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Married at 14: Syria’s refugee child brides

Asia/Siria/24.07.18/Source: www.aljazeera.com.

Each year, childhood ends for an estimated 15 million girls around the world who marry before the age of 18, according to the International Centre for Research on Women (ICRW). South Asia has the largest concentration of child brides, but early marriage is a global phenomenon.

Girls living in poverty are more susceptible, and by marrying so young, research shows, girls perpetuate the cycle of poverty. UNICEF says they typically drop out of school and as a result, face poor job prospects.

«I couldn’t go to school because of the war,» says Ola, a Syrian refugee who was married at 14 years. «We had to stay at home, the schools closed. I studied only until 6th grade.»

The Syrian war has created a vortex of conditions, such as displacement and poverty as well as fears about the so-called «honour» and safety of girls that have prompted families to marry off their daughters.

I wish I could have finished school. I wanted to be a doctor, I never thought of marriage

Fatima, Syrian refugee

«I left Aleppo six years ago,» says Fatima, a Syrian refugee living in a camp in Jordan. «We used to go to the school, then come home. I did my homework, went out with my friends … If the problems stop, I think I will go back. Because of the current problems, it’s all terror and fear.»

Jordan is now home to more than 650,000 Syrian refugees. UNICEF says there is an epidemic of child marriage among them and it’s on the rise.

From the onset of the Syrian war in 2011 to the present, child marriage has spiked from 15 to 36 percent in the kingdom. European countries, such as Sweden and Germany, that have welcomed large numbers of Syrian refugees are also grappling with a dilemma: permit child marriage or separate families.

Child brides commonly face domestic violence, restricted movement and are often not given a voice when it comes to making decisions in the family. No matter the justifications families give, the ICRW says, child marriage is «a violation of human rights and a form of violence against girls».

‘I wanted to be a doctor’

Fatima found out she was engaged just shy of her 15th birthday. Her parents notified her that she was to marry another Syrian refugee.

«I wasn’t even 15 years old, I was scared. I cried. First, I told them I didn’t want to [get married]. I am too young. Then, they told me he was a good young man and that they knew him … I was confused: should I agree or not? They used to say, ‘Do as you wish. Do what you like,’ but because he was from a good family, a good hard-working man, I agreed.»

Since fleeing their home in Aleppo six years ago, Fatima and her family have endured fear, hunger and now poverty.

The war forced her to drop out of school when she was 10 years old. She says if her destiny had been different, she would have loved to have been a doctor.

Instead, she is a 16-year-old wife and mother to a five-month-old daughter, with another baby on the way.

«I am pleased with my life. If I am content, it’s no one else’s business,» she says.

But when asked about her daughter, Fatima says she would want her daughter to finish her education and not marry early.

«She should wait until she is 20 or 25. She would carry too much responsibility while she is young. I wish I could have finished school. I wanted to be a doctor, I never thought of marriage.»

‘A woman’s life is a lot better before marriage’

Ola was 13 years old when her parents first broached the topic of marriage with her. After a one-year engagement, she was married at 14.

«You are happy because of the white wedding dress. The girl thinks the man would love her and that she would live a life better than the one she had with her family. He would take her wherever she wanted to go. I thought he would love me more than my family,» Ola recalls her feelings when her parents told her about marriage.

But once married, the relationship deteriorated quickly.

«He didn’t have a job, he relied on his family and I didn’t know that he was dependent on his family. After the marriage, we used to fight because he didn’t work,» Ola says. «They (his family) interfered in our affairs and there were problems … They denied me everything, but they got to go out and do what they liked. I had to do the cooking, washing and cleaning, I lived in the kitchen … It felt like being in a prison. I couldn’t go out.»

She considers herself lucky they couldn’t have children. The 17-year-old has spent the last year and a half navigating the Jordanian court system, trying to get a divorce, but her husband and his family have disappeared and her case has stalled.

Ola says she regrets getting married so early, because she could have finished her education.

«No one should get married that early. You’d avoid a man telling you what to do all the time … It’s better to live one’s life before marriage because one might not get the chance to live it at all after marriage.» she says. «A woman’s life is a lot better before marriage. She is not committed to anything.»

Source of the review: https://www.aljazeera.com/programmes/talktojazeera/inthefield/2018/06/married-14-syria-refugee-child-brides-180630102118158.html

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Bolivia: Inauguran Internacional de Educación con alcance para 30 mil personas

América del Sur/Bolivia/24.07.18/Fuente: www.lostiempos.com.

La Reunión Regional de la Internacional de la Educación se inauguró anoche en el hotel Camino Plaza de Cochabamba con la participación de más de 30 mil inscritos a este evento.

El Comité Regional Internacional de la Educación de América Latina, que lleva adelante el evento explicó que, de forma online, 118 sedes habilitadas seguirán la reunión.

Además, en el evento se abordarán temáticas educativas en beneficio de la región con invitados especiales.

Cochabamba será el espacio destinado a generar un ámbito de diálogo de temáticas vinculadas al panorama político educativo latinoamericano y mundial.

Se proyecta generar espacios donde se puedan abordar temas educativos que hagan referencia a la privatización, mercantilización y financiamiento educativo; calidad educativa y procesos de evaluación que estará a cargo de la coordinadora Fátima Silva, en su cargo de vicepresidenta del Comité Regional IEAL.

De este diálogo se proyecta identificar cuál debe ser el perfil de un modelo educativo democrático e inclusivo en el marco del Movimiento Pedagógico Latinoamericano.

Para seguir el evento de talla internacional, el Ministerio de Educación habilitó 118 sedes que realizarán la transmisión online hoy a todo el país para los más de 30 mil participantes que seguirán el curso en línea, a través de las direcciones departamentales de Educación, direcciones distritales, normales de maestros, institutos técnicos tecnológicos y otros.

EXPOSITORES: EXPERTOS INTERNACIONALES

Entre los expositores del Congreso Internacional de Educación, inaugurado ayer, se encuentran Hugo Yaski (Argentina), David Edwarsd (Bélgica), Ángelo Gabrielatos (Bélgica), Combertty Rodríguez (Costa Rica), Luis Fernández Dourado (Brasil), Elno Gómez de Araujo (Brasil) y Sonia Alesso (Argentina).

Los expertos, según los organizadores, darán el contexto de diálogo educativo construyendo y fortaleciendo las bases de la transformación educativa continental.

El evento busca un perfil de modelo educativo democrático e inclusivo en el marco del Movimiento Pedagógico Latinoamericano.

 

Fuente de la noticia: http://www.lostiempos.com/actualidad/pais/20180723/inauguran-internacional-educacion-alcance-30-mil-personas

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Chile: Cruda realidad: Estudio desnuda que 5 millones de adultos no han terminado 4º medio en Chile

América del Sur/24.07.18/Por Jonathan Flores/Fuente: www.biobiochile.cl.

Cinco millones de adultos no finalizaron sus estudios de Enseñanza Media en Chile, mientras que cerca de 700 niños viven en la calle, lo cual les impide tener una actividad escolar, según estudios de la Fundación Don Bosco.

Las cifras fueron entregadas este sábado en las dependencias de ese organismo, donde estuvieron presentes los ministros de Educación, Geraldo Varela; y de Desarrollo Social, Alfredo Moreno, quienes en su paso por la institución también realizaron una visita a niños en situación de calle que cursan sus estudios en esa institución.

En ese contexto, Moreno valoró el trabajo realizado por Fundación Don Bosco y aseguró que es necesario reincorporar a estos niños al proceso escolar normal.

La autoridad de Gobierno se refirió también a la protección de las personas en situación de calle bajo el Código Azul y recalcó que las personas están tomando conciencia de este suceso.

En tanto, el titular de educación explicó que lo más importante es trabajar en conjunto desde el punto de vista pedagógico, social y psicológico.

Por su parte, el especialista en evaluación y medición educacional de la Universidad de Santiago, Daniel Ríos, aseguró que las cifras dadas a conocer por las autoridades de Gobierno son preocupantes.

Expertos en educación aseguran que es necesario implementar políticas públicas de integración, tanto en los 700 niños que viven en situación de calle como también disminuir la cifra de los 5 millones de adultos chilenos que no finalizaron su Enseñanza Media con el fin de no perjudicar el desarrollo laboral en nuestro país.

Fuente de la noticia: https://www.biobiochile.cl/noticias/nacional/chile/2018/07/21/cruda-realidad-estudio-desnuda-que-5-millones-de-adultos-no-han-terminado-4-medio-en-chile.shtml

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What the Finnish education systems could learn from Asia (Vídeo)

Asia/23.07.18/By Hannamiina Tanninen

Being an enthusiast about differences in Western and Asian cultures and learning in general, Hannamiina shared her insights to the TEDxOtaniemiED audience on what the Finnish education system could learn from Asia. The talk is illustrated with Sketchnotes by Linda Saukko-Rauta at www.redanredan.fi.

The first time Hannamiina ever visited China was on the Aalto on Tracks student project, which took 80 students by train across Siberia to Shanghai World Expo. In 2010 Hannamiina moved to Hong Kong to pursue a degree in economics and China business.

After graduation Hannamiina went to Taipei where she is currently living, working as an assistant Asia correspondent and studying Chinese. Before moving to Hong Kong, Hannamiina worked as a parliamentary assistant for the Minister of Education and Science and represented students in multiple Ministry of Education and Culture working groups.

This talk was given at a TEDx event using the TED conference format but independently organized by a local community.

 

 

Source of the video: https://www.youtube.com/watch?v=tXihBgHJelY

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Africa’s first online database on education research

Africa/23.07.18/By Eldon Opiyo/Source: www.scidev.net.

A database on education research conducted by Africa-based researchers has been launched to raise the visibility and impact of such research.

The database, which has about 2,000 education research including theses and working papers on 49 African countries, resulted from the collaboration between the Research for Equitable Access and Learning (REAL) Centre at the UK-based University of Cambridge and the Education Sub-Saharan Africa , a charity with a mission to transform educational outcomes on the continent.

The database is searchable by country, research methods and keywords such as access to education, early childhood education, higher education, school feeding and literacy.

“There are some existing inventories and databases for specific contexts but no central location to access [education] publications by African-based researchers, which has contributed to a lack of visibility and use of this research,” says Rafael Mitchell, a researcher at the REAL Centre. “We hope that the database will facilitate greater use of research written by those in African universities and research institutions to ensure it is drawn upon and cited, and to be used to influence policy and practice.

“We hope that the database will facilitate greater use of research written by those in African universities and research institutions.”

Rafael Mitchell, Research for Equitable Access and Learning (REAL) Centre

“This should also help to ensure that research by African-based researchers is taken into account in global debates. There is a lot of important work done by researchers in the region that is currently overlooked and undervalued.”

Wisdom Harrison K. Hordzi, the Ghana coordinator of the Educational Research Network for West and Central Africa, agrees and tells SciDev.Net, “The database will help researchers and others to know what education research has already been conducted on Sub-Saharan Africa and identify gaps for more research.”

Hordzi adds that the database could make people appreciate the contribution of African education researchers.

“People think that education researchers in Africa are not doing anything. The database will help others know that at least we are doing something,” explains Hordzi, a senior lecturer at the Ghana-based University of Education, Winneba.

According to Mitchell, it will help researchers and others to identify where future research is likely to be most urgent.

“Our preliminary analysis indicates that a large amount of research is on higher education, around 30 per cent of the publications. Yet, in Sub-Saharan Africa, less than one per cent of the poorest reach higher education,” she says.

Only around three per cent is on early childhood education, which suggests that limited evidence is available that can inform policymakers on how to address disadvantage in education from the early years, Mitchell explains.

Types of research methods and their proportions used by African education researchers as of July 2018
Types of research methods
Source: African Education Research Database 

The database was launched last month (15 June) at an event hosted by the French Development Agency in France.

The creation of the database started in May 2017. The first phase was completed by May 2018, with the launch of the database the following month but the process is ongoing as more research can and will be integrated, according to Mitchell.

It is being funded by ESSA – Education Sub Saharan Africa. To finance the two research positions at the REAL Centre, University of Cambridge, ESSA has raised funds from individual donors. The Jacobs Foundation, Zurich also joined this endeavour as a partner, providing funding for the second year of mapping project.

Mitchell tells SciDev.Net that the database — the first of its kind in Africa — could provide greater opportunities for research funding in areas of priority to Africa researchers and research funders.

Beatrice Muganda, director, higher education programme at the Kenya-based Partnership for African Social and Governance Research, says there is a dearth of literature on Africa written by Africans on issues affecting them.

“Scholars, researchers and students are persistently searching for relevant case studies and empirical evidence that speaks adequately to the local context,” Muganda tells SciDev.Net. “Any effort made to address this gap is laudable.”

Muganda says that although the database could help researchers, repositories are hardly the right platforms for helping policymakers to access research.

She calls on researchers to make education research findings accessible to policymakers through active outreach initiatives.

Source of the notice: https://www.scidev.net/sub-saharan-africa/education/news/africa-online-database-education-research.html

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Japan: Brazil makes media studies compulsory in schools

Asia/Japan/23.07.18/Source: the-japan-news.com.

Brazil has taken a stand against the explosion of “fake news” stories swamping the internet by making media analysis studies compulsory for schoolchildren.

“The aim is to teach students to identify fake news, and now it’s part of the national curriculum because the country has decided it’s necessary,” said Leandro Beguoci, editorial director at Brazilian education specialists Nova Escola.

“The proliferation of social media networks have created an urgent situation in this respect,” Beguoci said.

Media analysis studies became compulsory in December 2017, but have been offered alongside traditional subjects like mathematics and history for years in some Brazilian schools.

Kayo Rodrigues, 14, said the Brazilian press is not perfect, but plays a vital role in combating fake news “because not everyone has the internet or the tools to check facts.”

She enrolled in the “Young Press” program launched six years ago in the Casa Blanca public school in Sao Paulo.

At Casa Blanca, teachers Lucilene Varandas and Hildenor Gomes do Santos ensure their students, aged eight to 14, know not to take everything they watch or read at face value.

“When I receive a piece of information, I look for it on the internet and ask myself if it’s true,” said Helena Vital, 11, whose parents are teachers. She said the program has taught her to view the media from a different perspective.

The children do not have the tools to systematically check everything, but “they look at the articles, who wrote them, who could be interested in them and where they’re published, which are all ways of questioning the information,” said Varandas, who is looking to create partnerships with fact-checking agencies to expand the children’s education.

The measures seem to be working despite the children’s young age.

“All it takes is one click to share false news; this project teaches me to think about my clicks,” said Rodrigues, daughter of a shopkeeper and a manicurist.

The students enrolled in “Young Press” have also been analyzing local media stories about the project, and even found inaccuracies.

Social media presence huge

With a population of almost 208 million people, Brazil has a massive social media presence: 120 million WhatsApp users, more than 100 million people on Facebook and another 50 million signed up to Instagram.

“In the past, kids were taught by their parents, but now that happens through a variety of means, something which alters the role of the school,” said Beguoci, a trained journalist.

“What’s so interesting in Brazil is that media and technological literacy are considered as important as classical literacy.”

Beguoci denies that information analysis is an additional burden on the education system, saying it rather offers “a context that can improve education.”

“We’re talking about things that are part of the student’s world,” he said.

For Veronica Martins Cannata, who coordinates technology and communication studies at the private Dante Alighieri school, children have their own responsibility when it comes to fake news.

“Technology has facilitated communication, but the time has come to question its content,” she said.

“As natives of the digital age, children and teenagers must take the responsibility to analyze that content before reproducing it.”

Dante Alighieri has been analyzing media content for 11 years and has also brought the fight against fake news into the classroom.

Children are born “with ingenuity,” but at school they acquire “a critical eye and no longer consume information in the same way,” said Martins Cannata.

 

Source of the article: http://the-japan-news.com/news/article/0004582311

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England: IAEA nurtures nuclear education in Asia Pacific

Europe/England/23.07.18/Source: www.world-nuclear-news.org.

The International Atomic Energy Agency (IAEA) held the first in a series of six regional training courses for secondary school science teachers last month in Indonesia. The courses aim to equip teachers in Asia Pacific to inspire a new generation of nuclear scientists and engineers by engaging students and enhancing their understanding of nuclear science and technology.

The first two-week course was attended by 26 teachers from 17 countries. The course comprised presentations, laboratory work and technical visits to Indonesia’s National Atomic Energy Agency (Batan). It also served a good opportunity for teachers from different countries to network and exchange experiences in teaching. The IAEA said the course marks the first time that it had formally engaged with the secondary education teaching community.

The participants were introduced to diverse methods of teaching nuclear science and technology to children aged 12-18 in an effective and engaging manner. The IAEA said it hoped the attendees will become mentors to other teachers in their countries. «This way, the project aims to reach one million students by 2021,» it said.

Sunil Sabharwal, a radiation processing specialist at the IAEA, said: «The idea is to introduce teachers to the link between the key role being played by nuclear science in enhancing the quality of our everyday life and the simple nuclear concepts being taught in schools as well as to provide them with innovative methods to deliver this knowledge to students through academic as well as extra-curricular approaches.»

Following the course, Jordanian teacher Amal Al-Khassawneh said, «The training course provided me with the necessary confidence, courage and knowledge to talk about the real facts of nuclear science with students.»

The course followed a Regional Workshop on Curriculum Development and Launching of Nuclear Science and Technology for Secondary Schools that took place in the Philippines in February. During an earlier workshop, in Japan, a regional nuclear science and technology competency framework was established that serves as reference for national educational curriculums. The IAEA said the competency framework was crucial in the preparation of the training course in Indonesia.

The next regional training course for secondary school teachers will take place at the Argonne National Laboratory in the USA in August. The following four will take place in Japan, the Philippines, Malaysia and Australia this year and next.

Between 2012 and 2016, the IAEA and experts from Australia, India, Israel, Japan, South Korea and the USA developed a compendium that collects unique teaching strategies and materials to introduce science and technology in education systems across Asian countries. This compendium was piloted in Indonesia, Malaysia, the Philippines and the UAE and reached 24,000 students. The IAEA said the pilot demonstrated that students «were more receptive to learning about nuclear science and technology when teachers used a diverse set of methods, which also increased their problem-solving skills».

The IAEA said an updated version of the compendium will be prepared over the coming years.

Source of the notice: http://www.world-nuclear-news.org/NN-IAEA-nurtures-nuclear-education-in-Asia-Pacific-2007185.html

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