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España: UPN denuncia que “el caos y los líos en Educación continúan”

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España/ 15 de agosto de 2017/Fuente: http://www.navarrainformacion.es

UPN ha denunciado que “el caos y los líos continúan caracterizando la gestión del Departamento de Educación, con nuevos retrasos y problemas en la tramitación de las becas”

“Tras los sectarios recortes de la convocatoria del curso 2016-2017 que afectaron especialmente a los alumnos de la Universidad de Navarra, todavía hay familias a las que no se han abonado las cantidades concedidas tal y como ha denunciado la Asociación 3E”, han explicado.

Los regionalistas han denunciado que “el Gobierno anunció la resolución de las becas con un mes casi de retraso respecto al año anterior y ahora tardan también en concederlas porque parece que no hay presupuesto además de descubrirse nuevos errores en el cálculo. La falta de previsión y la mala gestión no tienen límites en un gobierno que no ha parado de jugar con estas familias”.

“Estamos hablando de algo tan importante para unos padres y madres como la educación de sus hijos, que va a ser su futuro, y de cantidades que, en una familia con necesidades, no son ninguna tontería”, han señalado.

Además, han añadido que “aunque el Departamento de Educación ha cambiado de titular, con la llegada de María Solana sigue con la misma dinámica de caos y sectarismo”.

El partido regionalista quiere mostrar su apoyo a la Asociación 3E y a todas las familias afectadas, y quiere reconocer su valentía a la hora de denunciar públicamente la situación.

“A este Gobierno y al partido que le apoya se le llena la boca hablando de igualdad, pero la realidad es que sus fobias ideológicas están generando que haya alumnos que, por falta de apoyo público, no puedan tener la oportunidad de cursar los estudios que desean, lo que es más despiadado en el caso de los que ya han iniciado una determinada carrera y, a mitad de la partida, ven que les han cambiado las reglas de juego”.

Por último, UPN ha urgido a la consejera María Solana “a resolver de forma inmediata los problemas de pago de becas surgidos y a publicar sin dilación la convocatoria para el curso 2017-2018 una vez que el BOE ya ha publicado la correspondiente del Ministerio de Educación”.

Fuente de la Noticia:

UPN denuncia que “el caos y los líos en Educación continúan”

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The future of 3D printing in education

Simon Biggs

By: Simon Biggs

In the 1950s, the slide rule was the most commonly used classroom tool for mathematical and engineering calculation, but by the mid 1970s, the newer technology – the electronic scientific calculator – made the slide rule almost obsolete. Since then, there has been an explosion of new technologies hitting the classroom for engineering and mathematical learning including the computer, the iPad and more recently 3D printers.

3D printing is a well-established industrial technology for prototyping and manufacturing, particularly popular with the aerospace and defence sectors. Also known as additive manufacturing (AM), 3D printing is the process of making a solid 3D object from a digital computer aided design (CAD) file. The printer adds successive layers of material together until the final object has been created. This is different from traditional manufacturing methods like CNC machining, which removes material from a solid block using rotating tools or cutters.

3D printing is a rapid production method with minimal waste material. Its design flexibility means users can manufacture bespoke objects for a low cost. These advantages have made it increasingly popular as a production method in the manufacturing industry.

“Exciting and innovative projects are a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the skills shortage”

Understanding and using this growing technology can benefit children’s learning, particularly in science, technology, engineering and mathematics (STEM) subjects but also beyond these more traditional fields in music, design technology, history, geography and biology. In 2013, a pilot project introduced 3D printers into 21 schools to investigate learning through 3D printing. This project highlighted the need for robust training and good technical support for the widespread incorporation of 3D printing into the curriculum to be successful.

This project confirmed the potential for 3D printers as a teaching resource, providing that teachers can access adequate training for the technology. Many of the schools reported increased pupil motivation when engaged in 3D printing projects. Exciting and innovative projects are also a simple way to keep pupils engaged in STEM subjects, which is a vital step forward in addressing the STEM skills shortage. Since the pilot project in 2013, 3D printing has become more accessible and popular as a classroom technology.

The rise of 3D printers in schools

The increasing numbers of 3D printers in schools is not only due to the increasing recognition of 3D printing being a relevant and engaging educational tool, but also relates to the number and availability of low cost 3D printing machines. It is now possible for schools to buy a 3D printer for around £500, whereas previous versions were cost prohibitive. The decreasing price tag is drastically improving the technology’s pick up in the education sector.

Advances in resources available for teachers and other education professionals are also making 3D printing more widely accessible. Teachers can now download design software and access it via tablets and mobile phones. Easy tutorials for beginners are available for those without basic knowledge of the technology.

3D printing software is considerably more user friendly than it was two years ago, which makes it ideal for younger children to grasp. Innovative apps for mobile phones and tablets make it easy and efficient to create designs and send them to a 3D printer for production. These apps build up students’ skills using design platforms. However, the primary reason the technology is able to positively influence the learning process in design is the ability to learn through trial and error.

Developing new skills

Using 3D printing as a production method enables students and pupils to move from the conception of an idea to producing a physical object with relative ease. The technology provides the ability to produce a part quickly, which is an advantage for students learning about design, particularly the limitations and constraints of the different technologies. Interrogating a physical object can make it easier for pupils to spot mistakes in designs. This allows them to gain valuable problem solving skills in a creative, hands-on way; without the ability to print prototypes, it would be considerably more difficult for students to identify weaknesses in their designs and improve upon them.

In recent years, the price of consumer 3D printers has dropped as the market has expanded. This makes the purchase of a machine easier to justify in the education sector, but for those schools that feel unable to justify the cost of owning a 3D printer despite recognising the benefits it can offer to learning, a purchase is not always necessary. Facilities such as the Fabrication Development Centre (FDC) at the Renishaw Miskin site, near Cardiff, contains five 3D printers that local schools use during their design and technology lessons.

Believed to be the only facility of its kind in the UK that is attached to a manufacturing site, Renishaw’s FDC enriches pupils’ learning experience further by showing them how industrial metal additive manufacturing machines are made and used to produce medical devices and dentures within the co-located Healthcare Centre of Excellence. This gives students the opportunity to see Renishaw manufactured metal 3D printers in action — producing objects such as dental frameworks and facial implants. Students are able to relate their learning in the classroom with practical applications in industry, a link that may otherwise be difficult to grasp.

3D printing has a number of benefits to a wide range of school subject areas, from design and technology to physics and even model building for subjects such as biology and geography. A major hurdle to overcome in the education sector was mastering 3D printing machines. However, the emergence of simple software packages and the availability of online tutorials have greatly improved accessibility to the technology. With the reduction in cost of materials and printers, and schools’ focus on active learning and addressing the skills gap, it would be logical for 3D printers to become a widely used educational tool in years to come. Who knows, they might even prove as popular as the electronic calculator.

Source:

https://www.theengineer.co.uk/3d-printing-education/

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KZN Education: School failed to properly deal with brutal school attack

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 South Africa/August 15, 2017/ By: Ziyanda Ngcobo/Source: http://ewn.co.za

The KwaZulu-Natal Education Department says it’s established that the brutal attack on a pupil happened last November but the school failed to properly deal with the issue at the time.

In a video of the incident currently circulating on social media, a schoolboy can be seen pinning the girl against a wall before tripping her and then kicking her in the head and back several times.

Provincial education officials visited the Siyathuthuka School in Inanda on Friday.

KZN Education’s Muzi Mahlambi says the school did not investigate the matter properly last year and the department has now launched its own probe.

“Based on the findings of our investigation, we will then take appropriate and relevant action that needs to be taken. Obviously, with the perpetrator … he needs to be disciplined.”

Relatives of the victim, who was in grade 10 at the time of the incident, say they’re disappointed in police whom they claim failed to take action against the boy.

The family says this forced them to move the girl to another school.

The perpetrator has also changed schools since the incident but his whereabouts still need to be confirmed by the department.

Mahlambi says the person who took the video will be key in tracking down the boy.

“The one who’s laughing still goes to that school but when we went to his class, he jumped out of the window. That’s the boy we’re going to use to lead us to the other perpetrators.

The provincial Education Department says it will begin a new investigation on Monday.

Source:

http://ewn.co.za/2017/08/11/kzn-education-school-failed-to-properly-deal-with-brutal-school-attack

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Over 31% of Cyprus higher education students are from EU

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Cyprus/August 15, 2017/Source: http://in-cyprus.com

The Education Ministry’s Department of Higher Education on Friday released a ‘map’ of the sector for the 2016-2017 academic years, showing that the vast majority of students attending local universities and colleges are either Cypriot or from another EU country.

According to the Department, of the 44,446 students studying at higher education institutions in Cyprus including state and private universities and colleges, 23,353 are Cypriot citizens (52.54%), 13,898 are citizens of other European countries (31.27%), and just 7,195 (16.19%) are students from third countries

It should also be noted that of the total, 12,681 students are studying via Distance Learning and so are likely not to live in Cyprus.

The figures reveal a 13.7% (4,165 students) increase in the number of students attending universities compared to the 2015-2016 academic year.

The increase when it came to colleges was 22.5%, corresponding to 1,634 students.

After the analysis of the data, it emerged that of the 44,446 total 35,551 students attend university and 8,895 other higher education institutions such as colleges.

The figures showed that 3,848 people were attending study programmes of between one and three years duration, 19,562 people attend regular university undergraduate programmes usually of a four-year duration and 3,890 people attend college undergraduate programmes.

The number of people attending postgraduate programmes at universities comes to 14,898 people, dropping to 1,097 people when it comes to colleges.

PhD programs at Universities attracted 1,091 people during the 2016-2017 academic year, while the corresponding programmes at colleges were attended by 60 people.

Regarding undergraduate subject preferences, Business Administration is the most popular, followed by Law, Accounting and Medicine.
As far as graduate students are concerned, most choose to specialise in Education, followed by Business Administration, and Health Sciences.

At Doctoral level, preferences are Education Sciences, followed by the Psychology and Business Administration.
Those pursuing certificates, diplomas and higher diplomas, meanwhile, seem to prefer the Security Services sector and Hotel Management/ Tourism as well as the Gastronomic Arts.

Source:

http://in-cyprus.com/over-31-of-cyprus-higher-education-students-are-from-eu/

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Philippines: Makabayan solons push for inclusion of budget for free college education for 2018

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Philippines/August 15, 2017/By ANNE MARXZE D. UMIL/Source: http://bulatlat.com

The Makabayan bloc in Congress pushes for the realignment of budget allocation for the Build, Build, Build infrastructure projects, military spending and debt servicing in the 2018 national budget to ensure funds to implement the newly-enacted free college education law.

The budget earmarked for the said items is worth a whopping P1 trillion ($19.6 billion), said Gabriela Women’s Party Rep. Arlene Brosas.

“Instead of funding war expenses and big-ticket infrastructure projects that will displace communities, the Duterte administration should allocate sufficient funds for the realization of the free higher education law,” she said in a statement.

On Aug. 3, President Duterte signed Republic Act 10931, the Universal Access to Quality Tertiary Education Act, but said that the government will still have to look for funds for state universities and colleges (SUCs).

Kabataan Partylist Rep. Sarah Elago said, “it is not a question of funds, but rather of priorities.” She said Duterte’s economic managers are geared towards profiteering from education by implementing neoliberal policies instead of putting funds to provide basic social services for the people.

‘BBB program will wipe out communities’

Brosas said the BBB program accounts for nearly a third of the proposed P3.7 trillion ($72.5 billion) 2018 national budget. The BBB program aims to construct railway networks, airports, roads and other infrastructure projects from Luzon to Mindanao. However, the government’s infrastructure project will wipe out communities and resources around the country.

One such project is the National Reclamation Plan (NRP) which will construct commercial establishments, eco-tourism, industrial and business hubs to the detriment of fisherfolk communities.

Progressive fisherfolk group Pambansang Lakas ng Kilusang Mamamalakaya ng Pilipinas (Palamakaya-Pilipinas) said the NRP has 100 coastal reclamation projects covering almost 400,000 hectares of fishing waters and coastal communities.

“Build, Build, Build is privatization of public lands and facilities and debt-driven program that will benefit no one but the giant local and foreign oligarchs. In the end, hardworking Filipinos will shoulder the burden of this Dutertenomics’ mess through unwarranted tax increase,” said Pamalakaya chairperson, Fernando Hicap in a statement.

Brosas also said that there are other funding sources in the 2018 national budget such as the P2.1 billion ($41 million) power subsidy under the budget of the Philippine Economic Zone Authority (PEZA) and the P1.6 billion ($31 million) Comprehensive Automotive Resurgence Strategy program of the Department of Trade and Industry (DTI).

“The truth is there are many sources for funding in the 2018 budget,” Brosas said.

Budget cut persists

During the deliberation of the budget of the Commission on Higher Education (Ched) on Aug. 10, Elago noted budget cuts and underfunding. Ched’s budget had increased from P 58.9 billion to P61.4 billion, but some SUCs are still set to get cuts next year.

Elago said 23 SUCs will suffer cuts in their Personal Service (PS) budget, 50 will have cuts in their Maintenance and Operating Expenses (MOOE) budget and 49 have cuts in their Capital Outlay (CO) budget.

“In fact, the Philippine State College of Aeronautics has zero budget for CO for 2018,” she added.

She also noted the expected internal income from SUCs. Elago said based on the 2018 Budget of Expenditures and Sources of Financing, the Department of Budget and Management expects SUCs to earn P44.7 billion ($876 million) from their internal income for 2018. P13.2 billion ($258 million) is expected to come from tuition collection.

Elago stressed that the new law prohibits the collection of tuition and other fees in SUCs.

“How do they plan to achieve this huge income? Is there a new scheme or policy to be implemented to increase the income of SUCs?” Elago asked.

Elago challenged Ched “to ensure that it will not renege on the youth’s clamor as expressed by the initial victory in having a free education bill signed into law.”

Source:

http://bulatlat.com/main/2017/08/12/makabayan-solons-push-inclusion-budget-free-college-education-2018/

 

 

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Free SHS A Challenge To Bridging Gap In Education Between Northern And Southern Ghana

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Ghana, August 15, 2017/By ANANPANSAH,B ABRAHAM/Source: https://www.modernghana.com

The razzmatazz that heralded the 2012 and 2016 general election can still be recollected fresh.Free education. Free education. Free education.Now it’s here…Indeed,if government says yes,who can say no(apart from God).Thank you your Excellency Nana Addo.Thank you sedulously tax payer.

The handwriting is bold enough.Free Senior High School (SHS) is here to stay despite your right to say.This is a fact all «priviledged person’s» must accept or feel free to to burn the sea!»Chai, I feel you well well Mr . Education Minister like Don Jazzy feel Omotolla.Hard talk be what?

The baseline remains September 2017.(Ghc400 million cool and we’ve started).This is albeit the gritting concerns on the table yet to be addressed.

Infact,I should say that government’s decision to expand access by redefining basic education to include secondary education is commendable.It’s a constitutional must-have.Financially distressed parents can now sleep with all two eyes closed.The ‘School Fees BP’ of poor parents will reduce.I celebrate government for this effort.

Yes,the policy is laudable.But no matter how letter-perfect the policy on Fee Free Education may appear to be,in the absence of clear information and a government white paper on the implementation of the policy,the genuine concerns of critics should well be understood.It’s therefore,very important we hasten slowly in our attempt to render every dissenting view nugatory.Dissenters may not necessarily be ‘priviledged persons’ or ‘antagonist’, but citizens who care for the system.

Hiding in my little ‘somewhere’ as a village blogger fully raised in the ‘village situation’,I smile miserably at every mention of free education.I have always had genuine issues to raise about the policy.I see a good policy on one hand, and on the other hand,I prevision challenges for that ‘village student’.(My previous articles on the subject matter speaks volumes).As I’ve always maintained,the policy in itself is good.But a good thing may be done wrongly defeating its intended purpose.

We’ve also heard it all.The voice of the Minister of Education is loud enough…»You don’t need to be brilliant to enjoy free SHS…;Sit the BECE,pass, get placed in a public SHS,and you benefit from Free SHS».Two sides of the same argument,I guess!And this position seem to provoke my curiosity.

The emphasis is the usual «grade producing educational system».Pass.Pass.Pass.Well!

The ‘Cut off pass mantra’ is the clear reason why most people are classifying the policy as a scholarship package.Thus, you must meet a pass condition(Cut off grade) before you can enjoy the policy package.If you don’t meet the condition,count yourself out.

Expanding the argument by taking a closer look at the wisdom contained in article 25 (1) of the 1992 constitution,the very basis of this policy,which says «All persons shall have the right to equal educational opportunities and facilities….», I ask myself:Do we all have equal educational opportunities and facilities in this country?Article 17 (4 )(a) makes it beautiful by empowering parliament to enact laws that are reasonably necessary to provide «for the implementation of policies and programmes aimed at redressing social,economic or educational imbalances in the Ghanaian society.»

In an attempt to create such equal opportunities and redress the imbalances in our educational system as a country,particularly between the North and South,the Northern Scholarship was instituted in 1957 by Ghana’s first president Dr.Kwame Nkrumah as a gap bridging mechanism.Feeding grants and examination registration fees are covered under the scholarship.The policy, distributive as it’s, aims at addressing equity challenges and ensuring social justice.

But it appears we have now grown pass the stone age of «so-called Northern Scholarship to negotiating Free SHS policy that is going to be universally proportional in nature regardless of the existing systemic imbalances.The playing field will be levelled irrespective of environmental,socioeconomic and existing conditions.The policy is going to treat unequals as equals.The benchmark is simple,»pass your BECE and enjoy».

In effect,students who use stones as computer mouse are expected to score the same grade in ICT as those who enjoy ultramodern ICT facilities in the cities.Children from underserved communities and deprived backgrounds must compete in the imbalanced system with their affluent counterparts and obtain the same grades if not better…No more preferential treatment.Whether in «King’s or Queen’s JHS or Kotito Number 10 JHS»,you must pass the same exams with or without the needed TLM’s, facilities or learning support.That is now the system.

And it’s or should be said that,in such a system,I envision a deliberate attempt to further widen the already widened inequality gap in education between Northern and Southern Ghana.The existing gap in education between the two halves of our country may not be plucked any sooner.

Educational standard in the three Regions of the North and some deprived communities in Ghana is generally accepted to be low.Not because children from these parts of the country are born ‘stupid’,but the clear established gap in resources and facilities «cause am».

Taking the 2014 BECE results as an example,only 60% of students who sat for the examination qualified to enter SHS.In the three Regions of the North particularly,22% qualified from Northern Region,11% from Upper West and Upper East Regions.In the same year under review,80% of students qualified from Greater Accra and Ashanti Region to enter SHS.So you see the clear disparity?

Students from the north who hitherto didn’t patronise the ‘big public SHS’s» in the south for fear of the fees would now want to ‘dare there’.The requirements and the challenge of competing with students exposed to improved learning environments for limited space in such schools may,however, limit their chances.We are gradually going to have a system where students from advanced Junior High Schools get not only the best of the policy but the most out of it.The poor and disadvantaged students can’t catch up with the system.The very people for whose reason the policy is being implemented.

A good policy among other things,must aim at increasing the equity and fairness of all members and sectors of society by balancing the existing conditions.

The policy if not prioritised will create undue added advantage for our brothers in the south,whilst creating added disadvantage for those down north.

It’s on this note that I wish to call on the Northern Caucaus of Members of Parliament to seek clear answers and demand for a fair implementation of the policy along the existing imbalanced conditions.A wise man once said there no greater inequality than the equal treatment of unequals.The gap between the north and south is already wide enough.Any any attempt to widen it the more can only spell doom for our common good .It’s not for nothing that nations usually rise against nations.

Let’s beware!
May God bless our homeland Ghana.
The writer of this article is a teacher by profession,a freelance journalist,youth/community advocate,blogger/writer and a student.

Read more of his works on ( ananpansah-ab.blogspot.com ).

By ANANPANSAH,B ABRAHAM(AB)
(The Village Writer)
0241129910/0200704844

Source:

https://www.modernghana.com/news/795199/free-shs-a-challenge-to-bridging-gap-in-education-between-no.html

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Informe de la OCDE: Solo uno de cada 10 estudiantes pobres logra llegar a la Universidad en Costa Rica

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Costa Rica/14 agosto 2017/Fuente: La Nación

  • Falta de recursos y desinterés en aprender destacan entre las causas.
  • Organización recomienda atender primera infancia para mejorar éxito.

Karol Gómez forma parte de una clase social que, según las estadísticas, tiene muy pocas probabilidades de llegar hasta la universidad.

Creció en la comunidad indígena de Boruca, en Puntarenas. Allí cursó primaria y secundaria con la ayuda de una beca. Su familia carecía de dinero para pagar su educación.

Aún así, accedió a la Universidad Nacional (UNA) gracias a un programa que le permitió ingresar a la carrera de Educación Rural sin hacer el examen de admisión y, de nuevo, con una beca socioeconómica.

 Solo uno de cada 10 pobres llega a la ‘U’

A sus 24 años, Gómez representa la excepción en la estadística que indica que, en Costa Rica, solo uno de cada diez alumnos pobres logra cursar una carrera universitaria.

Esta realidad fue revelada, la semana pasada, por la Organización para la Cooperación y el Desarrollo Económicos (OCDE), durante la presentación de un informe sobre la enseñanza en nuestro país.

La OCDE explicó que el número de alumnos de bajos recursos económicos que no ingresan a la instrucción superior está muy por debajo de los 34 países que integran la Organización, a la que Costa Rica está en proceso de adherirse.

Según el informe, en el caso de las universidades públicas, solo el 7,5% de los alumnos con ingresos más bajos están matriculados, muy por debajo de los estudiantes de contextos acomodados, que representan el 54% de la población de la educación superior pública.

¿Por qué? La Encuesta Nacional de Hogares, 2015, del Instituto Nacional de Estadística y Censos (INEC) reveló que 41.300 jóvenes de entre 15 a 17 años no asistía a la eseñanza formal. La mayoría, 19.400, solo tenía la primaria completa y, 14.400 la secundaria incompleta.

Consultados sobre los motivos de no estar estudiando, 14.700 afirmaron no tener interés en el aprendizaje formal, 7.000 dijeron que les costaba el estudio, 3.900 no podían pagar la formación y 3.400 alegaron problemas de acceso al sistema.

Además, 3.770 preferían o tenían que trabajar, 2.300 por un embarazo y matrimonio, y el resto, por motivos de cuido, enfermedad, discapacidad o falta de requisitos.

Razones. La OCDE determinó que las brechas en oportunidades educativas entre diferentes grupos sociales son muy grandes, y que la desigualdad empieza en las edades tempranas y se amplía conforme los alumnos avanzan en la educación.

“La inversión pública en primera infancia (0,4% del PIB –producto interno bruto–) está muy por debajo del promedio de la Organización (0,6%), considerando que los niños menores de 6 años representan el 10% de la población costarricense y más de la mitad (60%) de estos niños viven en pobreza y sus padres tienen bajos niveles de educación”, dice la Organización.

Para José Aguilar, presidente de la Fundación Acción Joven, una ONG dedicada a prevenir la exclusión estudiantil, hay que preguntarse ¿qué hace que un joven pierda interés en la educación luego de avanzar en el sistema de enseñanza?

“Muchos jóvenes con situaciones de vida muy adversas deben enfrentar violencia intrafamiliar, drogas, hogares monoparentales. Ante esas necesidades afectivas, los centros educativos no poseen recurso para dar atención psicosocial. Los jóvenes no van a tener cabeza para Matemáticas si deben enfrentar situaciones difíciles”, añadió.

Renata Villers, directora de la organización Amigos del Aprendizaje (ADA), indicó que la poca presencia de jóvenes de bajos recursos en la universidad tiene una explicación en la “baja calidad” del sistema educativo previo a la universidad.

“Cuando solo 4 de cada 10 estudiantes logran concluir la secundaria, sabemos que hay un tema de calidad en el sistema educativo. Esto se confirma por los resultados que arroja la prueba PISA (Programa Internacional para la Evaluación de Estudiantes), que demuestra que 40% de los estudiantes de 15 años carecen de la mínima comprensión de lectura necesaria”, detalló Villers.

Según el Ministerio de Educación Pública (MEP), durante el 2016 se registró la cifra más baja de deserción de los últimos 10 años. En preescolar, el abandono pasó de un 2,2% en 2015, a un 1,7% en el 2016; en primaria de un 1,3% a un 1 %, y en secundaria el porcentaje bajó de un 9,2% a un 8,4%.

La ministra de Educación, Sonia Marta Mora, cree que esto se debe a que poco a poco el MEP ha ido subiendo la cobertura de programas de equidad para mantener a los jóvenes en las aulas y ofrecer becas a quienes estén en situación de pobreza.

Según el V Informe del Estado de la Educación 2015, la vulnerabilidad económica, la repitencia, los problemas familiares y el bajo clima educativo son factores determinantes en el abandono estudiantil.

Población universitaria estatal

Población universitaria estatal [side_to_side]

Entrada a la ‘U’. En el caso de Karol Gómez, ella había perdido sus esperanzas de entrar a la universidad cuando perdió los exámenes de admisión de la Universidad de Costa Rica y la UNA. El programa de la Universidad Nacional de admitir estudiantes a la carrera de Educación Rural, sin hacer el examen de admisión, le cambió la vida.

“Mi mamá jamás tenía dinero para pagar una universidad privada. Yo en un momento me resigné a quedarme en la casa; para mí, ahí todo había terminado. Por dicha salió esta oportunidad , que de fijo va a mejorar mi calidad de vida para mí y mi hija” contó la joven.

Actualmente, 350 estudiantes de la UNA forman parte de este programa.

Justamente, en aras de que las poblaciones desfavorecidas puedan acceder a la enseñanza superior, es que dichos centros ofrecen este tipo de programas de admisión y becas. Un 52% (48.829) de los todos los estudiantes de universidades públicas (94.000 personas) lo hacen con apoyo de una beca.

Sin embargo, la OCDE considera que, en general, el gasto en el sistema universitario no se asigna de forma equitativa, ya que la mayoría de los alumnos beneficiados son de contextos acomodados.

La entidad pide que los estudiantes pobres de universidades privadas también tengan derecho a una beca estatal. Considera que el país tendría mejores resultados educativos si reduce el gasto universitario, en favor de la inversión en enseñanza preescolar, primaria y secundaria.

Fuente: http://www.nacion.com/nacional/educacion/Solo-pobres-llega_0_1651834833.html

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