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Filipina student sees possible cure for diabetes

Asia/ Filipinas/ 11.06.2016/ Source: www.asiatimes.com.

The Jamaican cherry, known as aratiles in the Philippines, has components that could cure type 2 diabetes, she says

16-year-old Filipino student has discovered that the Jamaican cherry, known as “aratiles” in the Philippines, is a potential cure for diabetes.

Maria Isabel Layson, a student from Iloilo National High School, recently discovered that the Jamaican cherry has anti-diabetes properties and could cure type 2 diabetes, GMA News reported.

The young Filipina said she saw that the fruit is often neglected yet grows abundantly in the Philippines. She found that bioactive compounds like anthocyanin, flavonoid and polyphenol were in the fruit and these components may be used as a cure for diabetes.

“Nobody pays attention to the fruit and its medicinal properties. They don’t realize that it has potential for becoming a regulator of diabetes,” Layson said.

Layson said she was inspired to research the fruit because she had lost several family members to diabetes. According to the Department of Health, diabetes is the deadliest disease in the Philippines.

Her research led her to win the Best Individual research in Life Science during the Department of Education’s 2019 National Science and Technology Fair.

She also represented the Philippines in the Intel Science and Engineering Fair in Arizona in the United States last month.

“My research won’t end here. It will actually further develop into more specific compounds. We will delve into other diseases,” she said.

Source of the news: https://www.asiatimes.com/2019/06/article/filipina-student-sees-possible-cure-for-diabetes/

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South Africa: Education Department clarify claims of Grade 4 “masturbation classes”

Africa/ South Africa/ 11.06.2019/ Source: www.thesouthafrican.com.

Parents have been in a flap this week, after a report claimed masturbation would be taught in Grade 4 classes across Mzansi. But the DoE are furious with the story.

The Department of Basic Education have furiously denied that “masturbation” has found its way onto the Grade 4 curriculum in South African schools. The topic – which the Sunday Timesreported was set to feature in Life Orientation classes – was allegedly going to be introduced to children as young as nine.

The article in question quoted a lifestyle doctor who said she’d helped design the curriculum, which also aimed to educate Grade 4 learners about gender neutrality and the benefits of yoga – effectively, it would have been a conservative parent’s worst nightmare.

Masturbation “will not be taught” to nine-year-olds

The department are as good as seething with the publication, however. The outline for the new curriculum has been released on Tuesday, and spokesperson Elijah Mhlanga rubbished claims that children aged 10 and under would be exposed to the topic of masturbation. He blamed the paper for causing “mass hysteria”, too:

“The article is misleading and in fact, a complete misrepresentation of the work the Department is doing. It’s unfortunate that the article published has now caused mass hysteria unnecessarily and has caused confusion.”

The new Life Orientation textbook for Grade 4 currently being written does not cover masturbation. The textbook content for sexuality education in this grade is guided by UNESCO’S technical guidance on sexuality education and includes input from highly respected South African institutions.”

Elijah Mhlanga

Life Orientation: What will be on the Grade 4 curriculum?

It has been confirmed that masturbation is only a topic that gets covered from Grade 7 onwardswhen children hit their adolescent development phase between the ages of 12-13. Life Orientation for Grade 4 will focus on things like the environment, road safety and the dangers of smoking.

The closest the primary school kids will come to learning about the birds and the bees will be in an age-appropriate lesson which explains how babies are made. They will also be taught about cultural celebrations like imbeleko – an event that takes place when families celebrate the birth of another child.

Source of the notice: https://www.thesouthafrican.com/buzz/education-department-clarify-claims-of-grade-4-masturbation-classes/

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Australia urged to act on girls’ education in Solomons as 93 per cent dropout rate revealed

Oceania/ Australia/ 10.06.2019/ Source: www.sbs.com.au.

Omar Dabbagh reports from Visale, Solomon Islands

Prime Minister Scott Morrison is being urged to prioritise education equality during his visit to the Solomon Islands, after a new report found a shockingly low number of girls finish high school in the Pacific nation.

Aid agency Plan International, which compiled the ‘Our Education, Our Future’ report with the help of 60 girls in the Solomons, found the female graduation rate there is only seven per cent.

Expensive school fees, disturbingly high rates of child marriage and teen pregnancies, dangers facing girls walking to and from school, as well as cultural perceptions towards gender are being blamed for mass female dropouts.

«I would say it’s discrimination but it’s also about opportunity. People think that girls are associated to home,» Ella Kauhue, Program Manager for Plan International Solomon Islands, told SBS News ahead of the report’s release next week.

«They do a lot of work at home, they save the family, they look after the children, so they have – in terms of family – they have responsibility more than the boys.

SBS News understands Mr Morrison will visit schools in the Solomon Islands on Monday and read to a class.

Solomon Islands girls

Australia is being urged to prioritise the education of girls in the Solomon Islands.
SBS News/Omar Dabbagh

‘Left behind’

«When it comes to the decision-making of parents on who to go to school when there is limited funds, then the boys have a chance to go, the girls are left behind,” said Franklin Kakate, a school principal in the village of Visale.

It is a domestic responsibility that many girls say they do not want.

Best friends, Betty and Betty, aged 18 and 19, dropped out of high school in recent years due to financial stress and peer pressure. And both say they are desperate to complete their education.

«I want to tell other girls that when they receive a good education, they will not be like us – you know, walking around (doing nothing). Boring. They will have a good life,» the girls said.

«I see value in education, so I want to see the girls value that because if they’re educated then they can see things.»

EXCLUSIVE: Australia urged to prioritise women's education in the Solomon Islands

Friends Betty and Betty were both forced to drop out of high school, and say they are desperate to one day graduate.
SBS News/Omar Dabbagh

Schoolgirls from Visale, north of the capital Honiara, have told SBS News they hope to one day break the mould in the Solomons.

«I feel excited because I have the opportunity to attend school while other girls stay at home and do housework,” says 18-year-old Melisa, who is in her last year of school.

«I want be in engineering because I want to be part of the male’s job, because in Solomon Island there’s not much female involved in men’s job.»

«(I want to be a) lawyer so I can solve all the problems in the country,» adds 17-year-old Clodina.

«I want to make our country a better country in the future.»

‘Gender imbalance’

In a bid to prioritise education in recent years, the Solomons government made primary school free. But Plan International claims that policy has not been implemented in many parts of the country. School attendance, both in primary and high school, is also not compulsory.

Seventy-two per cent of girls finish primary school, but as fees increase every of secondary school so too do dropout numbers, whereas one-third of boys are able to complete high school.

Plan International found that two out of five girls are forced to drop out of school due to teen pregnancy or child marriage, with the former seeing many girls expelled as they are often blamed for betraying customary practices.

Simple things like walking home, particularly in remote provinces, can deter girls from attending where there is a high rate of sexual assault.

Eighteen-year-old Judy says she used to walk six kilometres a day to and from her previous school and feared every day she would be attacked.

«I feel scared and maybe we don’t know what is going to happen when you follow the road, that there is no house and someone to help you,» she explained.

«And sometimes if you go to school by yourself and you meet someone who tried to kill you, you don’t have anyone to help you.»

ls for Australia to step up education focus

Australia is by far the biggest contributor of aid to the Solomon Islands, set to donate almost $200 million this year alone.

It bankrolls five per cent of the Solomons’ education budget, of which almost two-thirds funds scholarships and programs to improve school facilities, such as bathrooms and access to clean water.

But coordinator for International Programs at the Solomon Islands Ministry for Education, Christina Bakolo, told SBS News only a sliver goes towards secondary education, let alone the education of girls.

«There needs to be collaborative work if Australia would like to assist the Solomon Islands. For me, personally, there needs to be resourcing. This is one of the gaps here,» Ms Bakolo said.

«It would be very great to see Australia focusing on the marginalised ones in the Solomon Islands, and that includes girls.»

Plan International hopes Mr Morrison uses his overseas trip to take a stand to support young women.

«Gender equality in this country is very imbalanced,» Ms Kauhue said.

«I think the country, the government, will have to see that investing in girls is important and not for today but for the future of this country.»

Source of the notice: https://www.sbs.com.au/news/australia-urged-to-act-on-girls-education-in-solomons-as-93-per-cent-dropout-rate-revealed

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NZ’s education sector must move fast to support edtech

Oceania/ New Zealand/ 10.06.2019/ Fuente: itbrief.co.nz.

New Zealand’s education sector needs to face up to automation and the way it will affect people’s jobs in years to come – and it needs to move quickly to do so, according to industry body EdTechNZ.

In a submission to the New Zealand Productivity Commission on the topic of how technology will impact the future of work in New Zealand, EdTechNZ says that New Zealand’s education sector needs a serious shake up.

According to EdTechNZ chair Shane Kerr, New Zealand’s education and skills system does not have a shared view of current or desirable outcomes for New Zealand’s digitally dependent society.

“Consideration should be given to how the skill needs of the tech industry can be better understood by the education sector, perhaps through an industry body forum,” says Kerr.

“Future workers will need advanced technical skills to operate in an increasingly digital working environment but also skills for the roles that cannot be easily automated.”

EdTechNZ says it has witnessed the impact that automation technologies are having on people’s jobs.

“Workers now and in the future will need an education system that can keep up with the pace of global technical change,” says Kerr.

“We’re already seeing firms and companies question the validity of traditional courses of study as their industries undergo rapid transformation.

“It is imperative that the 20% of adults described in the commission’s report with low levels of literacy and/or numeracy are provided with effective access to tools and training that can lift their capability.”

He says the Commission should consider the World Economic Forum’s 21st century skills concept, which includes collaboration, critical thinking, digital literacy, and problem solving.

“There are a number of edtech products and pedagogies that can be further deployed in this area, and the edtech sector could be more effectively incentivised to address this priority.”

He adds that the education sector is struggling to keep up with workplace change. The education sector is often held back by difficulty innovating and scaling new initiatives quickly enough.

“In addition, due to the relatively large numbers of small to medium companies, employers are less likely to plan for or invest in future skills at the expense of the immediate needs and daily pressures of their business,” Kerr says.

The mismatches between capability and expectation will only grow, Kerr adds.

“Not all firms do or will have the same understanding of the skill challenges or make the same level of investment in training beyond their immediate needs.

“Government has a role to raise awareness and urgency of the issue and also encourage the development of training for future skills needs which may not be readily apparent to the employer such as digital literacy. Government investment is required in every scenario.”

Source of the news: https://itbrief.co.nz/story/nz-s-education-sector-must-move-fast-to-support-edtech

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Jokowi wants to improve the quality of Indonesia’s labour force

Asia/ Indonesia/ 10.06.2019/ Source: www.economist.com.

The best way to do that would be to attract skill-hungry businesses

Victoria opai, a teacher in a remote part of West Kalimantan, Indonesia’s slice of Borneo, is charmed by the new road connecting her school to Putussibau, the nearest town. It is smooth, reasonably straight and cuts through swathes of jungle. It used to take three hours to get into town, she says. Now it takes 40 minutes.

Over the past five years new roads, airports and railways have popped up across Indonesia. Reviving its ailing infrastructure was a pledge of Joko Widodo, the president, known as Jokowi, during his first term. Along with poverty-reduction measures, it helped him win re-election on April 17th. In his first term Indonesia grew by 5.1% annually; last year the imf said ambitious economic reforms could enable Indonesia to grow at 6.5% by 2022. Jokowi promises to improve “human resources”, meaning education and the quality of the labour force. In a speech on April 30th he talked about “upskilling” Indonesia.

Source of news: https://www.economist.com/finance-and-economics/2019/05/30/jokowi-wants-to-improve-the-quality-of-indonesias-labour-force

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Nigeria’s state schools need 6,000 teachers amid Boko Haram insurgency

Africa/ Nigeria/ 10.06.2018/ Source: www.xinhuanet.com.

 

About 6,000 additional teachers are required to improve the quality of education in northeast Nigeria’s state of Borno, an official said Sunday.

«The government is building a state of the art schools with a decent environment, but our teachers lack motivation,» Jibril Muhammed, chairman of the Nigerian Union of Teachers (NUT) said in Maiduguri, the state capital.

«It is my firm belief that with the necessary motivations for our teachers, the problems in our education sector will be solved.»

He spoke against the backdrop of 40 mega schools constructed by the government to cater for the education of 53,000 children orphaned by Boko Haram insurgency in the state.

Borno state in northeast Nigeria has been devastated by the insurgency.

Muhammed said at least 5,000 teachers are required for primary schools while additional 1,000 be deployed to secondary schools to boost teaching and learning.

He commended the government for prioritizing education in the state but said it should also accord priority to teachers welfare.

The teachers union chief said that teachers were among the worst hit by the Boko Haram insurgency, with about 530 killed and 32,000 displaced.

Teachers are some of the lowest paid public sector employees in the oil-rich West African country.

About 27,000 people have been killed in Borno and two neighboring states since 2009, in one of the world’s most violent conflicts that have destroyed homes and infrastructure.

 

Source of the notice: http://www.xinhuanet.com/english/2019-06/09/c_138129326.htm

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CLADE. Chile: Docentes declaran paro indefinido

América del Sur/ Chile/ 10.06.2019/ Fuente: redclade.org.

Este lunes 3 de junio millares de docentes de norte a sur iniciaron un paro indefinido, demandando respuesta satisfactoria a su petitorio por la calidad de la educación y mejores condiciones de trabajo para el magisterio

Fotos y video por: Foro por el Derecho a la Educación Pública

El año 2018 el Colegio de Profesores de Chile, a partir de la crisis estructural que ha denunciado en la educación y en el trabajo profesional docente, presentó al Ministerio de Educación (MINEDUC) un petitorio de 11 puntos medulares. Ello derivó en un largo proceso de conversaciones infructuosas entre docentes y el Ministerio de Educación, que sólo tuvo respuestas ambiguas y evasivas. En el último año se organizaron distintas manifestaciones y paros parciales para defender la calidad de la educación y demandar mejores condiciones de trabajo para el magisterio.

Este lunes 3 de junio millares de docentes de norte a sur iniciaron un paro indefinido, demandando respuesta satisfactoria al petitorio. El Colegio de Profesores, único sindicato docente que representa a todas y todos las/os docentes del país, impulsa el paro.

Las reivindicaciones del magisterio incluyen: la eliminación de la doble evaluación de docentes, la titularidad de las horas de extensión, el pago de mención a las educadoras de párvulo y diferenciales, el fin de la Ley Aula Segura y medidas para mejorar la educación pública. Se oponen también a los cambios curriculares para terceros y cuartos medios anunciados por el MINEDUC, que eliminarán a Historia y Educación Física de los ramos disciplinarios obligatorios, convirtiéndolos en asignaturas optativas en el currículum de dichos niveles.

Datos del MINEDUC apuntan a que un 22% de los colegios del país adhirieron a la paralización, pero el Magisterio calcula una cifra sobre el 80% de participación en el paro. En Santiago, cientos de establecimientos se plegaron a la paralización, abarcando 24 mil docentes. De no mediar una respuesta satisfactoria del gobierno a través del MINEDUC, se estima que la paralización docente irá incrementándose a lo largo del país, involucrando también a estudiantes, padres, madres, apoderadas y apoderados.

Las marchas y protestas siguen el día de hoy (6) en Santiago.

Protesta del día 06/06, en Santiago
Violencia contra la protesta

Se reportaron casos de agresión a manifestantes que participaron en las protestas del lunes. El Foro por el Derecho a la Educación Pública, miembro de la Campaña Latinoamericana por el Derecho a la Educación (CLADE) en Chile, se sumó a la manifestación y relató: “Más de 200 personas, especialmente estudiantes de secundaria, llegaron a apoyar esta acción. Posteriormente, juntos marchamos al Instituto Nacional para apoyar a las y los profesoras/es que se encontraban en actividades relacionadas al Paro Docente Indefinido iniciado el 3 de junio. Apenas llegamos nos encontramos con la acción represiva de Carabineros, quienes sin mediar provocación alguna se llevaron detenidos a docentes y estudiantes que se manifestaban en defensa de la Educación Pública”.

El Foro forma parte en la Red Contra la Represión a Estudiantes y, como integrante del grupo, firmó una declaración en la que se rechaza la criminalización de la protesta estudiantil en el país, la cual se profundiza con la aprobación de la Ley Aula Segura. En el posicionamiento, demandan el restablecimiento de condiciones básicas para la construcción de acuerdos que resuelvan las necesidades planteadas por estudiantes, docentes, asistentes de la educación, apoderadas y apoderados. “Es necesario detener la persecución y fortalecer de forma urgente y en todos los ámbitos la educación pública”, afirman.

“Deuda histórica” con docentes de Chile

Desde el 2018, se venían realizando mesas de diálogo entre el Colegio de Profesores y el gobierno. En noviembre de aquel año, la Cámara de Diputados realizó una sesión especial para analizar la denominada “deuda histórica” del Estado con docentes del país.

En el 1974 se inició un proceso de sostenido deterioro a los salarios docentes. Según cifras del magisterio, si en el 1972 un docente percibía mensualmente $100, nueve años después, su salario se redujo a $28. Los fundamentos de lo que se denomina “deuda histórica” se remontan a 1981, en el marco del proceso de la municipalización de la educación nacional, cuando no se cumplió el Decreto Ley Nº 3.551 de 1981, que dispuso un reajuste del sueldo base al sector público.

Esta asignación debía ser cancelada entre los años 1981 y 1984. Sin embargo, nadie recibió íntegramente tal asignación, dado que su nuevo empleador, la municipalidad en vez del Estado, desconoció la aplicación de la medida de reparación. Según la diputada Camila Rojas, más de 60 mil personas siguen esperando la compensación, que bordearía los 14 mil millones de dólares.

En marzo de este año, funcionarias y funcionarios del Ministerio de Educación organizaron una conferencia de prensa para divulgar sus críticas a la gestión de la Ministra de Educación, Marcela Cubillos, y exigir su renuncia. En la ocasión, denunciaron la falta de participación de la sociedad civil en el debate y definición de las políticas educativas, y la poca claridad sobre cómo el Ministerio pretende avanzar en el mejoramiento del sistema educativo nacional.

Contra la doble evaluación de docentes

El magisterio movilizado en el país se opone también a la doble evaluación docente. “Por un lado, existe el portafolio aplicado cada 4 años y que clasifica a los evaluados en insatisfactorio, básico, competente, destacado. Y, por otro, existe el Sistema de Desarrollo Profesional Docente (Carrera Docente) que encasilla a los docentes en los tramos inicial, intermedio, avanzado, experto I y experto II, de acuerdo a la combinación de los factores antigüedad en el cargo y resultados en la Prueba de Conocimientos Específicos, más los resultados del Portafolio”, explica el Colegio de Profesores.

Estos procesos, según las y los manifestantes, conducen al agobio docente y llevan a que estas y estos profesionales tengan que dedicar parte importante de su tiempo a prepararse para ambos sistemas de evaluación, reforzando lógicas individualistas y competitivas en la educación.

Ley Aula Segura

La ley, que entró en vigor el lunes (3), obliga a las escuelas y liceos a incorporar a sus reglamentos internos una vía rápida para expulsar estudiantes por hechos de violencia.

En posicionamiento, el Foro por el Derecho a la Educación Pública de Chile señala que este tipo de medida es una agresión al derecho a la educación de todas las niñas, niños y jóvenes del país, y además busca criminalizar al movimiento estudiantil. Lamenta también que se vea en este tipo de iniciativa una solución a los problemas educativos.

“Rechazamos este tipo manipulaciones que, al decir atender un problema de las y los actores educativos, termina minando la democracia de las escuelas, abriendo más espacios a la mercantilización de la educación y criminalizando a los actores de los establecimientos públicos”, afirma el Foro.

Protesta del lunes, 03/06, frente al Colegio de Profesores
Solidaridad internacional

Ayer (5) la Federación Nacional de Profesores de Enseñanza Secundaria (FENAPES) de Uruguay, organización sindical que representa a más de 11.000 profesoras y profesores del país, expresó su solidaridad ante el paro docente en Chile, reclamando al gobierno chileno atender y resolver los reclamos del magisterio.

“Vuestra lucha en defensa de la educación pública de calidad, referenciada socialmente y contra la rebaja de las propuestas curriculares que atentan contra la integralidad en la formación de las futuras generaciones y por la mejora de las condiciones de trabajo, expresan el claro e histórico compromiso de los trabajadores de la educación chilena, y del continente, por la democracia, la justicia social, los derechos humanos y el desarrollo integral de nuestros pueblos”, afirma la presidencia de FENAPES, en carta enviada al Colegio de Profesores.

Fuente de la noticia: https://redclade.org/noticias/chile-docentes-declaran-paro-indefinido/

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