de Pakistán no tuvieron una intervención importante en la implementación de las leyes de derecho a la educación (RTE) durante el año 2016. Y esto es a pesar de la preocupación expresada por un comité Los Derechos del Niño (CRC) -en mayo de este año. El comité había expresado su preocupación por la falta de leyes de educación obligatoria en Khyber-Pakhtunkhwa y Gilgit-Baltistan y la aplicación deficiente de las leyes de RTE en las provincias donde existen. El artículo 25-A histórico que hace la educación gratuita y obligatoria un derecho a todos los niños de la edad de 5 a 16 años fue insertado en la constitución de Paquistán el 19 de abril de 2010. A pesar del paso de seis años, Khyber Pakhtunkhwa y Gilgit-Baltistan aún no han introducido la legislación necesaria respectiva en el lugar donde existen las leyes, incluyendo el Territorio Capital de Islamabad (ICT), Punjab, Sindh y Balochistan, la legislación subordinada -la formulación de reglas de negocio- carece sin ella Aplicación de las leyes no es posible.

Like previous years,  no major intervention was witnessed  by the provincial governments  in Pakistan vis-à-vis  the implementation of right to  education (RTE) laws during  year 2016.  And this is despite the concern  expressed by a UN body—  Committee on the Rights of the  Child (CRC)—in May this year.  The committee had expressed  concern over lack of compulsory  education laws in Khyber-  Pakhtunkhwa and Gilgit-  Baltistan and poor enforcement  of the RTE laws in provinces  areaswhere they exist.  The historic Article 25-A  which makes free and compulsory  education a right to all children  of the age of 5 to 16 years  was inserted into the Constitution  of Pakistan on April 19,  2010.

Despite the passage of six  years Khyber Pakhtunkhwa and  Gilgit-Baltistan have yet to introduce  respective necessary  legislationwhilewhere the laws  exist including Islamabad Capital  Territory (ICT), Punjab,  Sindh and Balochistan the subordinate  legislation—the formulation  of rules of business—  is lacking without which  implementation of the laws is  not possible.  It is learnt the Sindh government  has almost completed its  work on the rules of business  for its RTE law and is likely to  introduce them soon.

The Punjab  government is also deliberating  on the rules though nothing  concrete is in sight.  One can hope that the governments  wake up from deep  slumber and one sees some tangible  work where the laws are  lacking and taking forward the  implementation of RTE laws  where these exist in 2017.  On the front of public financing  of education, Khyber-  Pakhtunkhwa government took  a lead over other provinces as it  allocated 25 percent of its total  budget to education. The other  provinces including Punjab allocated  20 percent of their total  budget to education.  On the development and  non-salary budget in education,  the Punjab government however  left others far behind by allocating  Rs 44 billion as development  budget and Rs 33  billion as non-salary budget.  The Sindh government,  however, remained close to the  Punjab government in nonsalary  budget (which the experts  termthe real development  budget) as it allocated Rs 31 billion  under this head.

As the Millennium Development  Goals (MDGs) retired in  2015 and new Sustainable Development  Goals (SDGs) are in  place, it is unfortunate to note  that the response to these international  commitments remains  vague to date. The SDG No.4  pertains to education and the  new goal is “to ensure inclusive  and equitable quality education  and promote lifelong learning  opportunities for all.”  The quality aspect in public  schooling has long been put on  the back burner and this is evident  from the fact that anyone  who can afford prefers to send  his or her children to private  schools instead of a public  school where education is free  and even textbooks are provided  free.  This makes the new goal really  challenging as under the  goal the governments are supposed  to ensure not just education  but equitable “quality” education.  And obviously we are  not achieving this goal if only  the private sector strives for  quality.  Though inclusivity remains  a distant dream, one can hope  that this long neglected rather  forgotten aspect in different  spheres of life particularly in  education may attract some attention  of those at the helm.  Understandingmagnitude of  the problem related to promotion  of lifelong learning opportunities  “for all” becomes easy  with some statistics.

A joint policy  paper by the UNESCO Institute  for Statistics (UIS) and the  Global Education Monitoring  (GEM) Report released in July  2016 revealed that 8 percent of  the world’s out-of-school children  lived in Pakistan. According  to the report out of 263 million  such children and youth  worldwide some 21.5million of  them were from Pakistan.  A number of factors contribute  to this disappointing  scenariowhich socio-economic  conditions on the top. Themissing  facilities in public schools  are also linked to the growing  number of the out-of-school  population in Pakistan.

While  hundreds of public schools still  lack basic facilities like toilets,  boundary walls and electricity,  thousands of sanctioned teaching  posts in schools remain vacant  making mockery of repeated  political rhetoric of  “prioritizing” education.  In Punjab, on the higher education  side, the issue related  to sub-campuses of public universities  established under public-  private partnership remained  a subject of heated  debate and demonstration by  the students enrolled.

The situation  remained tense particularly  in the provincial metropolis  on several occasions when  the students of BZU Lahore  campus students protested on  roads and caused immense  problems for the commuters.  It was first time in the history  that the tenure of a sitting  Vice Chancellorwas terminated  during 2016. Prof Dr Muhammad  Khalique Ahmed, VC of  Ghazi University, Dera Ghazi  Khan, was shown the doors for  violating the rules for leaving  the station without approval of  the chancellor/governor. A  massive rally was also taken  out by the college teachers in  late 2016 against the Higher Education  Department Punjab for  ignoring them vis-à-vis promotions  and other issues.

Fuente: https://www.thenews.com.pk/print/175983-No-major-intervention-to-implement-right-to-education-laws

Imagen tomada de: http://i.dawn.com/large/2014/05/53746368c5862.jpg

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Pakistán: Malala abre cuenta en Twitter

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Pakistán/11 de julio de 2017/Fuente: http://www.semana.com

La joven ganadora del premio Nobel de Paz mudará su causa por la defensa de la educación y los derechos de los niños a las redes sociales.

El mensaje fue corto pero contundente. «Hola, Twitter», escribió el viernes Malala Yousafzai, la activista paquistaní y premio Nobel de Paz más joven del mundo. El saludo se volvió viral en un instante. A sus 19 años de edad, Malala anunció que era su último día de colegio y que entraba a esta red social. Y en pocos días, ya tiene más de 656.000 seguidores, un paso contundente en la lucha que continuará ahora en redes sociales en pro de la educación y los derechos de los niños.

@Malala

La paquistaní tiene muy claro su objetivo de vida desde muy pequeña. A sus 11 años ya escribía sobre la educación de las niñas en un blog de la BBC. Dos años más tarde, saltó a la fama en el documental Class Dismissed, en el que contaba su experiencia viviendo en el área militarizada de Pakistán.

Poco después y a causa de su recién adquirida prominencia internacional, un hombre armado ingresó a su bus escolar y le disparó tres veces, una de ellas en la cabeza. Milagrosamente, Malala sobrevivió y desde entonces se dedicó a luchar por el derecho de los niños de su país a recibir educación en paz.

Nunca abandonó sus obligaciones académicas, que continuó en Reino Unido, y que concluyó hasta ahora, como declaró en Twitter. “Graduarse del colegio es una experiencia agridulce para mí. Estoy emocionada con mi futuro, pero sé que millones de niñas alrededor del mundo no pueden ir al colegio y quizás nunca tengan la oportunidad de completar su educación”, escribió Malala en una serie de mensajes que llegaron a más de 54.000 retuits en pocos días.

Cientos de personas aprovecharon para darle la bienvenida a la activista, entre ellos Bill y Melinda Gates, el presidente canadiense, Justin Trudeau, el alcalde londinense, Sadiq Khan, y el secretario general de Naciones Unidas, António Guterres.

El presidente Juan Manuel Santos también saludó a la joven, quien le respondió a las pocas horas con un mensaje que decía: “Hola Presidente! Admiro su trabajo para llevar la paz a Colombia. Su país también tiene niñas maravillosas. Me envían mensajes hermosos”.

Como dato curioso, el presidente mexicano, Enrique Peña Nieto, también tuiteó un saludo para Malala, pero, contrario a lo que pasó con Santos, la activista paquistaní no le respondió nada.

Sin embargo, Malala escribió un tuit de agradecimiento en general por todos los mensajes de bienvenida, asegurando que aún está leyendo sus respuestas y que le tomará tiempo leerlas todas.

Además, Malala anunció que pasará el verano haciendo campaña alrededor del mundo: “La siguiente semana, estaré de vuelta con mi #GirlPowerTrip (una gira por los derechos de las niñas) encontrándome con niñas de Oriente Medio, África y América Latina. Cada historia es única – y sus voces son el arma más poderosa en la lucha por la educación y la equidad”.

A principios de este año, Malala anunció que recibió una oferta para estudiar en una universidad de alto nivel en Reino Unido. Según el Mail Online, se trata de Oxford, donde la joven se inscribió siguiendo los pasos de su modelo Benazir Bhutto, la primera mujer en ocupar el cargo de Primer Ministro en Pakistán. Pero antes de entrar a la universidad en otoño, Malala aprovechará sus vacaciones para promocionar los derechos de la educación por todo el mundo.

Y no ha perdido el tiempo. Desde el viernes, viajó a Lancaster, Pensilvania, conocida como la “capital de los refugiados en Estados Unidos” y se encontró con Justin Trudeau en Ottawa. El resto de su recorrido se podrá seguir en su página web y en su cuenta de Twitter.

“Estoy luchando por las niñas, -concluye Malala en su mensaje introductorio-. “¿Me acompañan?”

Fuente de la Noticia:

http://www.semana.com/educacion/articulo/malala-abre-cuenta-de-twitter/531995

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Combating global poverty with education

Sarwar Md. Saifullah Khaled

By: Sarwar Md. Saifullah Khaled

Education is at the core of progress in all fields in the world. Its role in eradicating poverty through equitable distribution of income and achieving progress and prosperity can hardly be over-emphasised. There is no alternative to education to achieve Sustainable Development Goal (SDG) to alleviating poverty by 2030. A new United Nations Educational, Scientific and Cultural Organisation (UNESCO) policy paper shows that the global poverty rate could be more than halved if all adults completed secondary school.

But new data from the UNESCO Institute for Statistics (UIS) show persistently high out-of-school rates in many countries. This makes it likely that completion levels in education will remain well below the target for generations to come. The paper titled ‘Reducing global poverty through universal primary and secondary education’ is being released ahead of the UN High Level Political Forum (10-19 July), which will focus on poverty eradication in pursuit of the 2030 Agenda for Sustainable Development (ASD).

The paper demonstrates the importance of recognising universal primary and secondary education as a core lever for ending poverty in all its forms everywhere in the world. UNESCO Director-General Irina Bokova was quoted as saying in a message received from Paris that the new analysis on education’s far-reaching benefits should be good news for all those working on the Sustainable Development Goal (SDG) to eradicate poverty by 2030. She said, «It shows we have a concrete plan to ensure people no longer have to live on barely a few dollars a day».

The new analysis on education’s impact on poverty and income inequality by the UNESCO’s Global Education Monitoring (GEM) Report team is based on average effects of education on growth and poverty reduction in developing countries from 1965 to 2010. It shows nearly 60 million people of the world could escape poverty if all adults had just two more years of schooling. If all adults completed secondary education, 420 million could be lifted out of poverty in the world, reducing the total number of poor people by more than half globally and by almost two-thirds in sub-Saharan Africa and South Asia. Studies have shown that education has direct and indirect impacts on both economic growth and poverty.

Education provides skills that boost employment opportunities and incomes of people while it helps protect people from socio-economic vulnerabilities. A more equitable expansion of education globally is likely to reduce inequality of income, lifting the poorest from the bottom of the income ladder. Despite education’s immense potential, the new UIS data show that there has been virtually no progress globally in reducing out-of-school rates in recent years. Nine per cent of all children of primary school age globally are still denied of their right to education with rates reaching 16 per cent and 37 per cent for youth of lower and upper secondary ages, respectively. In total, 264 million children, adolescents and youth were out of school in 2015.

Sub-Saharan Africa remains the region with the highest out-of-school rates for all age groups. More than half (57 per cent) of all youth between the ages of 15 and 17 are not in school, as are more than one-third (36 percent) of adolescents between 12 and 14 years and one-fifth (21 percent) of children between the ages of about 6 and 11. Six countries, namely Ethiopia, India, Indonesia, Nigeria, Pakistan and Sudan are home to more than one-third of all out-of-school children of primary age. Of the 61 million children of primary school age currently out of school, 17 million will never to set foot in a classroom if current trends continue. This affects one in three children out of school in sub-Saharan Africa, Western Asia and Northern Africa, and more than one in four of those in Central Asia and Southern Asia.

Girls in poor countries continue to face barriers to education. According to UIS data, in low-income countries, compared to almost 9 million of boys, more than 11 million girls of primary age are out of school. But the good news is that the girls who do manage to start school at primary level tend to complete the primary cycle and pursue their studies at the secondary level.

Education must reach the poorest to maximise its benefits and reduce global income inequality. Yet the GEM Report shows that children from the poorest 20 per cent of families are eight times as likely to be out of school as children from the richest 20 per cent in lower middle-income countries like Bangladesh. Those of primary and secondary school age in the poorest countries are nine times as likely to be out of school as those in the richest countries.

While urging countries to improve the quality of education, the paper stressed the need to reduce direct and indirect costs of education for families. New UIS data confirm that many households still have to bear expenses relating to education, totalling US $87 per child for primary education in Ghana, US $151 per child in Côte d’Ivoire and US $680 in El Salvador. This is higher in comparison to the level of cost that they can afford comfortably.

Source:

http://www.thefinancialexpress-bd.com/2017/07/02/75725/Combating-global-poverty-with-education

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