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España: Sin educación no hay democracia

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España/07 de noviembre de 2017/Por: Paco Carrillo/Fuente:http://www.diariodecadiz.es

Ningún gobierno ha sido valiente ni capaz de educar con la verdad como meta.

Lo ocurrido en Cataluña no es lo peor que ha podido pasarnos, a la postre no es más que el desenlace chungo de lo que se viene pudriendo desde siglos atrás con la complicidad de todos los gobiernos centrales (¿se dice así? De todos, y ese es el drama.

Digo que no es lo peor porque esta patochada desembocará cualquiera otra comunidad, región o pueblo adopte las mismas estrategias: hacerse las víctimas, inventar su historia y así justificar su independencia. Ya las hay en listas de espera.

Aplicar a destiempo las leyes cuando se han enquistado las rebeldías, viene a ser como aquella estupidez con que ciertas madres consolaban a sus niños cuando ellos se hacían daño: «Sana, sana, culito de rana, si no sana hoy, sanará mañana». Tranqui, Rajoy, tu serenidad te delata. Te ha tocado a ti, pero los que te precedieron te engordaron la bestia; aunque tú también te has marcado goles en propios puerta.

Mira si no. Después del ‘alegro ma non tropo’ catalán tenemos encima la primera de las consecuencias: Tres insignes pensadores, hijos de nuestra tierra, han visto expedito el camino para alcanzar la independencia en Andalucía. Ya cuentan con una nueva entidad política llamada «República Federal Andaluza» que incluirá todos los considerados Países Andaluces, a imagen y semejanza de los Países Catalanes y su modelo separatista.

Por lo visto un par de sujetos, pertenecientes a la Izquierda Radical Agraria (IRA), llamados Diego Cañamero y Juan Manuel Sánchez Gordillo, sociólogo uno y filósofo el otro, Catedráticos de la Universidad «A vivir del cuento», unidos a otro fulano, historiador e ideólogo, llamado Altamirano, de la Federación Andaluza de Tarugos con Ánimo de Lucro (FATAL), llevan un tiempo esperando que cristalice lo de Cataluña, para hacer lo propio con Andalucía, eso sí, añadiéndole parte de Murcia, algo del Algarve portugués e incluso la comarca marroquí del Rif, más Ceuta, Melilla y Gibraltar. Así, con dos cojones.

Ni ideologías, ni economía, ni gaitas. En España jamás se ha asimilado que la Educación es la llave para abrir los ojos a un pueblo y evitar que se pudra, que es lo que está ocurriendo gracias a que ningún Gobierno ha sido valiente ni capaz para afrontar la responsabilidad de educar con la verdad como meta; todos, a lo máximo que han llegado, es a adoctrinar aborregando y faltándole el respeto al ciudadano. Y por las mismas razones: sucios intereses, mediocridad y cobardía.

Pareció que con la venida de los gobiernos democráticos se implantaría la Educación sin consignas inconfesables, pero ni la Santa Transición fue capaz de conseguirlo, prefirió los silencios y hacer creer que en democracia todos los que se dedicaban a la política podían ser eternos cuando en realidad una de sus virtudes consiste en que todos tienen los días contados. ¿Educación? Por favor, no moleste.

Tristemente somos herederos de los reinos de taifas y víctimas de la mercantilización de la política, que es la que impide al ciudadano pensar por sí mismo gracias a su abandono educativo, porque si se hubiera utilizado para formar cabezas en vez de llenarlas con humos y mentiras, habría permitido al pueblo librarse de las improvisaciones de los gobernantes -todos salidos del pueblo, pueblo al fin y al cabo-, analfabetos con buena voluntad y en el peor de los casos, corruptos comisionistas.

Fuente de la Noticia:

http://www.diariodecadiz.es/opinion/analisis/educacion-democracia_0_1187881830.html

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India: Viewing Education Through a Lens Broadens Perspective

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India/November 07, 2017/By MILES LIPTON/Source: http://mainepublic.org

Traveling abroad always forces me to respect my access to education in a much more profound manner. Recently, I took a trip to Ladakh, India, a three-day journey from just about anywhere in the U.S., to volunteer at the Siddhartha School, a private institution that values a strong academic curriculum and a culture of giving and compassion in India.

The school, which encompasses children from early childhood through grade 10, was started by the Buddhist monk, Khen Rinpoche Lobsang Tsetan, in his hometown of Stok, Ladakh, to give area children “access to a rich, thoroughly modern education that is in harmony with their Himalayan heritage and their cultural traditions.”

Siddhartha School itself lays in a shallow valley 11,000 feet above sea level, nestled tight in a ring of massive snow-capped Himalayan mountains, high on the Tibetan plateau. The surrounding land is parched and dusty except for the oases of farmland and trees created by thorough irrigation.

There were no other schools accessible to the children of this mountainous region in 1995 when Khen Rinpoche founded the school. Rinpoche took it upon himself to establish the Siddhartha School, turning down an invitation in 2000 from the Dalai Lama to become the Abbot of Tashi Lhumpo Monastery to instead work with local children.

Only 20 students enrolled in the school’s inaugural year, but as time went on and the school grew, Khen Rinpoche started a sponsorship program to help those who were unable to pay for tuition, transportation, or both. Sponsors enable children to attend the school for approximately $360 per year. Some students attend the school and live in the hostel for $400 annually. There are now 400 students at the Siddhartha School and half of them are sponsored.

During my two week stay in Ladakh, I interviewed students who needed financial help. In addition, I interviewed students that already had sponsors so that they could thank them. For the students that had sponsors,  I noticed that, despite their shyness and the language barrier, they wanted to make it clear that nothing meant more to them than being supported. One of the children our family sponsors wrote in the school newspaper that the day he was sponsored was the happiest day of his life.

When I was filming and taking photos for the sponsorship program, I found that almost every student, when asked what he or she enjoyed doing most, said approximately the same four things. The students all loved school, their teachers, reading in the newly constructed and furnished library, and playing soccer. I was humbled by how fondly they all spoke of getting the opportunity to learn and attend school.

When I was taking photographs of the students, I was most challenged by getting them to become comfortable enough with my camera to ignore it. The students had certainly seen cameras before, however, they were definitely not accustomed to seeing a young white male with one. Regardless, they were always glad to smile.

One afternoon I headed down to the boys’ hostel with an American friend who was also volunteering at the school. He had been visiting the school for six years in a row and was very close to all the boys in the hostel. We decided to create a video about where the boys were from and how they came to the Siddhartha School. The video never really took shape, however the project provided me with the opportunity to make friends with all of the boys living in the hostel. They taught me some rudimentary phrases in Ladakhi that became incredibly useful throughout the following weeks. Once the proverbial ice had been broken, I found it much easier to take photos that more accurately represented them and their school.

For me, the relationships that I established while photographing these children were much more rewarding than the photos themselves. In my limited experience, the story from which the photograph emerges is always what sets the photo apart. To me, photography is a medium through which I can explain things that I couldn’t with words.

For a photograph to be meaningful, it must evoke a feeling or establish a connection; the observer should be able to identify the story behind what made the image possible. The photographer should be able to write a comprehensive back story about the picture. How photographs make the viewer feel is very important for capturing their attention and drawing them into the story behind the image.

This step is akin to the first sentence of a paper because it must convince the viewer that it’s worth reading. The story of the photo, and how the photographer tells it, is far more important than the photo itself, even if the story is very simple. To hold the interest of the viewer for longer than the amount of time it would take to see a photo and then scroll past it on social media is as much an art as photography itself.

The most moving part of my trip was the connection I felt as I photographed the students, along with just getting to be so far from home. If schools could create programs that allowed students to travel abroad for shorter periods of time, more young people could experience the world as I have, learning from the stories they find along their journey.

Miles Lipton is a junior at Waynflete School.

Source:

http://mainepublic.org/post/viewing-education-through-lens-broadens-perspective#stream/0

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EEUU: ULM hosts ‘Higher Education: The Future of Louisiana’ forum

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EEUU/November 7, 2017/By: KeEmma Everett/ Source: https://ulmhawkeyeonline.com

The cost of tuition rests on Louisiana’s legislatures vote for fully funding higher education.

In preparation for Louisiana’s budget meeting in July 2018, universities around Louisiana hosted forums to advocate how students and faculty can prevent higher education from being on the chopping block.

ULM agreed to host an open forum for students and faculty to stress the importance of fully funding higher education last Thursday in Sandel Hall.

While higher education hasn’t taken a budget cut in 2017, there are still concerns for the next year as about $1.5 billion dollars will have to be cut from Louisiana’s budget.

Any decrease in higher education funding means an increase in tuition, and a decrease in professors and classes.

Many of the speakers like our Student Government Association president, Bryce Bordelon, and the faculty staff senate president, Katherine Dawson, agreed that the way to fix the gap is by keeping Louisiana students in Louisiana’s workforce.

“It’s an investment for economic growth for the state as a whole for now and in the future. I think it’s a vote of confidence on behalf of the legislature that the students stay here and help the state prosper,” said Dawson.

ULM alumnus, Ash Aulds, spoke about his ability to find his niche as a Senior Marketing Analyst at CenturyLink to the funding higher education provided through internship opportunities.

It allowed him to internship in whatever he was interested in at the time, later producing a well-rounded graduate from ULM that afforded him a career in northeast Louisiana.

Senator Francis Thompson spoke to the crowd on his fight in legislature to make it important to other senators.

He considered decreasing funding for higher education as extreme as a homeland security issue and that it should be an important issue for everyone, and not just those who attend college.

Make higher education apart of everyday conversation with our families and friends, so that they can understand.

At the end of the forum, many wanted to know what can we do as students and faculty.

State Representative, Katrina Jackson, offered solutions like calling and emailing your state legislatures.

Voting also makes a difference because “some elected officials tailor to the demographic that voted for them,” said Jackson.

Young adults had a low voting turnout at the last election which accounted for the lack of consideration for higher education.

Source:

ULM hosts ‘Higher Education: The Future of Louisiana’ forum

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TUI Care Foundation and Plan International: Empowering Dominican youth through education

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Dominican Republic/November 07, 2017/By: Vicky Karantzavelou/Source: https://www.traveldailynews.com

TUI Academy in the Dominican Republic offers career path in tourism industry for young people. Safety network: Children empowered to protect themselves from (re)victimisation of commercial sexual exploitation.

TUI Care Foundation and Plan International team up to bring education and employment opportunities in tourism to young people in the Dominican Republic. Together, the two organisations launched the TUI Academy. Through this initiative 150 disadvantaged girls and boys will receive, throughout a period of three years, a one-year vocational training course preparing them for work in the field of tourism. Furthermore, a top-up educational programme will be offered which, beyond providing employment skills, will also include education on sexual and reproductive health and rights, gender related issues, work safety and financial literacy. This way TUI Academy will help young people to protect themselves from exploitation and make better informed decisions about their future life.

The training includes an internship at Blue Diamond resorts where, among other things, they will be coached by experienced practitioners in their personal progression and development. Upon successful completion of the training, students receive a certification from INFOTEP –the official Dominican institute for vocational training. To support their first steps in the tourism industry, TUI Academy graduates are given working contracts of at least 6 months in duration.

Through TUI Academy, 150 adolescents in 3 communities in Punta Cana will be socially and economically empowered. The first group of 50 students currently undertaking TUI Academy’s educational programme are between 17 and 24 years old and more than half of them are girls. The latter are particularly vulnerable to sex exploitation – currently the teenage pregnancy rate in Dominican Republic is at 21 per cent, doubling the world average – reason why this program aims to have enrolled approximately 70 per cent female participants by the end of it. Day-care services at are at the students disposal and a big focus is being put in those communities surrounding the hotels where they would do their internships. Both measures are key to support participants and hinder abandonment rates.

Jeremy Ellis, Member of the Board of Trustees of TUI Care Foundation, says: “TUI Care Foundation is proud of his long-lasting partnership with Plan International. Together, we can open up new perspectives for young women and men in the Dominican Republic and combat multifaceted and complex issues such as exploitation and unemployment. Prevention and education are key in order to create opportunities for the citizens of tomorrow, and our TUI Academies offer the right environment for this to take place. They contribute substantially to a sustainable development of destinations and by that to empower local communities.”   

Missing education and the lack of employment opportunities for young people drive many of them to the informal sector. Desperately looking for income opportunities some of them end up in the sex industry and find themselves in highly unsafe and dangerous situations. A comprehensive educational and vocational programme as offered at TUI Academy can be their chance for a way out of poverty, unemployment and further. The educational program is linked to the initiative “Down to Zero”, a broader programme financed by the Dutch Ministry of foreign affairs which focuses on combating the sexual exploitation of children and adolescents in touristic destinations. The initiative follows a holistic approach targeting regulations and law enforcement to the strengthening of local NGOs. Its backbone is the training of “Agents of Change”: Child victims and children at risk are enabled to protect themselves from (re)victimisation of commercial sexual exploitation by identifying and reporting cases. They also are engaged in campaigning and decision making, while educating their peers in the community. This gives not only a voice to those unheard but a safety network in which they can rely and use to help each other while preventing new cases. The same approach was tested by Plan International and TUI Care Foundation in the north of Brazil from 2010 to 2014.

Monique van’t Hek, CEO of Plan International Netherlands, explained: “Plan International Netherlands has a long time, intensive and excellent relationship with the TUI Care Foundation, related to the combat of commercial sexual exploitation of children, and the social, economic and personal empowerment of adolescents and youth at risk of commercial sexual exploitation. The TUI Academy in the Dominican Republic is a perfect example of our partnership, by offering 150 adolescents a vocational training, combined with an internship and a 6 months job guarantee at one of TUI/s Blue Diamond Resorts: the resorts need good, qualified and motivated staff and the students will become socially and economically empowered, able to protect themselves from commercial sexual exploitation and have access to decent work.”

Source:

https://www.traveldailynews.com/post/tui-care-foundation-and-plan-international-empowering-dominican-youth-through-education

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Injustice In The Classroom: Young Women In Uganda Deserve An Education

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Uganda/November 07, 2017/ Source: http://www.huffingtonpost.co.uk

My name is Jenifer Aloyo, a classroom teacher of a government-aided primary school in Western

Uganda. For the last 10 years I have been teaching Years 3 and 7 as well as English. However, in these past so many years, I have also experienced the heartbreaking situation where ambitious young girls have repeatedly missed out on the education they deserve.

Where I live, in the district of Kiryandongo, there is a divergence of cultures including refugees who have been displaced by disastrous circumstances in South Sudan as well as Kasese and Bududa in Uganda. This has left many girls and young women vulnerable, and, within a complexity of issues, means that the education of daughters is less important than their marriage.

I have seen girls enrolled in school at a late age, perhaps eight years old, because they had been kept at home to do household chores or to take care of their siblings. Parents have also been scared to send their daughters to school for fear that they would be kidnapped as they walk tough distances through thickets. They are considered vulnerable and weak.

As they grow into young women, girls are so often bullied by their male counterparts and not supported either at school or at home to understand their bodies, reproductive health and the importance of their own rights. When they begin to have their period, girls are not given the facts and often told misinformation from ill-intentioned people – people who allege that when a girl menstruates it is a sign that she is ready for marriage and child bearing. Girls are so often exposed to illicit practices inappropriate to their age and mislead into early sex. For this reason, I have seen countless girls drop out of school due to teenage pregnancies and early marriage.

I have also countered cases where parents have tasked girls with «business» during school time. So as boys are concentrating in class, girls are anxiously wondering how they will sell the pancakes they given to take to school before hurrying back home to prepare for the evening meal. This greatly affects their learning.

At home, husbands and fathers often leave the responsibility of their children’s education to the women. Unfortunately though, many are not empowered to do this.

Almost half of women in Uganda are unable to read. They lack the money, skills and influence they need to provide for their family. They’re voices are not heard and so the issues facing their daughters are overlooked. Even something as simple as a need for underwear can be forgotten, so adolescent girls can be forced home from school due to shame and discrimination. They will eventually drop out.

All of this results in generation after generation of young women who, deprived of an education, become mothers too soon and will repeat the same challenges in supporting their own children.

Missing out on an education means that a young mother’s understanding of, and access to, healthcare can be so poor. She will not make antenatal or postnatal appointments. She will struggle to visit hospitals or clinics when she need to. Her children will miss out on vaccinations against preventable diseases. And, if she cannot read, she will face the struggle to interpret medical advice and instructions, sometimes resulting in a dangerous under or overdose for her children.

While all this happens, «uneducated» young mothers face such stigma from society. They are looked at as misfits and are rarely allowed to participate in their community or school meetings. They struggle with such low self-esteem and acceptance and cannot speak up for the rights of themselves of their children.

Injustice truly is a cycle. But it can be broken.

Build Africa is helping young mothers in Jenifer’s region to learn literacy skills and access healthcare and nutrition services.

Research shows that an educated mother is more likely to be healthier, more economically stable and to take care of her children better. She will have the power to vaccinate her children, providing more nutritious meals and nurture them from their earliest days.

Most importantly, her children will be more likely to complete their own education, so they will have more opportunities in life and one day send their own children to school.

Please help transform the life of a young mum in Jenifer’s community: support Build Africa’s #MumsReadKidsSucceed appeal. It could be the most powerful thing you do today.

http://www.build-africa.org/youngmums

Source:

http://www.huffingtonpost.co.uk/jenifer-aloyo/injustice-in-the-classroo_b_18479232.html

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India: Education a big hurdle, hunt for right job bigger

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India/November 07, 2017/By: Ardhra Nair/Source: https://timesofindia.indiatimes.com

Pune: From making education accessible to opening up the job market, activists say a lot needs to be done to improve the quality of life of persons with disabilities.

Though securing an education in itself is a big hurdle for people with disabilities, finding a job is even tougher. Public sector jobs have a quota for persons with disability, but it’s difficult to find emplyment in the private sector.

Makarand Vaidya, who needs help to walk, used to work as a marketing and strategy professional. «Government policies need to improve. Schools, colleges and workplaces too need to go beyond the regulations and extend help to disabled people,» he said.

«Only a few among the top-notch corporates hire disabled people. Mid-level companies, and even small and medium industries, are not very receptive to the idea of giving jobs to people with disabilities,» Vaidya added.

Akash Pawar, a BCA student who works at a computer centre, said, «It is tough to get an education if you are disabled. There are no toilets designed to accommodate your wheelchair, neither at school and nor at the workplace. I had learnt computers at this centre. Since I am really good with computers, the owner lets me work here. Otherwise, it is extremely hard to get a job even if you can prove that you are good.»

Kalidas Supate, manager of Kamayani Udyog Kendra (KUK), claims to have found jobs for nearly 600 disabled people. He said, «We have been holding job fairs for the disabled for the past five years or so. We advertise in the media and the HR departments of many companies contact us. Over 40 big firms had come for hiring.»

He added, «Companies that had hired our candidates have given us feedback. They said the visually challenged and hearing/speech-impaired candidates who were recruited in the IT and hospitality sectors, work twice as much as the regular employees.»

KUK also runs a training institute, which helps impart skills to the challenged workforce.

Source:

https://timesofindia.indiatimes.com/city/pune/education-a-big-hurdle-hunt-for-right-job-bigger/articleshow/61536774.cms

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EEUU: School board needs to act on special education

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EEUU/November 07, 2017/By: Zachary Noble, Frederick/Source: https://www.fredericknewspost.com

I was upset and sad when I read The Frederick News-Post’s article about the parents, teachers, and others blowing the whistle on Frederick County Public Schools’ special education department.

The dozens of people who spoke out aren’t outliers or disgruntled complainers. Their stories show a pattern. Special education advocates have been trying to call attention to that pattern for years. The system seems to have ignored or dismissed them.

If we believe special education parents and teachers (and I do), FCPS managers are skirting and possibly breaking state and federal special education laws through what they do and what they fail to do. That would also violate our ethical and moral obligations to children who need special education services. And that would also mean that hardworking teachers are being pressured to act as unwilling accomplices — all at the expense of children, families and taxpayers.

 If the allegations in the article are true, FCPS is mismanaging our county’s special education services. System-wide problems require system-wide solutions. Here’s what I think we should do as a start.

First, the Board of Education should set up a safe way for people to come forward so we can really understand the scope of the problems we face. Whistleblowers clearly fear school system retaliation. We need to know why. It’s time to listen to parents and teachers.

Second, the Board of Education should undertake an independent audit of FCPS’ special education department. How many of the county’s 4,000 Individual Education Plans are legal and valid? How many special education students are receiving services as legally required? How many teachers are being asked by FCPS to provide more daily hours of special education services than there are hours in the day? If there isn’t a systemic problem, then a full and publicly transparent audit will show that.

We need to thank the parents and teachers who are speaking out for special education students and families. The best way to do that is to act.

Source:

https://www.fredericknewspost.com/opinion/letter_to_editor/school-board-needs-to-act-on-special-education/article_9aa10033-ec80-5de4-93ca-5130c564bd89.html

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