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Australia: Why is a ‘sugar daddy’ funded education being sold as empowering to women?

Australia/ September 19, 2017/By: Kasey Edwards/ Source: http://www.smh.com.au

Concerned about that HECS debt, ladies? Worry no more, because here’s a great new way to afford your education. Get yourself a rich old guy to pay for it!

That’s the message from a recent press release sent to me by a dating site that pairs young women with «sugar daddies». As the website says, all you have to do in return for your free education is «cater to [his] needs» with «no strings attached».

«These men and women are taking a proactive approach to tackle their student debt, while so many other students will be haunted by it for years to come,» squeals the press release.

I know what you’re thinking. There must be a catch? And there is: a never-ending risk of blackmail. Because even though you might not be «haunted» by a HECS debt, there’s the lifelong risk of being outed as a sugar baby.

To be clear, I am not suggesting that there’s anything wrong with young women hooking up with rich old men. If that’s what floats your boat, then more power to you.

But exchanging sexual services for an education isn’t likely to play out well when these sugar babies hit the workforce and start to rise in seniority.

Imagine if a sugar baby were to enter politics, become a CEO or get a job in the media or public life. One phone call from a jilted sugar daddy, his wife, or a disgruntled employee at the dating website, and she would be accused of sleeping her way to the top faster than you can say «Monica Lewinsky 2.0».

Hell, he doesn’t even have to be jilted. The guy might just be mischievous or decide that he doesn’t like his former sugar baby’s success. Because that’s what men often do to women they decide are too powerful: they use a woman’s sexuality to discredit her.

A woman’s level of education, experience, and track record of success counts for nothing if she can be portrayed as relying on sex to achieve her status and power. She becomes the water cooler joke as the Boys Club wonders aloud about who she had to blow to get her job.

By contrast, there’s seemingly no downside for powerful men who have sexual arrangements with less powerful women.

In the corporate world a man can even end up with a pay rise after being forced to settle a high-profile sexual harassment case, a footballer can be involved in infidelity and a group sex scandal and be rewarded with his own radio show, and a president’s affair can improve his approval ratings.

While sugar daddy funded education is being sold as empowering to women, businesses like this dating website are actually appropriating sex-positive language to exploit women.

Businesses like this dating website are actually appropriating sex-positive language to exploit women

Let’s be clear: sugar babies have no status and no power. And the power imbalance for the women lasts well after the arrangement has been terminated.

There is a big difference between supporting women who choose to be sex workers, and a business model that sells women the least-crappiest short-term option to avoid a debt, but may potentially ruin the careers they worked so hard to achieve.

Because as wrong as slut-shaming is, it exists. It ends careers and it can be financially and socially devastating to women.

It would be interesting to know how many young men have to rely on providing «no-strings-attached» romantic services to anyone in order to afford their educations. And how many sugar daddies have exchanged sex for qualifications? Most likely, when they were at uni, education was free.

It’s not surprising that business has latched onto education as a way to entice young women to submit to a sugar daddy.

On average, women will earn significantly less than men in their careers due to the gender pay gap and taking time out of the workforce to have children. And given the ever-increasing cost of a tertiary education and the constant threat from successive Liberal governments to reduce the HECS repayment threshold – which will disproportionately hurt women – a tertiary education is fast becoming a risky financial gamble for many women.

Women retire with half as much superannuation as men, so having someone cough up tens of thousands of dollars for your education at the beginning of your working life could quite literally mean the difference between living above or below the poverty line at the end of your career.

Dangling the carrot of financial security via a free education in front of young women, who may not yet fully appreciate the gendered barriers they will face in the workforce, is a cynical abuse of male power.

The idea that a sugar daddy is an easy and sex-positive solution to lifelong student debt isn’t progress. It’s an expression of the fundamental inequality between men and women.

Source:

http://www.smh.com.au/lifestyle/news-and-views/opinion/why-is-a-sugar-daddy-funded-education-being-sold-as-empowering-to-women-20170917-gyja3d.html

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Arab Emirates: GCC education sector ripe for private investment

Arab Emirates/ September 19, 2017/ Source: http://www.tradearabia.com/

Set to host 65 million youth by 2030, the GCC is set to be very attractive for private investors in the coming years, with the education sector looking especially promising, according to a recent study.

Education trends that will flourish over the next decade and contribute to increased opportunities for investors in the education sector, says the study by management consultancy Strategy& (formerly Booz & Company), part of the PwC network.

The factors aiding the sector include:
• The region has a young and growing population, which is projected to approach 65 million people by 2030, a third of whom will be under the age of 25, which will likely be enrolled in schools or universities;
• GCC governments are actively encouraging private sector participation to help relieve the budgetary strains created by low oil prices;
• Disposable income levels are on the rise, and GCC consumers are willing to spend on high-quality private education.

Ramy Sfeir, partner with Strategy& who leads the family business, investments and real estate practice, said: “Unsurprisingly, the GCC education sector has attracted significant investor interest as it has been developing at a fast pace. The sector ranks second in terms of private equity transactions among all sectors in the Middle East and first in sector rank among education sectors globally. The number of announced private equity and M&A transactions has increased three-fold over the past decade, from nine transactions in the two-year period between 2005 and 2007 to 24 transactions in the period from 2014-2016.”

Commenting on the education investment landscape in the GCC, Marc-Albert Hamalian, partner with Strategy& and a member of family business, investments and real estate practice, said: “The question for investors is how to capitalise on these opportunities the GCC education sector offers. It will not be enough, to simply buy into the strong market for private education in the GCC and ride its growth as it is typically priced into valuations. Investors will need to identify the investment opportunities best suited to their risk versus return profiles and best determine how to create value. Only those who do this will unlock the full potential of their investments.”

Investors seeking exposure to the GCC education sector should consider pursuing different investment opportunities, based on their risk/return appetites:

Growth-focused acquisitions: These plays are the easiest way to participate in organic growth of the sector. Investors should seek established companies in growing market segments (such as mid-end K-12 schools offering international curricula), exhibit sustainable competitive advantages, and already have established reputations, as well as room for capacity growth. The K–12 and higher education segments in the UAE and Saudi Arabia offer the most attractive growth acquisition opportunities in the region. A few recent examples include: GFH Capital acquiring an American curriculum school for $34 million and a British curriculum school for $54 million in Dubai; the investment stake in Dubai-based, K–12 school operator GEMS Education, purchased by Blackstone and a consortium of other investors that same year; In Saudi Arabia, in 2016, Alkhabeer Capital acquired a controlling stake in the privately held Adwa’a Al Riyadh National School.

Greenfield investments: Investors with a greater risk appetite will find the GCC education sector a good start-up incubator. There are opportunities for greenfield ventures in education delivery niches, such as pre–K (due to the growing numbers of women entering the workforce), special education, and vocational training; in education services, such as online tutoring and student assessment services; and in education support services, such as school management systems.

Consolidation: These plays are rare in the GCC, but they will become more common as the sector matures and investors seek to optimize fragmented investments, realize scale advantages, and unlock incremental returns. The high number of well-established local institutions combined with the fragmented competitive landscape in segments such as pre-K and vocational institutions offer clear benefits of scale.

Real estate sale-leasebacks: Real estate investors who seek exposure to the sector, can acquire and lease back the land and property assets of educational institutions. One of the first sale-leaseback deals in GCC education was completed in 2013 when PineBridge Investments acquired a GEMS campus in Dubai, leasing back the property for over 20 years. That same year, GEMS sold a second campus in Dubai to UAE-based real estate investment trust Emirates REIT, raising additional capital for expansion.

Further commenting on the investment opportunities available in the GCC education sector, Bilal Mikati, principal at Strategy& and a member of the family business, investments and real estate practice, said: “As the second most active sector in GCC deals, the education sector continues to beckon private equity and strategic buyers with attractive returns. With a number of investment types on the table, investors will need to identify favorable combinations of curriculum, price point and geography and then use a tailored set of value creation levers to make their deals pay. By capitalising on these opportunities, private investments will further fuel the growth and maturity of the GCC’s education sector over the years to come.” – TradeArabia News Service

Source:

http://www.tradearabia.com/news/REAL_330343.html

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Germany: WISE Prize for Education Jury Meets in Berlin

Germany/ September 19, 2017/ Source: https://www.albawaba.com

The Qatari Ambassador to the Federal Republic of Germany, H.E. Sheikh Saoud bin Abdulrahman Al Thani, hosted the WISE Prize for Education Jury for its final deliberations meeting at the Arab Culture House, Villa Cale, in Berlin recently.

The WISE Prize for Education Laureate will be publicly announced and introduced at the World Innovation Summit for Education 2017, which is taking place in Doha from November 14-16. The Prize is the premier recognition of an individual or team for outstanding, life-long achievement in any field of education. The Laureate(s) receive the specially designed WISE Prize for Education gold medal, and an award of US$500,000.

The WISE Prize for Education Jury deliberations in Berlin come within the context of the 2017 Germany-Qatar Year of Culture, which has featured a wide range of exchange programs focusing on the arts, education, culture, and sports. The goal of the initiative has been to strengthen ties between the two countries, providing opportunities for discussions on issues of concern to both countries.

H.E. the Qatari Ambassador, the WISE Prize Jury, members of the WISE team, and guests were also honored at a high-level roundtable discussion on today’s global education challenges at the Bundestag – Germany’s federal parliament. Mr. Jürgen Klimke, a member of the Bundestag representing Hamburg, hosted the gathering.

At the Bundestag, Mr. Klimke welcomed the guests and spoke briefly of his involvement in exchanges with the MENA region, particularly within the context of the 2017 Germany-Qatar Year of Culture. He noted his interest in education challenges facing his country, and Germany’s role in supporting education causes globally.

H.E. Sheikh Saoud bin Abdulrahman Al Thani also addressed the roundtable, welcoming the WISE Prize Jury and noting the strong ties between Qatar and Germany as indicated by the several high-level visits and meaningful exchanges over recent years.

Mr. Stavros N. Yiannouka, CEO, WISE, a member of Qatar Foundation for Education, Science and Community Development (QF), outlined the work of WISE, including the WISE Prize for Education and other initiatives. He introduced the members of the WISE Prize for Education Jury, and launched the discussion on contemporary education priorities and challenges. The roundtable discussions ranged widely and included topics such as massive forced migration from conflict zones, uncertain labor markets, rapid technological change, and questions about the relevance of conventional education systems.

Commenting on the WISE Prize jury deliberations, Mr. Yiannouka remarked: “It’s a great honor to welcome the WISE Prize for Education Jury to Berlin for these important deliberations. Together they bring a deep understanding of education issues to the task of choosing the WISE Prize Laureate. Their collegial spirit of collaboration and consensus reflects the best values of the WISE Prize and for education leadership. Each one of our WISE Prize for Education Laureates are an inspiration for all who dedicate themselves to education as the best investment any society can make in its people.”

The members of the 2017 WISE Prize for Education Jury are: Dr. Jörg Dräger, Member of the Executive Board, Bertelsmann Foundation (Germany); Sheikha Hanadi bint Nasser bin Khaled Al Thani, Founder and Chairperson, Amwal (Qatar); Dr. Madhav Chavan, President, Pratham Education Foundation (India); and Ms. Vicky Colbert, Founder and Director, Fundación Escuela Nueva (Colombia). Mr. Yiannouka chaired the WISE Prize Jury deliberations.

Dr. Chavan and Ms. Colbert are themselves WISE Prize for Education Laureates.

Source:

https://www.albawaba.com/business/pr/wise-prize-education-jury-meets-berlin-1023220

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EEUU: Harvard’s education through athletics

EEUU/ September 19, 2017/By: Jimmy Golen/ The Associated Press / Source: http://www.ncaa.com

When Harvard sophomore Seth Towns awoke in his riverside dorm room Wednesday morning, he had options.

He could work out at the gym to prepare for the upcoming Ivy League basketball season. He could slog downstairs for another dining hall breakfast with his roommates. Or he could head over to Harvard Square to eat instead with civil rights activist Harry Edwards, sportscaster James Brown, Boston Mayor Marty Walsh and philosopher Cornel West.

Towns chose to stretch his mind instead of his muscles.

«It’s the kind of thing you come to Harvard for,» the 6-foot-7 forward for the Crimson basketball team said. «Growing up, I would have never thought that I’d have these people to look up to and talk to. I’m just acting as a sponge, and taking it all in.»

At a monthly event dubbed the «Breakfast Club,» tucked away in the private dining room of a Harvard Square hotel restaurant, Towns and senior Chris Egi joined coach Tommy Amaker this week to mingle with a few dozen leaders in the city’s financial, political and intellectual communities.

Later that afternoon, Edwards spoke to the whole basketball team about a life at the intersection of sports and activism, from John Carlos and Tommie Smith — not to mention Malcolm X — to Colin Kaepernick.

Amaker arranged the talk for a simple but somewhat quaint reason: As long as his paycheck comes from Harvard, he plans to take his role as an educator seriously.

«We’re teaching, we’re engaging, we’re exposing. We’re hopefully enlightening,» Amaker said. «I’m not sure how much they know about Dr. Harry Edwards. But we’re going to give them an education about that. I promise you that.»

The oldest and most prestigious university in the United States, Harvard has produced more than its share of U.S. presidents and Nobel laureates, along with national champions in sports like hockey and crew. But the highlight of the athletic year has always been the football team’s century-old rivalry with Yale known as The Game.

The Crimson basketball team had never won an Ivy League title, beaten a ranked team or cracked The Associated Press Top 25 before Amaker arrived in 2007. But the former Duke point guard, who previously coached at Seton Hall and Michigan, knew he had something else going for him.

«How amazingly powerful the brand and the calling card of Harvard is,» he said. «It’s a powerful pull.»

While other schools built barbershops or miniature golf courses for their athletes, Amaker name-dropped Harvard’s academic credentials to attract top talent, landing a 2016 recruiting class that was ranked in the top 10 nationally — unheard-of for an Ivy school. He has also used it to lure politicians, Hall of Fame basketball players and coaches, and business and thought leaders to speak to his players on issues more important than bounce passes or boxing out.

«I tell them, ‘You’ll forever be able to say you lectured at Harvard,'» he said, half-joking. «They all like that.»

Hall of Famer Kareem Abdul-Jabbar spoke to the team last year, two weeks before the presidential election — not about his basketball records or titles, but about the rising tide of racism that concerned him. Edwards’ talk on Wednesday put Kaepernick’s national anthem protest in the context of athlete activism over the decades.

Amaker also shuttles his team to local plays with social justice themes. At an annual «Faculty, Food and Fellowship» dinner, they might hear from a cabinet secretary, a presidential candidate or a dean. And the Breakfast Club allows them to connect with prominent Bostonians and others with Harvard ties, many of them African-American.

«Their motivation is the full-rounded commitment to the people who play ball for them,» said Clifford Alexander, who played freshman basketball at Harvard and went on to serve as the first black Secretary of the Army.

«(Amaker) does not think that just because you can shoot and pass, that’s the end of his responsibility,» he said. «If you can find three other places in the country where the football or basketball team gets that kind of talk, I’ll buy you dinner.»

At last week’s breakfast, Towns sat down to eggs and French toast served family style a few seats away from orthopedic surgeon Gus White, the first black graduate of Stanford’s medical school, who this June gave the commencement address there 56 years after he spoke at his own graduation.

To Brown, the arrangement was a formula for success : «The teams I’ve seen that are successful are a mix of veterans and younger players,» he said.

Along with Harvard Law School professor Charles Ogletree, Amaker started the Breakfast Club as a sort of «kitchen cabinet» of advisers when he first arrived on campus as the only black head coach among Harvard’s 32 varsity teams.

But Amaker has also turned the mostly — but not entirely — African-American gathering into a network for his players, inviting them to meet potential mentors in law and business and medicine and politics, as well as authors and occasionally an athlete with something interesting to say.

«It’s one thing to read about riding a bicycle or swimming. It’s another thing to get in the pool,» Edwards told the group last week. Towns watched the luminaries file out after breakfast and said: «I’m in the pool right now.»

Then-Celtics point guard Isaiah Thomas spoke last year, and two Massachusetts governors have dropped by the gathering. Egi said he met a professor at the Breakfast Club that led to an independent study and a research project that is now in its second year.

«Just being exposed to people who’ve done important things, and getting to hear about their life stories — it’s an inspiration,» the senior forward from Canada said.

And that, Amaker said, pays off on the court.

Too often, he said, colleges are forced into a false choice between education and athletics, between grades and winning games. But creating well-rounded, thinking citizens also makes them better players, he said.

«This isn’t something that’s happened because we’ve won a few games,» Amaker said. «I’m saying to you: This is how we won those games.»

And the wins have come.

In Amaker’s tenure, the school earned the first five Ivy League titles in its history, making four trips to the NCAA tournament and twice advancing as a double-digit seed. Harvard grad Jeremy Lin became an NBA star (though somewhat meteorically).

Amaker himself now occupies an endowed coaching position and is a special assistant to Harvard President Drew Faust. The school’s basketball arena, first built in 1926, is being renovated at a cost of $12 million, according to the architectural firm.

More importantly, there are off-the-court success stories, too.

Corbin Miller, who came to Harvard from Utah, said a faculty talk with Harvard Business School professor Clayton Christensen led him to a tech startup where he’s worked since graduating last spring.

Like Towns, he had options.

«You could kind of look around and see that each person in there had been affected in there in a pretty deep way,» Miller said. «Apart from the athletics and apart from the academics, it was a life lesson. It’s really a setup for the rest of your life, whether it’s basketball immediately after or not.»

Source:

http://www.ncaa.com/news/basketball-men/article/2017-09-18/college-basketball-harvard-pushes-education-through-athletics

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¿Uniformes iguales para niños y niñas en colegios colombianos?

Colombia/18 septiembre 2017/Fuente: Semana

Esta medida, que ya se ha implementado en una institución británica, podría ser la fórmula para acabar con la discriminación contra estudiantes transexuales en el ámbito escolar.

En una institución de secundaria de Reino Unido ya no se podrá ver a niñas corretear por el recreo o por los pasillos que unen las aulas, portando faldas, mientras que sus compañeros hombres hacen lo mismo con en pantalones. El Colegio Priory, en la localidad de Lewes, East Sussex, tomó la decisión de que sus estudiantes utilicen un uniforme de “género neutro” para “solucionar los problemas de desigualdad y decencia”. La vestimenta oficial del establecimiento estará comprendida a partir de ahora por pantalón gris (largo y corto), camisa blanca, saco, corbata y zapatos negros.

Con esta medida, la institución privada busca, por un lado, la no discriminación de los menores transgénero y, por otro, acabar con las quejas de algunos padres y profesores sobre el corto de las faldas que llevan las estudiantes.

“Los alumnos se han venido preguntando por qué los niños tienen que llevar corbata y las niñas no, y por qué tienen diferentes uniformes. Así que decidimos que todos tengan el mismo uniforme. Otro asunto es que tenemos un pequeño, pero creciente, número de alumnos transgénero, y llevar el mismo uniforme es importante para ellos”, explicó en un diario local el director del colegio, Tony Smith.

La decisión supone un hito en la historia de la defensa de los derechos de las personas transgénero en Reino Unido, sobre todo de los menores de edad, que no ha estado exento de debate.

En Colombia, la posibilidad de que los colegios repliquen esta medida no es imposible debido a la autonomía escolar de la que se benefician, sobre todo las instituciones de carácter privado. En la actualidad, no existe ninguna disposición administrativa o legal que les impida implementar al interior de las aulas los uniformes de género neutro si la decisión cuenta con el consenso de la comunidad educativa. “Son los padres de familia en conjunto con rectores, maestros y representantes de los estudiantes quienes, de forma autónoma, construyen y actualizan los manuales de convivencia de acuerdo a los principios y valores que los rigen, evitando cualquier tipo de discriminación por razones de sexo, raza, origen nacional o familiar, lengua, religión, opinión política o filosófica”, explicaron a esta publicación representantes del Ministerio de Educación.

De hecho, esa misma autonomía que también rige en las instituciones de educación superior fue la que permitió que en 2016 la Universidad del Externado inaugurara baños mixtos en sus instalaciones.

 Para Marcela Sánchez, directora de Colombia Diversa, la decisión de imponer uniformes de género neutro es positiva «para acabar con la discriminación por razones de género que afecta tanto a niños como niñas, incluidos aquellos que son trans». Además, indica, permiten que los menores puedan concentrarse más en su desempeño académico y no en su apariencia física. “Estudios demuestran que las niñas obtienen peores resultados en la escuela y participan menos en actividades físicas, entre otras, por estar pendientes de que la falda no se levante en cualquier momento y pasen una incomodidad”.

¿Qué se ha hecho por la igualdad de género en las aulas de clase?

Los intentos por lograr ámbitos académicos más respetuosos con la comunidad LGBTI se multiplicaron con más o menos éxito tras la muerte de Sergio Urrego el 4 de agosto de 2014, quien se suicidó después de sufrir discriminación y acoso escolar debido a su orientación sexual.

En 2015, la Corte Constitucional, por medio de una sentencia, fijó un año de plazo para que el Gobierno implementara el Sistema Nacional de Convivencia Escolar aprobado en 2013 y dirigido a desarrollar programas a favor del respeto por la diversidad sexual en las instituciones educativas. Sin embargo, según varias ONG consultadas, “los esfuerzos son aislados y no se están cumpliendo en todas las instituciones y regiones”.

Según la última Encuesta de Clima Escolar, realizada en 613 colegios de Bogotá y sus alrededores, 35.026 estudiantes reconocieron haber presenciado actitudes de rechazo o violencia contra personas homosexuales en sus colegios y 47.225 aceptaron haber visto actos de discriminación contra ellos en sus salones de clase, siendo las mujeres las más violentadas por sus compañeros.

El fallo del Alto Tribunal también obligó a las instituciones a revisar los manuales de convivencia para incluir un mayor respeto a la identidad sexual y abolir la homosexualidad como un motivo de falta grave o castigo disciplinario en los colegios. De acuerdo con Alejandro Lanz, director ejecutivo de la ONG Parces, a pesar de los avances, “los últimos acontecimientos que se presentaron en torno a las cartillas de educación sexual del Ministerio de Educación y el freno que impuso el movimiento político de derecha y los grupos cristianos del país paralizaron este tipo de iniciativas”.

Fuente: http://www.semana.com/educacion/articulo/uniformes-de-genero-neutro-en-un-colegio-en-reino-unido/540506
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México: Habilitarán en Oaxaca aulas provisionales tras sismo del 7 de septiembre

México/18 septiembre 2017/Fuente: Educación Futura

El  secretario de Educación Pública, Aurelio Nuño Mayer,  informó que concluyó el levantamiento del censo de las escuelas afectadas por los sismos, con lo que se avanza en el proceso de reconstrucción, para que a la brevedad se normalice el servicio educativo.

Al supervisar la instalación de aulas móviles para alumnos del Centro Escolar Juchitán, dañado por el movimiento telúrico, señaló que no se pondrá en riesgo a alumnos ni maestros, y por eso en las regiones afectadas se preparan aulas provisionales, y se destinan espacios en planteles cercanos.

Ante padres de familia,  alumnos y maestros, Nuño Mayer dijo que este proceso es simbólico y emotivo, porque el Centro Escolar, donde estudian los niños de 800 familias, está en el corazón de los juchitenses por su historia.

Señaló la importancia que tiene para el gobierno federal dar una respuesta rápida, positiva  y bien desarrollada para reconstruir el plantel, y pidió un reconocimiento a maestras y maestros por el apoyo solidario en estos momentos.

En el acto, el coronel Iván Uribe, ingeniero constructor encargado del programa de apoyo y reconstrucción de escuelas, entregó a las autoridades educativas la bandera y campana del plantel, encontradas en los escombros.

En un deportivo de esta ciudad, en dos semanas habrá 35 aulas para los niños del Centro Escolar Juchitán, que fueron recorridas hoy por el gobernador Alejandro Murat,  el secretario de Educación Pública consideró que las obras de reconstrucción en las escuelas del estado tardarán entre seis y ocho meses.

Aurelio Nuño Mayer reconoció el apoyo del Ejército y de brigadistas del Consejo Nacional de Fomento Educativo e Instituto Nacional para la Educación de los Adultos; comentó que se tiene el compromiso  con los padres de familia de que los niños tomarán clases de manera formal, e indicó que contarán con áreas de esparcimiento y deportes.

Ahí, el director general del Instituto Nacional de la Infraestructura Física Educativa, Héctor Gutiérrez de la Garza, presentó el proyecto de reconstrucción que consta de siete módulos, con biblioteca, centro para ceremonias y área de deportes, como fue acordado con los padres de familia y maestros.

El representante de los padres, Murat Luna, agradeció el rescate de esta parte de la historia de Juchitán, a través del trabajo conjunto entre ciudadanía y gobierno, para salir de los problemas con la cabeza en alto.

En tanto, la profesora Mireya Ortiz López, subdirectora del Centro Escolar Juchitán, explicó que padres de familia, personal docente y autoridades educativas federal y local decidieron modificar el proyecto, para que la escuela quede en un piso, con algunas adecuaciones al proyecto original

Rechazó que haya ruptura entre autoridades y comunidad escolar, y agradeció el apoyo del gobierno en la reconstrucción de plantel, y la solidaridad con los niños afectados.

Comentó que es momento de estar unidos, autoridades educativas y padres de familia, y explicó que durante los trabajos de reconstrucción se impartirán  clases en aulas provisionales durante, al menos, seis meses, con 35 grupos, cada uno con su respectivo profesor.

En la ceremonia se entregaron diversos artículos recuperados de los escombros, como fotografías, cuadros y trabajos de los alumnos, y al término una arenga del secretario: ¡Viva Oaxaca! ¡Viva. México!

Aurelio Nuño Mayer y sus colaboradores recorrieron escuelas y viviendas  afectadas en la zona, así como un centro de ayuda médica y social montado por Instituto Politécnico Nacional.

Asimismo, en la cabecera municipal de Ixtaltepec visitaron el Jardín de Niños Dominga Guzmán y la Escuela Primaria Margarita Maza de Juárez, donde los directores de los planteles señalaron los daños, y el director general del Inifed explicó los proyectos de rehabilitación.

En la escuela Margarita Maza de Juárez, se acordó con los padres de familia instalar 16 aulas provisionales en un campo de fútbol anexo,  en lo que se hacen las reparaciones completas a la escuela.

Nuño Mayer platicó con damnificados, y ratificó el compromiso gubernamental de mantener los apoyos para superar la emergencia, y rehabilitar sus viviendas.  Los afectados pidieron al secretario no retrasar la entrega de los apoyos porque no se cayeron chozas sino casas.

Fuente: http://www.educacionfutura.org/habilitaran-en-oaxaca-aulas-provisionales-tras-sismo-del-7-de-septiembre/

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Crean escuela para volar drones en Bélgica

Bélgica/18 septiembre 2017/Fuente: El Comercio

Muchos asisten para dejar el estrés y pasar un momento divertido.

Especialistas en el vuelo de drones en Bruselas (Bélgica) han creado Drone Tower. Se trata de una escuela donde las personas pueden aprender a usar este artefacto sin tener conocimiento alguno, o en todo caso perfeccionar su desempeño. Cada vez son más los inscritos en estas clases.

Renaud Fraiture, creador de la escuela, considera que el dron es un artefacto algo difícil de pilotear, pero asegura que se han encargado de brindar la asistencia electrónica necesaria para el aprendizaje.

«Lo hacemos más fácil. Usamos giroscopios para mantener recto al drone, GPS que mantiene al dron geolocalizado afuera. Todo eso hace más fácil usar esta tecnología», explicó.

Muchos lo toman como un momento para dejar el estrés y pasar un momento divertido. Mai N’Guyen, cliente de Drone Tower, señala que es una actividad no tan fácil de desarrollar, sin embargo va bien en su aprendizaje.

«Parece fácil cuando ves a los profesionales jugando con sus controles remotos,  pero cuando realmente tomas el comando, te das cuenta cuan difícil es», explicó.

Fuente: http://elcomercio.pe/tecnologia/tecnologia/crean-escuela-volar-drones-belgica-noticia-458953

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