Reino Unido

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Reino Unido: The year education went explicitly political

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Reino Unido/Diciembre de 2016/Fuente: Spiked on line

RESUMEN: 2016 fue el año en que algunas escuelas y universidades finalmente se sintieron capaces de aclarar su misión. Durante años, las quincenas de Fairtrade, los miércoles de paseo a la escuela, las semanas anti-intimidación y las clases de relaciones sexuales han estado junto a las pruebas de SAT, las mesas de liga y los resultados de aprendizaje. El instrumentalismo de enseñar a los estudiantes cómo pasar los exámenes, o demostrar unas habilidades genéricas de empleabilidad, ha sido templado por una aparentemente mejor promoción de los valores. Este año, a raíz de la victoria de Donald Trump en las elecciones presidenciales de Estados Unidos, y el voto Brexit, la discusión sobre la necesidad de educación para socializar a los niños en una cierta visión del mundo, inculcar una perspectiva política particular y rectificar los prejuicios Recogido en casa, se ha vuelto mucho más explícito.

2016 was the year some schools and universities finally felt able to come clean about their mission. For years, the Fairtrade fortnights, walk-to-school Wednesdays, anti-bullying weeks and sex-and-relationships classes have sat alongside SATs tests, league tables and learning outcomes. The instrumentalism of teaching students how to pass exams, or demonstrate a few generic employability skills, has been tempered by a seemingly nicer promotion of values. This year, in the wake of Donald Trump’s victory in the US presidential election, and the Brexit vote, discussion about the need for education to socialise children into a certain view of the world, to inculcate a particular political outlook, and to rectify the prejudices picked up at home, has become far more explicit.

In the US, graduates were less likely to have voted for Trump; in the UK, they were more likely to have backed Remain in the EU referendum. Commentators noted the role of schools and universities in promoting tolerance, and called for increased participation in higher education. The chair of the Political Studies Association told universities to ‘celebrate the role of education in promoting engaged citizenship and encouraging individuals to look beyond their own community.’ The chair of Whole Education urged schools to ‘fight against hatred’ and ‘teach young people that diversity is a strength, not a problem; that immigrants contribute an immense amount to this country; that they are valued and respected as much as any other citizen; and that the world is a safer place when countries work together’. Many involved in education were able, finally, to share openly their belief that what students know is less important than the political views they hold, and the values they espouse.

In 2016, the prioritising of values over knowledge has played out in campaigns to ‘decolonise’ the curriculum. Students are taught to judge the merit of works of literature or philosophy by the skin colour of the author. By this logic, anything written by a white man is only worth reading to expose the inherent racism and misogyny in the text. This year, promoting tolerance has meant eradicating the past through movements like Rhodes Must Fall at Oxford University and the removal of plaques to long-dead Belgian kings from Queen Mary University in London. Promoting tolerance has meant banning tabloid newspapers, preventing controversial speaker Milo Yiannopoulos from speaking at his old school, and banning pro-life societies. This is a tolerance that demands that everyone step in line, and think the same way.

Academia’s response to the Brexit vote, and the election of Trump, shows just how ugly this taught-tolerance can be. Prejudices against the majority of voters have been starkly displayed. One academic labelled Leave voters as being driven by ‘primitive emotions’; another described them as ‘uncertain, nostalgic, uncomfortable and bewildered’. To others, they are ‘dumb’, ‘misled’, ‘uninformed’. On US campuses, Trump voters were described as racist, sexist and xenophobic. This barely concealed contempt for the general public has led to people saying, out loud, that voting should come with an intelligence test.

Ironically, the sneering directed at so-called low-information voters has come from the same progressives who derided the teaching of information as only beneficial to people wanting to win pub quizzes. Voters stand accused of ignorance by those who have rejected teaching knowledge as an act of symbolic violence. The disdain at post-truth politics comes from academics who’ve made careers out of insisting that ‘truth’ (always with the obligatory scare quotes) is, at best, multiple and subjective. The academics who mocked former education secretary Michael Gove’s denigration of experts are the same people who build a tick-box curriculum driven by identity rather than intellectual merit.

Fuente: http://www.spiked-online.com/newsite/article/the-year-education-went-explicitly-political/19130#.WGHQcrlGT_s

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Reino Unido: Grammars will not boost poorest pupils science grades

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Reino Unido/Diciembre de 2016/Fuente: BBC News

RESUMEN: Los mejores científicos temen que los planes para más escuelas de gramática en Inglaterra no aumenten las calificaciones de los alumnos desfavorecidos. En general, los alumnos más pobres hacen peores en ciencias y matemáticas en áreas con escuelas selectivas, sugiere la investigación de la Royal Society, la academia científica independiente del Reino Unido. Es probable que las nuevas gramáticas ayuden a «sólo una pequeña proporción» de los alumnos más pobres, dice. Los Ministros sostienen que sus propuestas mejorarán la movilidad social. Una consulta gubernamental sobre planes para una educación más selectiva cerró a principios de este mes. «La movilidad social es un tema complejo», dijo el profesor Tom McLeish, presidente del Comité de Educación de la Royal Society. «Apoyamos el compromiso del gobierno de asegurar que todos los estudiantes cumplan con su potencial, independientemente de sus antecedentes.

Top scientists fear plans for more grammar schools in England will not boost disadvantaged pupils’ grades.

Overall, the poorest pupils do worse in science and maths subjects in areas with selective schools, suggests research for the Royal Society, the UK’s independent scientific academy.

New grammars are likely to help «only a small proportion» of the poorest pupils, it says.

Ministers maintain that their proposals will improve social mobility.

A government consultation on plans for more selective education closed earlier this month.

«Social mobility is a complex issue,» said Prof Tom McLeish, chairman of the Royal Society’s Education Committee.

«We support the government’s commitment to ensuring all students fulfil their potential, regardless of their background.

«However, we are concerned that the approach to selective education outlined in the green paper may only support the small number of high ability disadvantaged pupils who do attend selective schools, at the cost of disadvantaged pupils who do not.»

Researchers from the Education Policy Institute, commissioned by the Royal Society, looked at the impact of selective education on the attainment of the most disadvantaged young people – those on free school meals – in STEM (science, technology, engineering and maths) subjects.

The researchers found free school meals pupils performed less well in GCSE maths in areas where there were selective schools.

In non-selective areas in 2015, 48.1% of free school meals pupils got a C or more, compared with 72.3% of pupils not eligible for the meals.

But in selective areas the attainment gap was wider, with only 43.9% of free school meals pupils getting at least a C, compared with 74.8% of pupils not receiving the meals.

The researchers found that free school meals pupils in selective schools performed very well, with 98% getting at least a C, compared with 99.2% of non-free school meals pupils.

However, free school meals pupils make up only 3% of selective schools so their achievements are not enough to make any difference to «an overall negative impact on the attainment of all free school meals pupils in GCSE mathematics in selective areas», say the researchers.

Specialist teachers

They also found that fewer free school meals pupils in selective areas took double or triple sciences at GCSE.

«We have found no evidence to suggest that overall educational standards for free school meals pupils in STEM subjects in England would be improved by an increase in the number of places in selective schools,» the Royal Society concludes.

Dr McLeish added that the best way to help every pupil achieve their potential is to make sure that they are taught by «well-trained, motivated and supported, specialist science teachers».

Support is essential, he said, to help teachers «draw out the natural curiosity and creativity that grows from a framework of knowledge in science».

In particular, the Royal Society proposes partnerships between universities, schools and businesses which could involve university staff teaching part-time and even carrying out some of their research in schools.

The Department for Education said its proposals were «about creating more choice, with more good school places in more parts of the country».

It said grammar schools have a «track record of closing the attainment gap» and the department was also raising standards for maths and science for all pupils.

A spokesman added: «We have introduced rigorous new qualifications and in science we are investing £12.1 million over the next three years to improve the quality of teaching in schools.»

Fuente: http://www.bbc.com/news/education-38343307

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Reino Unido: Private schools in England propose 10,000 free places

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Reino Unido/Diciembre de 2016/Fuente: The Guardian

Escuelas independientes en Inglaterra quieren ofrecer 10.000 plazas gratis al año a los niños que de una u otra manera asistirían a escuelas estatales, bajo un plan que requeriría decenas de millones de libras en subsidios del gobierno. El Consejo de Escuelas Independientes, que representa a 1.200 escuelas privadas, dice que podría proporcionar 10.000 lugares a prueba de recursos si el gobierno paga un subsidio anual de £ 5,500 por cada alumno – una cifra similar al financiamiento por alumno que reciben actualmente las escuelas estatales. Si la oferta se aceptaba por completo, costaría 50 millones de libras al año en subsidios de los contribuyentes, aumentando a 250 millones de libras cada año después de cinco años. La medida se acercaría a recrear el programa de asistencias – iniciado bajo Margaret Thatcher en 1980 y abolido por el primer gobierno de Tony Blair en 1997 – que pagó por lugares en escuelas privadas para niños cuyas familias no podían pagar los honorarios. 

Independent schools in England want to offer 10,000 free places a year to children who would otherwise attend state schools, under a plan that would require tens of millions of pounds in government subsidies.

The Independent Schools Council, representing 1,200 private schools, says it could provide 10,000 means-tested places if the government pays an annual subsidy of £5,500 for each pupil – a figure similar to the per pupil funding state schools currently receive.

If the offer was fully taken up it would cost £50m a year in taxpayers’ subsidies, rising to £250m each year after five years.

The move would come close to recreating the assisted places scheme – begun under Margaret Thatcher in 1980 and abolished by Tony Blair’s first government in 1997 – which gave paid for places at private schools for children whose families were unable to afford the fees.

Patrick Derham, the headmaster of Westminster school in London, said the ISC scheme offered “real social mobility”.

“This scheme, like so many in our schools, is not about choosing the brightest pupils but about providing genuine transformational opportunities for those who need them most,” Derham said.

“We all want all young people to flourish and to be authors of their own life stories.”

The plan is in the response from private schools to the government’s recent green paper on expanding the number of grammar schools, which threatens to strip charitable status from private schools that fail to help run or assist state schools.

Barnaby Lenon, the former Harrow headmaster who chairs the ISC, said the group first made the proposal to education secretary long before the green paper was published.

“It’s really got nothing to do with charitable status,” Lenon said.

The ISC said the plan would target children from families with lower income, and that the 10,000 places would be available across age groups and schools and awarded using “a range of assessment criteria”.

Lenon said the plan was fiscally neutral, since it would transfer funds the government would have spent on the pupil’s education in the state sector.

The proposal was dismissed by the National Union of Teachers. “A system in which public funds are used to support the admittance of a small proportion of pupils from low income backgrounds into private schools is a dangerous step towards a voucher system for education,” said Rosamund McNeil, the NUT’s head of education.

Day school fees at independent schools in England average about £13,000 a year, although that figure can rise to £18,000 around London.

The 1,200 ISC primary and secondary schools say they currently award 40,000 means-tested bursaries worth £350m a year, but only 5,500 cover the full cost of fees.

Under the proposals, independent schools would also group together to co-sponsor new state-funded schools in one or more of the six educational “cold spots” in England identified by the Department for Education (DfE).

A DfE spokesperson said: “We welcome contributions to the consultation and will respond in due course.”

Labour politicians derided the move as resuscitating a failed policy, with the assisted places scheme largely dominated by middle-class children, and costing an estimated £800m while it was running.

Lucy Powell, the former shadow education secretary, said many private schools were unable to effectively manage state schools, with a half of state schools in formal partnerships classed as inadequate or requiring improvement by Ofsted.

“There are thousands of excellent state schools that are turning around failing schools. Ministers should look to these rather than fixating on independent and grammar schools as the silver bullets to school improvement. They are clearly not,” Powell said.

“It’s time for ministers to drop their gimmicks and focus on what really matters: enough excellent teachers in the classroom and proper resources for schools, things they are singularly failing to deliver.”

The Ofsted chief inspector, Michael Wilshaw, criticised the ISC’s proposal as not going far enough. “I think they can do better than that and if I was government I would be asking them to do more as a quid pro quo for their tax privileges,” he told BBC Radio 4.

The ISC countered that the move would be the equivalent of building 10 new state secondary schools, and represented a considerable saving for the government.

Independent schools have collaborated in opening new state schools, including a high-performing sixth form college, the London Academy of Excellence, in the borough of Newham.

The ISC offer comes as the government faces criticism over its efforts to open more selective state schools.

Research published by the Sutton Trust found pupils from white working-class backgrounds – the “just about managing” group not eligible for free school meals – were far less likely to win grammar school places than those from wealthier backgrounds.

“There is a strong indication that families on below-average earnings are not being helped by the current grammar school system,” the trust said.

The research showed that black children were also less likely to get places in grammar schools. “Today’s research raises concerns about the government’s plans to use new grammars as a vehicle for social mobility,” said the Sutton Trust’s chairman, Peter Lampl.

Fuente: https://www.theguardian.com/education/2016/dec/09/private-schools-in-england-propose-10000-free-places

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Reino Unido: Scottish government U-turn over council tax schools plan

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Reino Unido/Diciembre de 206/Autor: Jamie Mclvor/Fuente: BBC News

RESUMEN: El gobierno escocés ha realizado un cambio de turno sobre los planes de usar el impuesto municipal para recaudar fondos para los maestros. En cambio, planea usar sus propios recursos para entregar 120 millones de libras esterlinas de dinero extra a las escuelas, 20 millones más de lo que se había planeado originalmente. Los consejos se habían enfadado con los planes de utilizar cambios en las bandas para crear un fondo nacional para la educación. El dinero recaudado de los cambios se quedará con los consejos – aunque muchos todavía esperan hacer recortes. El gobierno está comprometido a dar el dinero extra a los maestros para gastar en esquemas para elevar el logro.

The Scottish government has performed a U-turn over plans to use the council tax to raise money for head teachers.

Instead it plans to use its own resources to give £120m of extra money to schools – £20m more than originally planned.

Councils had been angry at plans to use changes to the bands to create a national fund for education.

The money raised from the changes will stay with councils – although many still expect to make cuts.

The government is committed to giving the extra money to head teachers to spend on schemes to raise attainment.

The money will be targeted at helping children from disadvantaged backgrounds – the more disadvantaged students at a school, the more money they will get.

The original plan was to put the money raised by changes to the bands into a national fund.

Finance Secretary Derek Mackay argued there would be no overall reduction in the amount local authorities were given from the Scottish government, with additional investment in social care.

He told MSPs councils would receive:

  • £120m from central government to fund shared ambitions to close the attainment gap
  • Money to maintain councils’ share of capital spending with an increase of £150m compared with 2016-17
  • Further investment in social care

However, councils will be calculating how much money they will have at their own disposal to spend on local services.

For instance, the £120m for schools is going straight to head teachers and is expected to be an additional resource.

From next April, people in more highly-valued properties – Bands E, F, G and H – will pay more council tax even if their council does not put the charge up for everyone.

‘Backdoor tax’

The multiple of the Band D charge that people in the higher-valued properties will pay is being increased.

Some council areas would have received more or less back than the amount raised locally.

Relatively prosperous council areas – with a larger number of high-band properties and relatively few disadvantaged youngsters – would have subsidised areas facing bigger problems.

It had proved controversial. Critics claimed it was undermining the link between the council tax and local services and turning the charge into a «backdoor national education tax».

Each of Scotland’s 32 councils should learn by Friday just how much the government proposes to give each of them.

A total of £111m is expected to be raised from the changes to the bands. Councils will also be able to put the council tax up by as much as 3%.

Analysis: Local government funding

Local government is heavily dependent on the Scottish government for cash.

According to a breakdown of the figures, councils will receive less from the government to spend at their own discretion.

The revenue budget given to Scotland’s 32 councils by the government will fall from £9,693m this year to £9,496m next year.

This figure includes the £120m which councils will have no choice but to give straight to head teachers.

However, other money could make up for the drop – though critics contend this is not comparing like with like.

  • £111m from changes to the council tax bands
  • £70m if all councils put up the council tax by 3%
  • £107m to ensure people working for the joint boards covering health and social care are paid the living wage

Local government organisation Cosla said the core local government settlement would fall, but recognised the government had improved on its previous offer.

Cosla president David O’Neill said: «Cosla can never endorse a reduction to the core local government settlement as announced as part of the budget statement today.

«It is our understanding that the Scottish government had significant additional cash for 2017-18 and therefore this decision will impact on services delivered by local government.

«We fully recognise that the Scottish government has made efforts to improve the settlement through their offer of a wider package including a major change on the council tax proposals. Cosla had lobbied the Scottish government on their previous proposal and we are pleased that the Scottish government has acknowledged this.»

Mr O’Neill said councils would now consider the whole package as part of their budget considerations.

The impact on local budgets of the changes to council tax bands will vary from area to area. The more Band E, F, G and H properties in the area, the more the council will gain revenue.

As a broad rule, this means councils in relatively prosperous areas such as East Renfrewshire could benefit from these changes.

However, schools in less prosperous areas are likely to gain the greatest amount of the government cash for head teachers.

Fuente: http://www.bbc.com/news/uk-scotland-scotland-politics-38330538

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Reino Unido: No cesan las vacantes para profesores

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Reino Unido/Diciembre de 2016/Autor:John Moore/ Fuente: Aprendemas

Los profesores que estén buscando un empleo o bien quieran vivir una experiencia en el exterior tienen ahora a su disposición varios procesos de selección a través de los que se busca docentes de diferentes áreas y niveles educativos para impartir formación especializada en la red de centros educativos del Reino Unido.

Una de estas convocatorias viene de la mano de la empresa de selección Uteach, que busca profesores de Primaria y Secundaria para centros del Sureste de Inglaterra con la titulación y capacidad para impartir clases de Matemáticas, Química, Biología, Física, Ciencias de la Computación, Ciencia y Español combinado con alemán y francés.

Estas plazas, cuyo período de solicitudes está abierto hasta el día 18 de diciembre, están dirigidas a los docentes que tengan un Máster en Educación o CAP. Además, los profesores de Secundaria deben tener un nivel mínimo de B2 de inglés, mientras que para los de Primaria se exige el nivel C1 ó C2.

Estos puestos, cuya incorporación está prevista para el mes de enero, contemplan unas condiciones económicas que van desde los 26.307 euros a los 32.657 euros anuales, dependiendo también de la ubicación, así como la recepción de 1.060 euros en concepto de desplazamiento al Reino Unido. Las personas interesadas tienen que enviar su currículo en inglés a la dirección de e-mail spain@uteachrecruitment.com

La otra convocatoria de plazas, cuyas solicitudes se pueden enviar hasta el día 31 de diciembre, se realiza a través de la empresa de selección Direct. En este caso, las plazas son para profesores de Primara paraescuelas de Buchinghamshire, Kent y Surrey.

Los requisitos para optar a estas vacantes son un buen nivel de inglés o el certificado C1, así como ser profesor cualificado de Primaria o tener la Licenciatura en Educación Primaria o una titulación equivalente.

Fuente: http://www.aprendemas.com/es/blog/empleo/no-cesan-las-vacantes-para-profesores-en-reino-unido/

 

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Reino Unido: La primera ministra británica quiso discriminar en las escuelas a los hijos de inmigrantes sin papeles

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Europa/ Reino Unido/ 5 Diciembre 2016/ Autora: Jessica Elgot/ Fuente: Diario.es

En su etapa de ministra de Interior, Theresa May propuso bajar al final de la lista de plazas escolares a los menores de padres que residiesen sin papeles en Reino Unido

Las leyes actuales indican que todos los menores de 16 años tienen derecho a una plaza escolar, incluso si sus padres entraron ilegalmente al país

“Esto implica poner en seria desventaja a los inmigrantes ilegales en el proceso de admisión escolar y llevar a cabo controles de inmigración a través de las escuelas”, respondió la ministra de Educación.

Theresa May quiso bajar al final de la lista de plazas en escuelas públicas a los menores de padres que residiesen sin papeles en Reino Unido, según reflejan los documentos del gobierno filtrados a la BBC.

Como ministra de Interior, el departamento de May insinuó al de Educación que las escuelas podrían retirar plazas escolares si sus familias no tenían el derecho a permanecer en Reino Unido.

Las leyes actuales indican que todos los menores de 16 años tienen el derecho a una plaza escolar, incluso si sus padres entraron ilegalmente al país. Nicky Morgan, entonces ministra de Educación, parece haber bloqueado la medida, escribiendo al entonces primer ministro, David Cameron, con “serias preocupaciones”.

“Tengo dudas sobre los problemas prácticos y de presentación de aplicar nuestra firme posición con la inmigración irregular al emotivo asunto de la educación de menores”, afirma en la carta filtrada. “Esto implica poner en seria desventaja a los inmigrantes ilegales en el proceso de admisión escolar y llevar a cabo controles de inmigración a través de las escuelas”, añade.

Morgan estaba preocupada porque el proceso impediría a las escuelas confirmar las plazas a los británicos y a los inmigrantes legales con la anticipación adecuada antes del comienzo escolar, según indican las informaciones. También indicó que la medida estaría “poniendo en peligro el objetivo cada vez más importante de abordar el problema de la segregación y el extremismo; con el consiguiente impacto que ello tendría en los hijos de los británicos que sí van a la escuela”.

Un portavoz del gobierno ha declarado esta semana que no hará comentarios sobre los documentos filtrados. “Es legítimo que cualquier gobierno baraje opciones cuando considera varias políticas, pero al final son los ministros los que deciden qué políticas se llevan a cabo». “Estamos construyendo un sistema que persiga de la mejor forma posible los intereses de los británicos y que asegure que solo aquellos con el derecho a estar en Reino Unido puedan vivir y trabajar aquí”, ha añadido.

Angela Rayner, líder laborista encargada de educación, dijo estar “profundamente preocupada” por la proposición. “Es una idea terrible. Negar a los niños inocentes el derecho a una educación por la situación de sus padres es asqueroso”, declaró Rayner el jueves a la BBC.

“No se corresponde con los valores británicos. Simplemente demuestra que, en lugar de abordar el problema en su propio departamento, Theresa May intentaba cargar los fracasos de su departamento a menores inocentes, intentando convertir a nuestros profesores en controles fronterizos. Sabemos que el estado de la inmigración es un caos y está bajo el control de Theresa May”.

Michael Wilshaw, director de la oficina de control escolar, ha destacado que, en su opinión, las escuelas no deberían ser utilizadas como controles fronterizos por el Ministerio de Interior. “Me asombra e impacta, las escuelas no deberían usarse como controles de fronteras”, ha declarado a la BBC.

Fuente: http://www.eldiario.es/theguardian/britanica-convertir-escuelas-controles-fronterizos_0_586192404.html

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Reino Unido: Los educadores ponen de relieve la necesidad de abordar el acoso y la violencia sexual en las escuelas

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Europa/Reino Unido/03 Diciembre 2016/Fuente: La Internacional de la Educación

Los sindicatos de educación del Reino Unido han reafirmado firmemente la necesidad de poner fin a la intimidación y el acoso sexual y de reorientar los esfuerzos destinados a capacitar a los docentes en materia de acoso sexual y sensibilización ante la violencia.

Se trata de una reacción a la respuesta dada por el gobierno al informe sobre el acoso sexual y la violencia sexual en las escuelas elaborado por la Comisión sobre la mujer y la igualdad.

NUT: Hacen falta recursos

El gobierno “sigue pasando por alto el papel que desempeña en las escuelas la Educación Personal, Social, Sanitaria y Económica (PHSE, por sus siglas en inglés) y la Educación sobre Sexualidad y Relaciones Interpersonales (ESR)”, dijo Rosamund McNeil, responsable de educación e igualdad de oportunidades del Sindicato Nacional de Docentes (NUT).

También destacó la necesidad de invertir recursos y de prestar atención al desarrollo de la PSHE como asignatura central en todas y cada una de las escuelas, de manera que todos los niños tengan las mismas oportunidades de beneficiarse de ella.

NUT dice que el gobierno también ha fracasado a la hora de garantizar la inclusión de una formación específica sobre el acoso sexual y la violencia sexual en la formación inicial del personal docente. La afirmación del gobierno de que “está creando las condiciones necesarias para un desarrollo profesional de alta calidad en las escuelas” es simplemente falsa, agregó McNeil.

Sin embargo, acogió con satisfacción “la intención de establecer un grupo consultivo y espera que se garantice que los docentes, los directores de las escuelas y los sindicatos de los docentes estén adecuadamente representados”.

NASUWT: Enfoque de tolerancia cero

La Asociación Nacional de Docentes/Sindicato de Mujeres Docentes (NASUWT) también expresó su preocupación por la situación de la PSHE y la SRE en las escuelas. “En nuestras escuelas no hay lugar para el acoso o la violencia sexual hacia los alumnos o el personal”, dijo Chris Keates, Secretaria General de NASUWT.

Consideró preocupante que, a pesar de los crecientes niveles de acoso e intimidación sexual por parte de niños y jóvenes, la prestación de PSHE y SRE haya estado sometida a presión debido a las reformas de los planes de estudios, los recortes financieros y los cambios en los requisitos de rendición de cuentas impulsados por el gobierno.

Keates exigió que el gobierno establezca la manera de garantizar que las escuelas adopten un enfoque de tolerancia cero ante el acoso y el hostigamiento sexual, proporcionando orientaciones claras sobre cómo tratar estos problemas, y garantice que todas las escuelas tomen nota, informen y actúen con eficacia cada vez que se produzcan incidentes de violencia y hostigamiento sexual que impliquen a los estudiantes.

Además de garantizar que estas cuestiones tengan cabida en el programa de estudios, dijo, es necesario que se mejore el acceso de las escuelas a la formación de protección que aborda específicamente la cuestión de la violencia y el acoso sexual, así como la calidad de su prestación.

“Hay que reconocer que el acoso y la violencia sexual es un problema social y no podemos dejar que las escuelas tengan que abordarlo por sí solas”, añadió Keates.

Fuente: https://www.ei-ie.org/spa/news/news_details/4200

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