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Argentina: Educación para el trabajo: el incierto desembarco de la escuela en la empresa

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Argentina/ 12 de septiembre de 2017/ Fuente: https://www.clarin.com

Prácticas profesionalizantes, capacitación para el trabajo y sistema dual: cuáles son las iniciativas que ya funcionan vinculando alumnos y lugares de trabajo.

Dentro de la reforma de la escuela secundaria que impulsa el gobierno porteño, el anuncio de que los alumnos de quinto año deberán destinar todo un cuatrimestre a prácticas laborales despertó la polémica. Las luces de advertencia se encendieron tanto por el riesgo de funcionar como formas precarizadas de trabajo, como por la imposición naturalizada de la lógica empresaria en el sistema educativo.

Las empresas, por otro lado, ven con buenos ojos la extensión de este tipo de prácticas, que ya existen para las escuelas técnicas, a otros recorridos curriculares. Desde su perspectiva ayudan a cubrir la brecha entre la formación escolar y el mundo laboral, aportando a los alumnos no sólo capacidades técnicas sino también competencias de las llamadas «blandas», todas herramientas necesarias para mejorar las posibilidades de empleo y desarrollar perfiles adecuados al mercado de trabajo.

En la Argentina existen diversas experiencias de vinculación de la escuela secundaria y el mundo laboral. Por un lado, las prácticas profesionalizantes, obligatorias para los estudiantes de las escuelas técnicas. Por otro, iniciativas de responsabilidad social empresaria que desarrollan cursos o capacitaciones de formación para el trabajo. También está la experiencia del sistema dual, en el cual los egresados del secundario estudian en la empresa según el modelo alemán, que en el país ponen en práctica compañías que integran la Cámara de Industria y Comercio Argentino-Alemana.

La Ley de Educación Técnico Profesional, promulgada en 2005, que regula tanto el nivel medio como el superior, establece como uno de sus objetivos “desarrollar trayectorias de profesionalización que garanticen a los alumnos y alumnas el acceso a una base de capacidades profesionales y saberes que les permita su inserción en el mundo del trabajo”. A su vez, dispone que las autoridades educativas provinciales promuevan convenios con organizaciones y empresas. Así, las “prácticas profesionalizantes” se incorporaron al diseño curricular de la escuela media técnica, definidas como “prácticas educativas”, aunque no todas las escuelas pudieron establecer vínculos con las organizaciones (ver “Formación de profesionales críticos”).

Educación para el trabajo: el incierto desembarco de la escuela en la empresa

La formación en Mecanizados, de la Cámara Argentina-Alemana de Industria y Comercio, se realiza en ocho empresas.

“Empezamos a vincularnos con las escuelas técnicas de la zona de nuestras plantas cuando no existía la ley”, cuenta Fernando Favaro, gerente de Desarrollo Social de Ternium Siderar. “Veíamos una brecha entre las necesidades de conocimiento que teníamos y el perfil de los chicos. Quienes se incorporaban a la empresa pasaban entre 8 y 10 meses capacitándose antes de ir al puesto de trabajo”, agrega. En un contexto en el que “había desaparecido la escuela técnica y los talleres estaban vacíos”, la empresa desarrolló el programa de Fortalecimiento de Escuelas Técnicas.

Conformaron una mesa de trabajo con inspectores, directores y jefes de taller de seis escuelas técnicas en San Nicolás-Ramallo y Ensenada-Berisso. El programa incluyó el diseño de talleres, planes de infraestructura y equipamiento y capacitación a docentes. “Como corolario, a partir de la nueva regulación provincial, las prácticas profesionalizantes del último año se desarrollan en nuestras plantas”, informa Favaro. Los alumnos realizan un proceso similar al de selección de personal, “un gran simulador para que aprendan cómo se hace la entrevista laboral”, describe. Luego concurren a la planta de lunes a viernes de 8 a 14 hasta completar las 200 horas obligatorias para la currícula. “Cada dos meses va entrando una escuela distinta”, señala.

Los operarios técnicos de la empresa hacen de tutores de los alumnos. “El vínculo entre tutor y alumno es un subproducto que no nos habíamos imaginado: es muy rico para el tutor, es una motivación y enseña con vocación”, asegura Favaro. Al finalizar la práctica, la escuela recibe tres devoluciones: “el resultado del proceso de ingreso;el resultado de la evaluación del tutor y el resultado de una evaluación técnica de mecánica y de electricidad. Esto permite retroalimentar todo el sistema”, se extiende el ejecutivo. Para Favaro “la vivencia es más fuerte que la adquisición de conocimiento técnico. Si esto se hace en contabilidad o en administración, el alumno se va a llevar la misma experiencia de vivir el trabajo”, asegura.

Sobre la cuestión de la precarización laboral, Favaro dice que las prácticas no solo tienen que estar reglamentadas sino que también “tienen que ser auditables por el sistema, para que funcione como un espacio de aprendizaje”.

Educación para el trabajo: el incierto desembarco de la escuela en la empresa

Alumnos de secundarias de Cañuelas aprenden teoría y práctica en contraturno en el Tech Institute de Samsung.

También Nestlé es sede de prácticas profesionalizantes en convenio con las escuelas técnicas N°8 de Morón, N°1 de Magdalena y la Escuela Técnica de Firmat. “Además de las prácticas in situ en las plantas, les damos charlas sobre armado de CV, orientación vocacional, calidad y seguridad”, cuenta Fernanda Amado, directora de RR.HH. para Argentina, Uruguay y Paraguay. Hasta ahora, pasaron 170 chicos por estas prácticas. En opinión de Amado “la combinación entre sistema educativo y empresas puede crear oportunidades. Es una buena experiencia que permite a los alumnos entender cómo se aplica lo que estudia a la vida real”.

Como compañía “ponés tiempo de tu organización para que los chicos se entrenen y aprendan cosas. No es que hagan trabajos concretos”, aclara. En el mismo sentido, Natalia Espitia, directora de RR.HH. de Dow para Región Sur, señala que “es más lo que ellos aprenden que lo que entregan a la compañía”. En esa empresa implementaron las prácticas en 2015, en la planta de Bahía Blanca.

Desde entonces, la iniciativa recibió a más de 140 estudiantes que se desempeñaron en las áreas de Laboratorios y Mantenimiento. Los alumnos concurren de 7 a 14 hasta completar las horas obligatorias. “Vienen del estudio teórico y pasan a la parte práctica no solo de la tarea sino de las competencias y es lo que más valoran”, asegura Espitia. Desde el punto de vista de la empresa, el programa “ayuda a conocer los perfiles que queremos retener”, dice Espitia. “Si hay vacantes, contratamos a los que son muy buenos. Además, buscamos oportunidades de posiciones abiertas en empresas contratistas que trabajan para nosotros”. También en este caso los empleados fungen de tutores. “Los apoyamos para eso: no cualquiera puede ser tutor, tiene que tener ciertas habilidades”, advierte la ejecutiva. Justamente, la coordinación desde las empresas de las formaciones profesionales es un punto que “está faltando”, según Yanina Falugues, gerente de Formación Profesional de la Cámara Argentino-Alemana de Comercio. “Hay que preparar a las empresas, que tengan claros los objetivos, que sepan cómo coachear al alumno”, apunta.

Desde la Cámara, organizan la “formación de formadores” para el sistema dual de formación profesional, que en países como Alemania y Suiza es una de las opciones luego de terminar el secundario: optar por una carrera en una empresa, donde se realizan alternadamente prácticas y clases cobrando una asignación estímulo, y al final de los dos años se recibe un diploma técnico. En la Argentina, empresas como Bayer, Henkel, Siemens o Volkswagen ofrecen este tipo de formación, en siete recorridos: Administración Industrial, Comercio Exterior y Mayorista, Gestión Empresarial, Maestro Industrial, Mecatrónica, Mecanizado y Químico.

Aunque el sistema cuenta con el aval de Ministerio de Trabajo desde 2008, “es un gris en el marco legal”, señala Falugues. Promovida por la Cámara, el año pasado se firmó un carta de compromiso entre la UIA y los ministerios de Educación, Trabajo y Producción para “trabajar en conjunto parte pública y privada”. “Ya hay en comisión de diputados un proyecto de cambios en la ley de pasantías para que contemple mayor cantidad de posibilidades para tener un aprendiz en la empresa”, informa Falugues.

La empresa Atos, de servicios informáticos, retomará este verano un sistema de pasantías para estudiantes de escuelas secundarias con especialidad en electrónica y sistemas. “Son cuatro meses rentados para el período entre la finalización de las clases y el comienzo del ciclo lectivo siguiente”, cuenta Carlos Abril, presidente de la empresa. La propuesta es “mejorar la capacidad de los estudiantes para su salida laboral”. También “nos permite hacer una base de datos de quienes pasan por la pasantías; si buscan trabajo con nosotros, ya los conocemos”.

Samsung, por su parte, tiene el Tech Institute donde capacita secundarios a contraturno, incluyendo prácticas en la planta de Visuar, que fabrica productos de línea blanca para la compañía. “Es una inmersión en el mundo del trabajo”, dice Cynthia Giolito, senior manager de Ciudadanía Corporativa.

El programa empezó hace cuatro años, en conjunto con la Fundación Pescar. «Más de 30 alumnos entraron a trabajar en la planta de Visuar, la mitad de ellos, mujeres», cuenta Giolito.

Fuente de la Noticia:

https://www.clarin.com/economia/educacion-trabajo-escuela-va-empresa_0_HyJLCN1cW.html

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New Zealand children getting an education ‘from the past’

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New Zealand/September 12, 2017/ Source: http://www.nzherald.co.nz

Some of New Zealand’s top entrepreneurs are warning New Zealand’s education system needs to change if the country is going to keep up with a rapidly changing workforce.

The comments were made during the latest PwC Herald Talks, Global vs Local, held today at the St James Theatre in Wellington.

Keynote speaker and Zuru founder Nick Mowbray said New Zealand did not have a lot of global brands, partly because the education system did not set people up for entrepreneurism.

«We always sit back and rely on our core competencies and export earners, which are agriculture, tourism and education,» Mowbray said.

«But there are lots of small economies that build truly global companies, look at Switzerland or the Nordic markets.

«They have loads of global brands and global companies, and we have very few. So I think it’s how we can create these global companies, and it starts earlier, with education,» he said.

«If you can’t build this into kids from an early age, you’re never going to be good at it later on.»

Mowbray said digital, social and entrepreneurial skills were the new requirements for success, but many New Zealand children were getting an education «from the past».

«Half the world’s jobs aren’t going to exist in the next 25 to 30 years,» Mowbray said.

«They’re going to be replaced by automation, it’s going to be a robot that flips your burger, it’s going to be self-driving cars. For us, we’re replacing a lot of our production lines with robots,» he said.

«So it’s just the basics of how do I make a product, how do I make a service, what is my channel plan, what is my marketing plan, what is my sales plan?

«All of these basic skills could be taught in school from a young age.»

New Zealand Story Group director Rebecca Smith said better language skills also needed to be added into the mix.

«We need to be teaching our children more about the opportunities that are in the world, creating global citizens, ones that understand different cultures and the diversity of what the world has to offer,» Smith said.

«I’ve got one child who is learning Spanish and one who is learning Chinese, so we figure we’ve got most of the world covered with those two languages.

«As long as they’re learning a different language, it just changes the way the brain functions, and it gives them the opportunity to be open-minded about new languages in the future.»

Smith said New Zealand’s current crop of entrepreneurs scored highly for integrity and honesty, they just needed a bit more confidence.

«We find solutions to problems that other people don’t even think about.

«So we do need to keep that ingenuity and care, it’s why people buy from us.

«Now we need to learn how to sell, and how to market ourselves better. To pitch up and be more confident.»

Opus International Consultants chief executive David Prentice said students needed to be better equipped than they were now, for a world that was rapidly changing.

He said there needed to be changes to focus on the demands of a digital world.

«We simply can’t continue down the path that we’re going using traditional subjects, and expect that in 10, 20, 30 years time they’ll be equipped for what the world is like then.

«IT is very general, it’s very broad. But there’s no doubt about IT and the innovation and opportunities that that creates.

«Whether you’re looking at 3D goggles, or driverless cars, all of it has a fundamental basis in IT.»

The next PwC Herald Talks event is being held in Auckland on Wednesday morning at SkyCity theatre.

Source:

http://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=11885281

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Need to overhaul Indian education system on the lines of Finland: Mohan Bhagwat

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Indian/ September 12, 2017/By: ANI/Source: http://www.sify.com

Rashtriya Swayamsevak Sangh (RSS) chief Mohan Bhagwat said that there is a need to overhaul the existing Indian education system on the lines of Finland, which is based on ancient Indian Gurukul system.
There is a «consensus in the society» that the education system needs to be revived, Bhagwat said at the launch of the Indian Education Manual (Bhartiya Shiksha Granth Mala) by Ahmedabad based think-tank Punarutthan Vidyapeeth.
«Every time whenever there is a talk of progress or development, one looks at U.S. or U.K. On the other hand, in the area of education, Finland has the best school education system in the world, which is similar to ancient Indian Gurukul system,» said Bhagwat, and added that «Finland education system is vastly different from that of U.S., U.K. and other European countries».
Bhagwat said that the notable freedom fighters from the Indian history including Mahatma Gandhi and Rabindranath Tagore had been educated under a «western» system but were never influenced by it.
Bhagwat was pointing out that it is not only the schooling, but a child’s parents and the atmosphere at home and in the society play a larger role in upbringing of children. Bhagwat said various RSS outfits have spoken out against «westernised» education and its impact on our culture. (ANI)
Source:
http://www.sify.com/news/need-to-overhaul-indian-education-system-on-the-lines-of-finland-mohan-bhagwat-news-national-rjjwLihaahdeg.html
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Indian: Lucknow education department to take steps to secure children

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Indian/ September 12, 2017/By: PTI/Source: http://indianexpress.com

District Inspector of Schools Mukesh Kumar Singh told PTI that use of smart phones by drivers and conductors of school vehicles has been banned as many times they are used to show objectionable content to children.

aking a serious view of the brutal murder of a student in Gurgaon, the education department at Lucknow has asked schools to take measures for the safety of children and banned use of smart phones by drivers and conductors in Lucknow schools. Schools have also been asked to ensure that sharp items do not make their way into school transport. The orders come close on the heels of a school boy being murdered in a Gurgaon school. The Class 2 student was found dead with his throat slit in the school toilet. Police have arrested a school conductor in connection with the case.

District Inspector of Schools Mukesh Kumar Singh told PTI that use of smart phones by drivers and conductors of school vehicles has been banned as many times they are used to show objectionable content to children.

“We have also asked schools to ensure that sharp edged items are not there is school vehicles. This will be ensured by checking both by schools and the department,” the DIOS said.

The education department has also asked parents and school to ensure that they do not allow minors to use vehicles to avoid accidents.

Source:

http://indianexpress.com/article/education/lucknow-education-department-to-take-steps-to-secure-children-4837141/

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Australia: Day care ‘double whammy’: NSW lagging in key education area

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Australia/ September 12, 2017/By: Pallavi Singhal/ Source: http://www.smh.com.au

Gayle King spends the same on preschool for her three-year-old son Harry as she does on her mortgage, but she said she sees it as an important investment in his education.

«One salary goes to paying for childcare, it costs us $130 a day,» said Mrs King, 36, who works as an accountant.

However, she and her husband have been paying for preschool since Harry was one, and Mrs King said she has seen major improvements in his language, maths and social skills in the past two years.

Mrs King said she has noticed a big difference between Harry’s development and that of friends’ children who don’t attend preschool.

Gayle King said she has seen major improvements in her son Harry’s language, maths and social skills since she enrolled him in preschool. Photo: Janie Barrett

«Their vocabularies are a lot lower than [Harry’s] and their social skills are just behind,» Mrs King said.

However, far more children in NSW are missing out on early education in the year before school than any other state or territory, a new report released by peak advocacy group Early Childhood Australia has found.

 About 77 per cent of children in NSW were enrolled in more than 600 hours of preschool in the year before school in 2015, compared to 97 per cent of children in Victoria and more than 95 per cent in the remaining states and territories.

NSW is the only state that has not yet met the national target of having 95 per cent of children enrolled in preschool for a year before they begin school, according to the 2017 State of Early Learning in Australia report.

The lag persists despite evidence showing that students who attend a quality preschool program are up to 40 per cent ahead of their peers in standardised tests by year 3 and half as likely to be behind in any of five key development areas, the report states.

The report also finds that Australia is lagging behind other OECD countries in this measure, and is ranked among the bottom third of nations for rates of early childhood education at the age of three and just below the OECD average for enrolment among four-year-olds.

«We’re not doing well overall in educational performance, [Programme of International Student Assessment] results are not favourable to Australia,» chief executive of Early Childhood Australia Samantha Page said, referring to the country’s declining results in the international science, reading and maths tests for 15-year-olds.

«I don’t think we’ve been quick enough to realise the significance of early learning for long-term educational outcomes and we’ve fallen behind. What we need to do is work on affordability and participation,» she said.

The report finds that a family earning $35,000 a year spent nearly 46 per cent of their disposable income on full-time childcare before subsidies were taken into account. This fell to about 12 per cent for a low-income family after accounting for subsidies, compared to 7.4 per cent for a high-income family.

Ms Page said that the NSW government’s $217 million investment into community preschools that provide 600 hours of education in the year before school, which extends the Start Strong program to 2021, will likely improve the state’s participation rates in the coming years.

Chief executive of early education provider Gowrie NSW Lynne Harwood said the children who are currently missing out on preschool are often those who are already disadvantaged.

«They are already starting behind the eight ball and not having access to early education puts them even further behind, so it’s like a double whammy,» Mrs Harwood said.

Emma Teres, who has enrolled her five-year-old son Anthony in part-time day care since he was six months old and her three-year-old twins Thomas and Christopher since they were one, said she would «ideally» enrol them full-time if it was more affordable.

«Anthony and Thomas have both been diagnosed with autism and they’ve gained in confidence education-wide, they are able to work in group settings and they’re learning different things to what a parent could ever show them at home, it just prepares them for school,» said Mrs Teres, 37, who used to work in the anti-money laundering department at a major bank.

«The main reason I haven’t enrolled them full-time and returned to work is that my salary wouldn’t be enough to justify paying for them to be in day care,» Mrs Teres said.

«But I believe every child should be in childcare even if it’s just for a few days, and the earlier you can get them in the better.»

Source:
http://www.smh.com.au/national/education/day-care-double-whammy-nsw-lagging-in-key-education-area-20170906-gybp2z.html
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United Kingdom: Newcastle College principal on the future of education – and his collection of airplanes

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United Kingdom/ September 12, 2017/ By Graeme Whitfield/ Source: http://www.chroniclelive.co.uk

Tony Lewin says that learning skills in real-life environments is the key for improving young people’s skills.

urther education is a fast-moving and ever-changing industry driven by experts, as Alastair Gilmour finds out

If there is one lesson that Tony Lewin has learned from his working life, it’s the importance of relating to other people.

The principal of Newcastle College is as comfortable with a digital arts fresher as he is with a maths tutor or the regional director of the CBI, each of whom he meets on a regular basis.

In a conscious effort to see and be seen, he insisted his office should be moved from a tucked-away corner of the huge campus to a more visible, central building.

“It’s about being present as an organisation and in somewhere the size of Newcastle College you have to work hard at being out and about,” says Mr Lewin, who has been principal for two years. “People need to know you relate to them, you get the vibe of the place, you can tell if students are happy, particularly around exam time.

Tony Lewin, Newcastle College
Tony Lewin, Newcastle College (Image: provided by Brian Aitken as publicity handouts for N’cle College)

“We put a lot of effort into understanding students and staff, relating to their environment and their experience.”

Mr Lewin should know; his first job was about as low on a career rung as it gets – a local authority leisure attendant setting up badminton courts and cleaning changing rooms, which he admits he actually enjoyed because it put him in the front line of colleague and customer relations.

He says: “Leisure centres have to be cost-effective and business-orientated as much as you can be in local government, so you have to listen.

“We had a community corporate responsibility and I used to work heavily with local groups and partnerships on projects, which is a cornerstone of what we do now in education.”

With 18,000 students, 1,200 staff and a turnover of £60m, Newcastle College is the biggest division of NCG, one of the largest education and training providers in the country, a grouping that also includes Kidderminster College, Carlisle College, West Lancashire College and its latest acquisition: Lewisham Southwark College in London. NCG has a turnover of £140-£150m, which in anybody’s books is a sizeable operation.

Mr Lewin deliberately chose to apply for a role as head of a division within a group because he realised that was the way education was moving.

Tony Lewin, Newcastle College
Tony Lewin, Newcastle College (Image: Copyright unknown)

He says: “I could see from a career point of view if you have Newcastle College on your CV it pretty much tells you something.”

The headline courses at Newcastle College might be in aeronautical engineering, performance arts, digital technologies and rail engineering, but it offers virtually a full learning alphabet from art and design to youth work. (Doubtless someone will develop a course starting with Z).

Typically, students learn in real working environments on live briefs set by a network of employers, such as the Parsons Building where some £18m has been invested in a hospital set-up with a reception area, three four-bed wards, intensive care unit, paediatric ward and scrub room to train people for working in the care field, nursing, health and palliative care.

“I was aware of what goes on at the Aviation Academy at Newcastle Airport,” says Mr Lewin. “But the first time I walked into this big hangar I couldn’t help being blown away by half-a-dozen small aircraft being taken apart then put back together and ‘by the way, that’s our Boeing 737 down there’.”

The 737, used for cabin crew training and as an avionics laboratory, flew into the airport but will never fly out – nor will a BAE Jetstream 31, Piper Aztec or BAC 1-11 Jet Provost. Students will change wheels and parts and learn all there is to know about jet engines.

“No other college could get into that scale of high-calibre provision,” says MR Lewin. “A lot of our students end up working around the country at Heathrow, Birmingham and Manchester airports. You can study it in an academic way or pick up the spanners and do it practically.

“Similarly with rail infrastructure – the network, the lines and overhead cables. You’ve got to go to Doncaster before you find anything like what we’re doing here. And, we’ve got some fabulous provision around art and music. Cultural development is so important to Newcastle and the North East.

“Digital expansion is a priority area as well as engineering and manufacturing. Where does it get its technicians from? What does the industry need? It’s the same with the pharmaceutical industry and all the more ‘normal’ sectors – hospitality, sport, construction, science – which all have to be taken care of.

“There’s a long established notion that the established route was get good A-Level results, a good degree, then you’ll get a good job. But not now. You can come to Newcastle College as an 18-year-old and do a degree. It’s not that our students are any less able, but they choose to be more vocationally focused.

“What I love about this set-up is that students who leave us are ready to go into work; that’s the difference. You’re not leaving us to then get trained on a job. You’ve had the hands-on experience over the course of the qualification and you now have the license to practice.

“I consider myself very privileged have the job I have. Education is not an industry without feeling or heart, there’s a great connection between you and people, making a difference. Despite it being challenging, it’s very rewarding to see students starting off then leaving later with a bounce in their stride, taking a huge step forward in their lives.

“We’ve given them that confidence which is wonderful to be part of and the magic of that doesn’t disappear.

“Our graphics and design students, for example, get a lot of contact with the world of work because we’ve got to make sure they hit the ground running. We’re constantly looking for employment for them, at what jobs are around, what employers are looking for, not for today and tomorrow but three, four and five years ahead.”

There is no typical working day for Mr Lewin (who equates his college principal role with that of a managing director in industry), it’s more like a typical week. The job is predominantly externally-facing with off-site activities that could be anything from business meetings with local authorities and the Chamber of Commerce to the national focus on education and commitments to the NCG parent group.

He says: “Working within education also brings lot of performance pressure. We’re subject to procedures, league tables and quality reviews by Ofsted. You’ve got professional standards bodies, external validators, and on top of that you’ve got to do your job. But you need all of that.

“I’ll pick up on the challenges and what’s happening and how we position ourselves and bring that back to share. There’s a lot of social engagement, attending dinners and events and getting involved with other industries. I’ve got to be part of Newcastle and the local business community as opposed to just being in education – that’s probably the biggest shift from colleges in the past to colleges now.”

Mr Lewin constantly returns to the theme of teamwork, praising the talents and commitment of lecturers and tutors who completely buy into the difference they are making. It’s an organisation with a multitude of ideas to draw from.

“Working in a world of creative people is so stimulating,” he says. “The problem I have at the moment is matching the salaries of people in the academies to those in industry.”

Newcastle College staff are experts in their own right, having strong relationships with industry, in particular engineering and creativity, and are now doing more work with employers on how they can get the best value out of apprenticeships. The director of engineering is an engineer, he talks to other engineers in engineering language – as do those running the performing and digital departments (to name but two) which builds a strong platform.

This is another area Mr Lewin is particularly keen to exploit. “You can’t just be what you’ve always been, you have to be more flexible,” he says.

“We respond and adapt. In the two years I’ve been here we’ve gone through a bit of a transformation process which was about changing from being an organisation that delivered qualifications to an organisation that prepares people ready for employment.

“The qualification is a means to an end, and it’s about: ‘Can I get a job with this or go on to some higher education?’ We’ve changed the whole college structure with technical and professional qualifications.

Source:

http://www.chroniclelive.co.uk/business/business-news/newcastle-college-principal-future-education-13590442

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Perú: Destinarán menos dinero a becas y créditos educativos en 2018

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Perú/11 septiembre 2017/Fuente: Perú 21

El presupuesto será de S/832 millones, mientras que para 2017 la cifra ascendió a S/937 millones. No obstante, el sector Educación en general recibirá un mayor monto el próximo año.

El jueves de la semana pasada, el primer ministro y también titular de Economía y Finanzas, Fernando Zavala, asistió al Congreso para exponer el proyecto de presupuesto de 2018.

De acuerdo con la presentación que hizo, para el próximo año se desembolsará S/157,159 millones, es decir, un incremento de 10.3% respecto de 2017.

Uno de los sectores que más dinero recibirá es el de Educación. De acuerdo con la gráfica presentada por Zavala, acá se destinará S/28,308 millones, lo que significa un avance de 8.1%.

Presupuesto

Becas y créditos educativos (Perú21)

Pese a este aumento, en la Exposición de Motivos del proyecto, publicado en la página del Ministerio de Economía y Finanzas, se observa que el Programa Nacional de Becas y Crédito Educativo recibirá, en 2018, S/832 millones, lo que significa una reducción de más de S/100 millones respecto a los S/937 millones de 2017.

Menos de lo esperado

Para el gerente del Instituto Peruano de Economía (IPE), Diego Macera, esta reducción se debería a que el Ejecutivo está destinando más dinero a la educación inicial y secundaria, así como al aumento del salario de los docentes.

Del mismo modo, manifestó que se debe considerar que el presupuesto de Educación no aumenta tanto como ha señalado el ministro Fernando Zavala.
“Al aumento del presupuesto siempre se le tiene que descontar la inflación y, en este caso, también lo que se va a invertir en reconstrucción. Por ello, me parece que el crecimiento presupuestal para Educación sería de alrededor de 2%”, expresó.

Por su parte, el director de la Cámara de Comercio de Lima (CCL), César Peñaranda, consideró que, por los montos de dinero que recibe el sector, el país debería tener un nivel de competitividad similar al de Chile o Colombia.

Cabe precisar, a modo de ejemplo, que en el Informe Global de Competitividad 2016-2017 del Foro Económico Mundial (WEF, por sus siglas en inglés), el Perú se ubicaba en el puesto 80 en el ítem de “Educación superior y capacitación”, mientras que los chilenos están en la posición 28, y los colombianos en la 70.

“Con los mismos resultados, deberíamos estar mejores en la tabla. No podemos estar con métodos y materiales del siglo pasado. Hay que estar al día con lo que manda la tecnología”, afirmó.

En tanto, para el economista Pablo Secada, el problema que existe es el de la falta de calidad en el sector, pues aseguró que “contamos con universidades públicas paupérrimas y profesores que no están en carrera”.

“La discusión correcta no es gastar más, es gastar bien. Si quisieran hacer las cosas con seriedad, empezaría con evaluaciones, indicadores de calidad”, indicó.

Otros sectores

Por otro lado, Salud es el sector que, porcentualmente hablando, registrará un crecimiento alto en su presupuesto. De esta manera, se destinará S/16,373 millones, 18.7% más que en 2017.

Uno de los temas en los que se hará énfasis es la reducción de la desnutrición crónica infantil y la anemia, para lo cual se tiene previsto desembolsar S/1,957 millones, por encima de los S/1,783 millones del año pasado.

En cuanto a Orden Público y Seguridad, la meta del Ejecutivo es reducir la tasa de victimización de 30.7%, que estaba en 2016, a 24% en 2018.
Del mismo modo, se implementarían programas de prevención en seguridad ciudadana en 862 comisarías.

Datos

– En 2018 el SIS recibirá un presupuesto de S/2,104 millones, por encima de los S/1,400 millones de 2017.

– El MEF, tras ser consultado por Perú21, evitó opinar oficialmente sobre los motivos reales de la reducción presupuestal para becas.

Fuente: https://peru21.pe/peru/destinaran-dinero-becas-creditos-educativos-2018-375350

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