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Con masivas movilizaciones y cortes de ruta repudian represión de Urtubey a docentes

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América del Sur/ Argentina/ 29.07.2019/ Fuente: www.laizquierdadiario.com.

Tras la brutal represión del actual gobernador y candidato a vicepresidente de Lavagna, miles de docentes marcharon en la capital y distintas localidades del interior acompañados por la comunidad. También, cortaron la Rotonda de Pichanal y el Acceso a la Ciudad de Orán, sobre Ruta N° 50.

Este miércoles se cumplió el octavo día de paro docente en Salta contra el Decreto 974 del actual gobernador y candidato a vicepresidente de Roberto Lavagna, Juan Manuel Urtubey, que ataca el salario docente desconociendo el Decreto 380, que establece una cláusula gatillo actualizando el salario en función de la inflación, que la docencia arrancó con una enorme lucha en el mes de marzo.

Tras fracasar en sus maniobras para quebrar y dividir a las y los docentes, pasado el mediodía de hoy, con un inusitado despliegue policial, el Gobierno reprimió brutalmente la movilización que se dirigía a la Casa de Gobierno en Grand Bourg.

El fuerte repudio no se hizo esperar y a partir de las 20 hs se realizaron movilizaciones en la Capital salteña y diversas localidades, así como cortes sobre la Ruta N° 50, donde miles de docentes, acompañados por la comunidad, demostraron el cinismo del Gobierno Provincial que, en un comunicado de prensa emitido por el Ministerio de Seguridad, aseguró que “no hay personas detenidas ni se reportaron civiles heridos durante la protesta docente en la casa de Gobierno”, negando la detención de la docente Celia Alancay a la cual, según informa su abogada Sandra Domene, le abrieron una causa con el represivo Código Contravencional vigente en la Provincia, así como por los delitos penales de “privación ilegítima de la libertad y entorpecimiento en la vía pública”.

Al igual que en el mes de marzo, cuando las y los docentes sostuvieron una huelga de 8 días logrando con acampe, masivas movilizaciones y piquetes romper la paritaria de ajuste del gobierno de Urtubey organizados desde abajo y con la dirección burocrática de ADP dándoles la espalda, esta vez la respuesta al ataque del Gobierno también la dieron las bases docentes. Tras ocho días de paro y una brutal represión, la conducción de ADP tuvo que pronunciarse y “decretar” un paro por 48 horas.

La docencia salteña deja al descubierto que el “consenso” de la fórmula Lavagna – Urtubey es continuar con el ajuste que exige el FMI y aplican Macri y los gobernadores. Y, mientras las direcciones sindicales burocráticas, alineadas mayoritariamente con el PJ y el Frente de Todos, dejan pasar los ataques al pueblo trabajador garantizando una tregua infinita, marcan el camino para derrotar sus planes.

Los referentes del Frente de Izquierda Unidad expresaron su solidaridad como el pre candidato a presidente y diputado nacional, Nicolás Del Caño, y la pre candidata a vicepresidenta, Romina Del Pla, entre otros referentes de la izquierda. También recibieron el apoyo de gremios como el de maestros de Jujuy (Adep), Adiunsa (docentes universitarios) o del gremio docente de Mendoza, entre otros.

Es urgente que la CTERA convoque a medidas de solidaridad en todo el país, para fortalecer la lucha de la docencia salteña, en la perspectiva de un plan de lucha nacional contra el ajuste del FMI, Macri y los gobernadores.

Fuente de la noticia: https://www.laizquierdadiario.com/Con-masivas-movilizaciones-y-cortes-de-ruta-repudian-represion-de-Urtubey-a-docentes

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Philippines: Recasting higher education

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Asia/ Philippines/ 30.07.2019/ Source: www.philstar.com.

In 1994, the Philippine government signed into law Republic Act (RA) 7722, a law that resolved to “protect, foster and promote the right of all citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all.”

Back then, only 22 percent of all Filipino youth had a shot at getting a college degree.

Twenty-five years after, this aspiration remains true for many Filipinos. In AmBisyon 2040, the government’s midterm development blueprint, about 73 percent of Filipino families answered that they want their children to be college-educated. Indeed, a college degree remains centerpiece in any family’s aspiration, seen as the key to a better life.

Today, college participation is at 28 percent and with many cards stacked in our favor for the years ahead: there are now more Filipinos completing high school than ever before, and the recently passed RA 10931 or the Universal Access to Quality Tertiary Education Act provides unprecedented support to Filipino youth intending to pursue higher education.

Not everyone, however, has an equal shot at making it to college.

In our project, YouthWorks PH — co-implemented by the United States Agency for International Development (USAID) and the Philippine Business for Education (PBEd) — we engage youth who are not in education, employment or training (NEET) and have learned much from them. In the past year, we have seen firsthand how many of our youth are not in college because of three factors: family obligations, either to take care of a parent or a sibling; the need to work; or their lack of interest in what is being taught in school.

This means rethinking how classes are organized and taught, from the rigid 8 a.m. to 5 p.m. class schedules, to more inclusive modes such as online learning and work-based training. This is the promise of the Philippine Qualifications Framework, passed into law in January 2018.

Today, the Philippines finds itself in a demographic window: a phase when the country’s working-age population will be proportionately larger than its dependents or those who are either too young or too old to work.

However, reaping this demographic dividend requires that we enable our youth to reach their highest potential through education, and that in parallel, we create quality jobs and provide routes for entrepreneurship. This comes hand in hand.

Looking ahead, the future holds much promise, but to get there, we must abandon traditional notions of how “college” looks like, and innovate on how and where learning can happen. This way, we can make higher education more inclusive for our youth.

Source of the notice: https://www.philstar.com/other-sections/education-and-home/2019/07/28/1938563/recasting-higher-education

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Paro Docente: asamblea rechaza oferta del gobierno

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América del Sur/ Argentina/ 3o.07.2019/ Fuente: fmalba.com.ar.

La asamblea docente llevada a cabo este viernes en el Complejo Nicolás Vitale rechazó el ofrecimiento del gobierno provincial, en gran medida porque se consideró un “reacomodamiento” el 7.5 por ciento y no un “aumento”. Como agregado, cuando los delegados concurrieron a entregar el nuevo petitorio a Educación en se encontraron con puertas cerradas.

Los delegados de Autoconvocados anunciaron posteriormente que la ministra Analía Berruezo les informó que no recibiría nada hasta el lunes; de manera que en Capital se convocaron a una asamblea departamental para este sábado a las 15 horas.

Desde un primer momento, la docencia del interior rechazó el llamado a asamblea provincial por considerar que era muy poco tiempo para que sus delegados y representantes pudieran llegar a Capital para ser parte. No obstante, Susana Miranda y Gustavo Tilca por San Martín ya llevaban un tiempo en Salta, junto a un grupo de maestros de Tartagal, Aguaray, Campo Durán, Embarcación, Mosconi y Salvador Mazza.

»Foto: gentileza

Los educadores mantienen la exigencia de “Cláusula Gatillo Real”, de indexación mensual del salario por inflación, lo que lleva a procurar un aumento acumulado mínimo del 35% a julio, al básico. Además, figuran:
-Actualización inmediata del incentivo docente a un valor de 4.000 pesos y del fondo compensador a 2.000 pesos, por cargo.
-Reembolso del Impuesto a las Ganancias.
-Régimen de Titularización para la docencia de todos los niveles, incluyendo el nivel Terciario, reconociendo los derechos adquiridos.
-No Descuento de los días de paro.

La huelga docente cumplió 10 días, con un acatamiento que inició entre el 60 a 80 por ciento en la primera semana, para luego rozar el 99 por ciento en la segunda semana. Los autoconvocados se reunieron cinco veces con el gobierno provincial, sin resultados, incluyendo un acuartelamiento entre la noche del jueves a la madrugada del viernes.

El Gobierno provincial propuso al sector docente un incremento salarial para julio del 7,5% que cubre la inflación oficial registrada hasta junio por el Indec y la estimada para julio; Fondo Compensador a pagar con fondos provinciales a partir de julio, retroactivo a marzo y a pagar en una cuota con el sueldo de julio; y en cuanto al ítem transporte, este se pagará con un 75% de aumento. El paquete de mejoras generará un incremento en gasto de personal del 12%.

Fuente de la noticia: https://fmalba.com.ar/paro-docente-asamblea-rechaza-oferta-del-gobierno/
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Un Estado presente en el sistema educativo

Gabriel Sanchez Zinny

Por: Gabriel Sánchez Zinny.

El director de Educación de la Provincia de Buenos Aires compara la actual gestión con la anterior.

Hace unos días recorriendo una escuela en Quilmes la directora me dijo “la gran diferencia es que a ustedes realmente les importa”, y creo que esta frase describe acabadamente las políticas de María Eugenia Vidal enfocadas en el sistema educativo.

Muestra la diferencia de los últimos tres años y medio, donde realmente se priorizó la política educativa y el Estado volvió a hacerse cargo, dejando atrás tantos años de abandono y desidia. ¿No era acaso abandono que no existiera un presupuesto de infraestructura escolar o que la mitad de los chicos se fueran del secundario sin que hubiera programas para remediarlo? ¿No era abandono que no se supiera la cantidad de alumnos que estaban en las escuelas, y muchos menos si aprendían o no? ¿No era abandono que los comedores solo funcionaran en algunas escuelas, y que si bien la ley lo imponía, no se construyeran aulas para que todos los chicos de 4 y 5 años accedieran al nivel inicial?

Nos hemos animado a dar debates que en el mundo se venían dando hace años, como la importancia de evaluar para poder enfocar las políticas educativas en quienes más desafíos tienen, entendiendo al sistema de calificaciones como una herramienta vinculada a los aprendizajes y no a una idea de estigmatización como era vista por la anterior gestión provincial.

Hemos decidido mirar de frente los problemas y asumir la responsabilidad de dar respuestas, con políticas educativas enfocadas en los verdaderos protagonistas del sistema educativo: los alumnos.Porque cuando llegó la gobernadora Vidal a la Provincia, nos encontramos con un Estado indiferente, que poco hacía con los estudiantes que no aprendían lengua y matemática, con diseños curriculares sin actualización, con jubilaciones que demoraban años, con procedimientos administrativos que les restaban tiempo a los directores de escuelas y con escasos concursos y capacitaciones para los

Para ocuparnos de lo importante pero también de lo urgente, comenzamos por contarles a los bonaerenses, a los padres, a los ciudadanos, con datos precisos realidades que antes se escondían: aprendizajes, analfabetismo, infraestructura, desafíos de retención en secundaria y más de 3 millones de adultos sin estudios obligatorios completos en la Provincia.

Así fue como mientras actualizamos los diseños curriculares de inicial y primaria para que los chicos puedan aprender con contenidos modernos, también nos preocupamos por los jóvenes que abandonaban la secundaria y les propusimos un formato más atractivo con aprendizajes basados en proyectos y con profesores que acompañaran más de cerca sus trayectorias.

Mientras llevamos robótica y tecnología a todas las primarias y jardines para que desde temprana edad los chicos puedan prepararse para los desafíos del futuro, logramos mediante ley que entre 40 y 50% del Fondo Educativo que reciben los municipios fuera a las escuelas, lugar a donde siempre deberían haber ido.

Así fue como, con una inversión que supera los 30 mil millones de pesos, realizamos más de 8 mil intervenciones y construimos 134 escuelas nuevas y 366 aulas, generando 40 mil nuevas vacantes para el nivel inicial.

Las políticas socioeducativas eran fuertemente difundidas por el Gobierno anterior, pero la realidad era que las orquestas no tenían instrumentos y los docentes cobraban cada seis meses. Lo mismo pasaba con los comedores escolares, que sólo funcionaban en algunas escuelas, no había auditorías ni controles y se pagaba a los proveedores cada ocho meses. En el 2017 se universalizó el desayuno y la merienda para todos los alumnos de jardín y primaria y se triplicó la inversión, lo que permitió que se incluyeran al menú frutas, cereales y lácteos para todos los estudiantes.

La inclusión es un eje central dentro de las políticas educativas, por lo que trabajamos con propuestas y resoluciones para que los estudiantes con discapacidad puedan inscribirse en las escuelas que elijan teniendo garantizado su título secundario en igualdad de condiciones. También nos acercamos a los barrios más vulnerables con propuestas artísticas y deportivas para que después de clase los chicos puedan tener un espacio que los ayude a fortalecer sus aprendizajes.

Pero tal vez la innovación más importante que hicimos en estos años fue priorizar a la escuela pública, y no sólo en un acto declamativo como ocurría en el pasado, sino con hechos, con la verdad, con más inversión y con un estado presente que decidió hacerse cargo.

Fuente del artículo: https://www.clarin.com/opinion/presente-sistema-educativo_0__tyCJc3bR.html

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Special needs funding gap in London schools «unsustainable»

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Europe/ United Kindow/ 29.07.2019/ By Jessie Mathewson/ Source: www.times-series.co.uk.

 

Special needs and disability support in London schools is facing “unsustainable financial risk” according to a report from London Councils.

A “dramatic and sustained rise” in demand for special educational needs and disability services (SEND) has led to a £77 million funding gap in the capital, research found.

There are more than 200,000 young people in London with special educational needs or a disability, and almost a quarter have high needs.

Children with high needs often require more support, which may include an education health and care plan. This is a record of the support that a child needs, helping them to access specialist services from their local council.

Demand for health and care plans in the capital has increased rapidly, rising by 31 per cent between 2014/15 and 2017/18. All but one London council now has a deficit in its budget for children with high special educational or disability needs.

Councillor Nickie Aiken, leader of Westminster Council and London Councils’ executive member for schools and children’s services, said the current pressure on council budgets was “unsustainable”.

She said: “When children and families aren’t getting the right support at the right time, the effects can be disastrous.”

She added: “The Government needs to boost investment in children’s services in line with councils’ rising costs. That’s the only way to ensure the sustainability of the high-value, high-impact local services that make such a difference to children’s lives.”

Responding to the report, the London Assembly’s education panel chair, Jennette Arnold, said the Mayor must continue to put pressure on the Government to increase funding in line with demand.

She said: “SEND pupils are more than capable of having a bright future and a good life in adulthood if the resource is made available to ensure the work to make that happens starts as early as possible.”

A spokesperson for the Department of Education said SEND funding for schools had increased from £5 billion in 2013 to £6 billion this year, with an extra £42 million earmarked for London in December.

He said: “Our ambition for children with special education needs and disabilities is the same as for every other child – to achieve well in education, find employment and go on to live happy and fulfilled lives.

He added: “We are looking carefully at how much funding for education will be needed in future years, as we approach the next spending review.”

London Councils could not publish borough-specific budget data, or confirm which boroughs had a deficit.

Source of the notice: https://www.times-series.co.uk/news/17792286.special-needs-funding-gap-london-schools-quot-unsustainable-quot/

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How climate change is taught in Canadian high schools — and how it can improve

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North America/ Canada/ 29.07.2019/Source: www.cbc.ca.

Curricula lack emphasis on impacts, solutions and scientific consensus, study finds

Most provinces and territories are failing to teach at least some of the basic tenets of climate change, a new study has found.

The study, published in the peer-reviewed scientific journal Plos One last week, found that in some cases, climate change education is not even consistent with scientific understanding.

«[It’s] a good start, but [there’s] room for improvement,» said lead author Seth Wynes, a PhD candidate in the geography department at the University of British Columbia.

Wynes and co-author Kimberly Nicholas of Sweden’s Lund University, studied science curricula and textbooks across the country to figure out what was being taught and how.

They analyzed the documents to look for six essential concepts in learning about climate change:

  • The basics of climate.
  • That temperatures are warming.
  • That climate change is mainly caused by humans.
  • That there is overwhelming scientific consensus about it.
  • That climate change is bad.
  • That we can mitigate it.

«We’d recommend that Canadian curriculum documents ought to cover these basic ideas, these core topics that are important for understanding climate change and also for motivating students and taking action,» said Wynes, who is also a former high school science teacher.

Seth Wynes is a PhD candidate in the geography department at the University of British Columbia. (Submitted by Seth Wynes)

While all provinces and territories teach students about the basics of climate, including topics like ocean currents and the greenhouse effect, there were many gaps across the country.

The researchers found that Saskatchewan had the most comprehensive coverage, teaching all six basic concepts. Ontario, Newfoundland and Labrador, Quebec and Prince Edward Island taught five of the six, Alberta, Northwest Territories and Nunavut taught four of the six, British Columbia, Manitoba and Yukon taught half, and Nova Scotia and New Brunswick taught only one of the six.

The curricula were particularly weak in teaching students about the strong scientific consensus that humans are causing climate change.

«That’s important because if students don’t understand these facts, then they are less likely to be motivated to help solve the problem,» said Wynes.

Waves and debris cover the roadway near Nova Scotia’s Lawrencetown Beach after a storm in January 2018.(Submitted by Allan Zilkowsky)

Manitoba’s supplementary materials, for instance, recommend that students read publications produced by Friends of Science — an organization that believes the sun is responsible for climate change and that opposes the understanding of climate change put forth by the Intergovernmental Panel on Climate Change, a Nobel Prize-winning UN organization — and tells students «there is significantly polarized debate» on whether humans cause climate change.

However, there is virtually no scientific doubt that climate change is caused by humans, Wynes’s study notes. A 2013 study of 11,944 peer-reviewed climate science abstracts found that of the papers that expressed a view on human-caused climate change, 97 per cent supported that view.

Newfoundland and Labrador and Prince Edward Island encourage students to debate what’s causing climate change.

Wynes said while encouraging students to be critical, evaluate evidence and draw their own conclusions is important, that’s not appropriate for something that has already been settled by scientists.

«We don’t ask students to decide whether or not second-hand smoking causes cancer in health class. And in the same way, we would suggest that probably climate change is a subject where we need to be communicating with certainty that it is happening.»

During the summer drought of 2015, metro Vancouver reservoir levels dropped to 73 per cent below norms.(CBC)

The study found that some textbooks pointed to «positive» aspects of climate change, such as extended growing seasons and the notion that cruise ships could visit the North «so tourists can follow in the wake of Arctic explorers.»

Another area of weakness across most of the country’s curricula was in teaching students that climate change can be mitigated through action, the study noted.

Wynes said he’d like to see more jurisdictions teaching students how to take action.

«I think the health metaphor holds up,» he said. «If we’re talking about healthy eating, we tell students, ‘Look, here are some options for healthy eating.’ … We encourage providing that information to students. It makes sense that we would do the same thing for climate change.»

Firefighters make their way through a flooded street in May in Sainte-Marthe-sur-le-Lac, a suburb northwest of Montreal. (Ryan Remiorz/The Canadian Press)

Wynes and Nicholas also examined the curricula in relation to political conservatism and greenhouse gas emissions in each province and territory, but they did not find a relationship between them.

However, they suggest there may be a weak correlation between when the curricula were written and how extensively climate change is covered.

Manitoba’s climate change curriculum was published in 2001, making it the oldest in Canada, with New Brunswick’s 2002 curriculum a close second.

A spokesperson for New Brunswick’s Education Department said staff are in the process of updating the science curriculum, but it may take a few years before changes are implemented. In the meantime, staff are developing resources to help teachers integrate climate change into the current curriculum.

Wynes said he wasn’t surprised by the age of some of the curricula, because developing and implementing them can take a long time. But he said he’s optimistic that climate change education will improve as the issue gains more momentum in the media and politics.

What Nova Scotia education officials are doing

Sue Taylor-Foley, Nova Scotia’s executive director of education innovation, program and services, said despite the study’s findings about the province, the Education Department has incorporated environmental stewardship, climate science and sustainability into the curriculum since at least 2000, from Primary to Grade 12.

She said the province will be renewing the curriculum for grades 9 to 12 this fall.

Source of the notice: https://www.cbc.ca/news/canada/nova-scotia/climate-change-curriculum-canadian-high-schools-1.5221358

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Reap: delivering more than rural education

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Oceania/ New Zealand/ 29.07.2019/ Source: www.odt.co.nz.

 

Education is needed to create a sustainable world, write Roger Browne and Mary Ann Baxter.

In 2015, the United Nations General Assembly accepted a set of 17 goals to be achieved globally by 2030.

These are referred to as the Sustainable Development Goals (SDGs) and encompass the physical and social world we inhabit.

The full details are available at sustainabledevelopment.un.org.

Among these goals are many which will be familiar to New Zealanders.

Goal number 12, responsible consumption and production, envisages a world where repurposing and recycling will replace our «throw-away» habits. Avoiding food waste will not just avoid food going to landfills but, through appropriate adjustments to production and distribution, will assist in alleviating hunger.

Energy-efficient appliances will, on a global scale, assist in limiting carbon emissions. Planting trees will support the restoration of native habitats and biodiversity.

Avoiding plastic bags will help protect life in the oceans.

Goal number 13, climate action, states: «Educate young people in climate change to put them in a sustainable path early on.»

What will drive the achievement of the SDGs at the local level?

One key element is education. In rural New Zealand one of the most effective vehicles to deliver that education is the Reap (Rural Education Activities Programme).

There are 13 Reaps in New Zealand, including one in Central Otago. Our local Reap, based in Alexandra, services an area stretching from Makarora in the west to the outskirts of Dunedin, and up into the Maniototo. The Central Otago Reap was formed 40 years ago.

So much has changed in that time. The world population has grown by 75% and the global inflation-adjusted GDP has grown by a factor of almost three. With economic growth comes the growth of waste and the production of carbon emissions.

Globally, waste production is forecast to triple by the end of the century in the absence of any measures to counter this trend.

The United Nations’ SDGs seek to ensure economic growth is channelled towards wellbeing and away from waste.

Achieving this will require buy-in from all sectors of society.

If economic activities continue to be linked to the production of waste then society faces a bleak future.

Understanding the need for change involves education on a broad scale.

Some of this can be driven by central government (for instance, through changes in school curricula) and by local government (for instance, through supporting community-based recycling facilities).

Alongside this, partnerships with education providers at the local level have proven very effective.

Such partnerships have enabled and supported the Central Otago Reap’s well-established track record in initiating and embedding educational programmes on sustainable living across our local community.

The 17 SDGs are central to the way in which the Reap delivers all of its programmes.

Activities such as Plastic Free July are indicative of how Reap’s skilled communicators can be seen to have endorsed and implemented the SDGs ever since our partnership was initiated in 2006.

Skilled communicators in subjects supporting the sustainable development goals are to be valued.

Their message is vital to our future wellbeing.

We live in a part of the country where our regional identity is «A World of Difference».

Our belief that we can and are making a difference together at the local level is vital to our future wellbeing.

Source of the notice: https://www.odt.co.nz/opinion/reap-delivering-more-rural-education

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