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Continúa abierta oportunidad de estudiar en Nueva Zelanda

México – Nueva Zelanda/07 de marzo de 2017/ Fuente: http://www.sistemamichoacano.tv

La Casa de Hidalgo ofrece esta oportunidad de realizar estudios de posgrado, con el apoyo del gobierno de ese país.

La Universidad Michoacana de San Nicolás de Hidalgo, a través de su Departamento de Vinculación y Desarrollo, invita a los egresados de licenciatura a participar en la convocatoria de Becas de Desarrollo otorgadas por el Gobierno de Nueva Zelanda, como una nueva oportunidad para continuar con sus estudios en un país extranjero.

La convocatoria fue dada a conocer por la Secretaría de Relaciones Exteriores a través de la Agencia Mexicana de Cooperación Internacional para el Desarrollo (AMEXCID), con el propósito de que estudiantes destacados mexicanos puedan realizar estancias de estudio de posgrado en Nueva Zelanda.

El Programa incluye diversas disciplinas de estudio relacionadas con dos diferentes áreas: la primera en Energías Renovables, que incluye temas de investigación en energía solar, eólica, ingeniería hidráulica y sistemas de distribución de energía renovables.

En tanto que la segunda va encaminada al Desarrollo Agropecuario en varias de sus ramas como: Manejo de Agronegocios, Economía Agropecuaria, Manejo y Sistemas Agropecuarios, Desarrollo Rural, Biología, Silvicultura, Recursos Pesqueros, Acuicultura, Control de Plagas Agrícolas, Medidas Fitosanitarias, Biotecnología, Comercio Agropecuario y Producción de Alimentos, entre otras.

Los requisitos básicos para los interesados en obtener una beca son: tener menos de 39 años al inicio de la beca, conocimientos del idioma inglés, contar con al menos dos años de experiencia laboral, así como regresar a su país de origen por lo menos por dos años después de completar sus estudios en Nueva Zelanda.

El periodo de aplicación para la beca ya se encuentra abierto y finaliza el próximo 30 de marzo; para más información sobre los requisitos, consultar la página web: http://www.gob.mx/cms/uploads/attachment/file/189199/Nueva_Zelandia_2017.pdf  donde se encontrarán más detalles sobre las bases de la convocatoria.

Los interesados que cumplan con los requisitos establecidos se podrán dirigir al Departamento de Vinculación y Desarrollo Nicolaita, ubicado en la planta baja de la Torre de Rectoría, teléfono (443) 316 88 09, donde recibirán el apoyo necesario durante el proceso de aplicación.

Fuente de la Noticia:

http://www.sistemamichoacano.tv/noticias/76-educacion/15549-continua-abierta-oportunidad-de-estudiar-en-nueva-zelanda

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New Zealand must do a better job for our dyslexic people

Nueva Zelanda/Marzo de 2017/Fuente: Stuff

RESUMEN: La dislexia es para toda la vida. Los niños disléxicos crecen hasta ser adultos disléxicos. Es una buena noticia y una mala noticia. No es como el asma infantil – no desaparece. Sabemos mucho más sobre la dislexia ahora que nunca. Hay muchos desafíos que no son los habituales, como las dificultades con la lectura, la escritura y la ortografía. Hay un lado positivo también. Las características positivas de la dislexia se manifiestan más a medida que las personas maduran en la edad adulta. Sabemos que las personas disléxicas a menudo demuestran fuertes habilidades espaciales, visuales y 3D. A menudo tienen la capacidad de ver el panorama general, y regularmente vienen con soluciones innovadoras a problemas complejos.

Firstly, let me congratulate the parents – mainly mums – who have gone into battle with the education sector to get a fair deal for your children. All power to you.

Your children have the same level of rights as every other child. In many cases the education system has short-changed you and your children.

Dyslexia is for life. Dyslexic children grow up to be dyslexic adults. It is both a good news story and a bad news story. It is not like childhood asthma – it does not go away.

We know a lot more about dyslexia now than ever before.

There are lots of challenges other than the usual ones such as difficulties with reading, writing and spelling. There is a positive side as well.

The positive features of dyslexia show up more as people mature into adulthood.

We know that dyslexic people often demonstrate strong spatial, visual and 3D skills. They often have the ability to see the big picture, and regularly come up with innovative solutions to complex problems.

They are often very empathetic, co-operative and collaborative which makes them great team members.

A great number of people with dyslexia end up as entrepreneurs. (Think Sir Richard Branson, Sir Richard Taylor.)

Many of the world’s most successful people are dyslexic. Winston Churchill, Steven Spielberg and Tom Cruise are well known people with dyslexia.

None of this is to deny the great challenges that people with dyslexia face.

The greatest is the ignorance of others. Teachers, other students and employers are all part of the steely face of misinformation.

Dyslexia is not an indication of limited intellect or low ability. It is a hereditary condition that is the result of a different wiring in the brain.

Other countries do a better job than we do to ensure folk with dyslexia are supported to achieve to their potential.

Dyslexic students are supported in schools and employers are compelled by law to provide a dyslexia-friendly work environment.

To date the Government and Government agencies have been a big part of the problem.

Equal rights for people with dyslexia is the missing link in our human rights legislation, and the Government denied the existence of the condition until 2007.

The majority of New Zealand teachers have not been trained to identify dyslexia or provide support for it.

The other good news for adults with dyslexia is that there is a wide range of technological aids to balance the playing field.

Phone apps, regular phone features and other smart technology makes a real difference. Technology can assist the dyslexic to read text, write text and marshal their thoughts coherently.

Collectively, New Zealand must do a better job for our dyslexic people. They are our most creative and potentially productive people.

No country can afford to ignore or marginalise its most creative people.

Fuente: http://www.stuff.co.nz/stuff-nation/assignments/dyslexic-learners-being-let-down-by-nz-education-system/17613870/New-Zealand-must-do-a-better-job-for-our-dyslexic-people

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Nueva Zelanda: Mothers paid 17 percent less than fathers

Nueva Zelanda/Marzo de 2017/Fuente: RadioNZ

RESUMEN: La Comisión de Derechos Humanos ha instado a las empresas a que tomen en serio las diferencias de remuneración entre hombres y mujeres, especialmente para las mujeres con hijos, siguiendo las conclusiones del informe Efecto de la maternidad sobre la paga. Se muestra la brecha de género entre hombres y mujeres que tienen hijos es de 17 por ciento, en comparación con el cinco por ciento para aquellos que no son padres. Stephen Oakley, del Departamento de Estadística, dijo que las consecuencias negativas para la remuneración de las mujeres con hijos se conocen internacionalmente como la «pena de maternidad». La brecha entre las personas con niños y los que no eran «significativas», dijo. Sin embargo, el informe también encontró que en general, los padres ganaban más que aquellos sin hijos.

The Human Rights Commission has urged businesses to get serious about the gender pay gap, especially for women with children, following the findings of the report Effect of Motherhood on Pay.

It shows the gender gap between men and women who have children is 17 percent, compared with five percent for those who are not parents.

Stephen Oakley from the Department of Statistics said the negative pay consequences for women with children was internationally referred to as the ‘motherhood penalty’.

The gap between people with children and those without was «significant», he said.

However, the report also found that generally, parents earned more than those without children.

«For example, mothers with dependent children earn more than $23 an hour, on average, almost $1 an hour more than men and $2 more than women without children.

«Studying the reasons for this difference was not part of our analysis and requires further study.»

Equal Opportunities Commissioner Jackie Blue said the results were not surprising, as there had been several reports showing pay gaps rose markedly once women took on caring responsibilities.

«For women, it is virtually impossible to recover any ground they lose while taking on caring responsibilities.

«This will continue until the culture within our workplaces changes,» Dr Blue said..

«Organisations need to consider whether their own policies and practices are contributing to the gap, and if they are, they need to take leadership and provide flexible work options and supportive environments for women taking on caring responsibilities.

«They also need to develop policies that eliminate unconscious bias, discrimination and negative stereotypes in the workplace, if we are to close the gender pay gap.»

Government to make it easier to file pay equity claims

Meanwhile, the government will pre-empt a planned law change to make it easier for social workers and some in the education sector to file pay equity claims with their employers.

State Services Minister Paula Bennett said this followed from the recommendations of the Joint Working Group on Pay Equity, which were accepted by the government in November.

The first claim was for social workers employed by the Ministry of Social Development, and those under the new ministry from April, represented by the Public Service Association.

The other was for education, behaviour and communication support workers represented by the New Zealand Educational Institute, employed by the Education Ministry.

While legally the changes were not yet in effect, the State Services Commission, on behalf of the government, and the Council of Trade Unions, on behalf of unions, have agreed to apply the principles to current pay equity claims.

Mrs Bennett said that would make it easier for employees to file claims and employers to deal with them, without having to go through the courts.

«It’s great to see the principles being used in this way and I would like to thank the unions for the pragmatic and collaborative approach they are taking to progressing these claims.»

The government would amend the Equal Pay Act and the Employment Relations Act to implement the recommendations, with a bill expected to be introduced this year.

Council of Trade Unions president Richard Wagstaff said the government’s move would mean unions and employees could push ahead with existing claims.

«What we’ve agreed to do is to get on and use the principles that we agreed to in the Joint Working Group from the get go, rather than waiting for it to go through the legislative process because we know that it won’t be signed off for several months yet, almost certainly after the election.

«We would rather just get on with it because people have been waiting too long for equal pay.»

He said there were plenty more claims in the pipeline.

«What we wanted to do was get on with the set that are on the table already but if over the next 12 months more emerge and we’re going well with these ones, we will look to do those as well using the new principles.

«But it will depend on the capacity of the organisations involved and it will depend on how we get on with the social workers and the Ministry of Education staff.»

Mr Wagstaff said future claims were likely to cover workers in the care and disability sector, and clerical staff.

Fuente: http://www.radionz.co.nz/news/political/325534/mothers-paid-17-percent-less-than-fathers

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Nueva Zelanda: Think what early childhood education is worth, govt urged

Nueva Zelanda/Febrero de 2017/Autor: John Gerritsen/Fuente: RNZ

RESUMEN: Las previsiones del Gobierno estiman que el gasto en educación de la primera infancia se incrementaría en $ 102 millones de dólares, o un 5,5 por ciento este año y aproximadamente a la mitad de la figura que cada uno de los próximos tres años. Los incrementos se basan principalmente en el crecimiento de la matrícula ya que el gobierno empuja hacia las TIC objetivo del 98 por ciento de los niños que sufren la educación de la primera infancia antes de que comiencen la escuela. El gasto total de este año superaría $ 1.83 billones de dólares y el año pasado el Ministerio de Educación advirtió que el gobierno los aumentos proyectados de gasto «probablemente a superar a la asequibilidad de la Corona». Dijo que aussi Que la rentabilidad de la inversión para el gasto del gobierno se redujo en los altos subsidios para las personas que podían permitirse el lujo de pagar por la educación de la primera infancia a sí mismos de todos modos.

Government forecasts estimate spending on early childhood education would increase by $102 million dollars or 5.5 percent this year and by about half that figure in each of the next three years.

The increases were based mostly on growing enrolments as the government pushes toward its target of 98 percent of children experiencing early childhood education before they start school.

This year total spending would exceed $1.83 billion and last year the Ministry of Education warned the government that projected increases to spending were «likely to outstrip affordability to the Crown».

It also said that the return on investment for the government’s spending was reduced by high subsidies for people who could afford to pay for early childhood education themselves anyway.

The chief executive of the Early Childhood Council, Peter Reynolds, said the ministry needed to rethink that advice.

«We’re facing a pretty fundamental question and that’s the extent to which government has a role in subsidising early childhood education in New Zealand. This government is certainly trying to cut back and rebalance that equation.»

Mr Reynolds said increases in government spending were caused by increased enrolments, but the amount paid per child had barely increased at all in recent years, and that was putting early childhood centres under pressure.

Budget documents last year said cuts to the sector had saved $528 million since 2009, much of that through the abolition of higher funding rates for centres where more than 80 percent of staff were registered, qualified teachers.

Mr Reynolds said quality early childhood education had a big impact on a wide range of social harms and the government should be spending more, not less.

«There comes a point in time when the government’s got to come clean and have a very clear view about whether it sees this as an important area to invest in or not.»

The government is redesigning the early childhood funding system, but it was not yet clear whether that would result in less money per child or more.

The chief executive of Kindergartens New Zealand, Clare Wells, said parents were already paying a lot.

«While the government is actually subsidising the service as well through its grant, that effectively hasn’t increased for the payment for each child since 2011. There’s been a slight increase, a slight adjustment, but not significant,» she said.

«So centres have had to make up the shortfall and the way they actually make up the shortfall is through fees to parents.»

The chief executive of Early Childhood New Zealand, Kathy Wolfe, said the government was reluctant to fund early childhood education appropriately.

However, she said she had not seen any sign that further cuts were coming, and she was hoping the government would re-introduce higher subsidy rates for centres where 100 percent of staff were qualified, registered teachers.

The Educational Institute (NZEI) is campaigning for increased government funding for schools and early childhood centres.

The union’s president, Lynda Stuart, said the lack of increased funding on a per-child basis was undermining the quality of early childhood education.

«What we’ve got is a situation really where either parent fees go up or quality goes down.»

The Education Minister Hekia Parata said the ministry’s statement about affordability was intended to highlight the continuing growth in demand for funding.

She said total funding for early childhood education had doubled since 2007 and early childhood education was 33 percent more affordable for parents than it was ten years ago and more affordable than it was a year ago.

«Per-child ECE funding in New Zealand is among the highest in the OECD,» Ms Parata said.

«In the year to September 2016 the cost of childcare increased by 0.8 per cent and the QES average ordinary-time earnings increased by 1.7 per cent. So in the year to September 2016, the cost of childcare relative to earnings decreased by 0.9 per cent,» she said.

Fuente: http://www.radionz.co.nz/news/national/324880/think-what-early-childhood-education-is-worth,-govt-urged

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Nueva Zelanda: Gareth Morgan’s party tackles ‘obsession’ with school testing in education policy

Nueva Zelanda/Febrero de 2017/Fuente: Stuff

RESUMEN: El partido político del economista Gareth Morgan tiene  la escuela en su mira, prometiendo abordar la «obsesión de Nueva Zelanda con el ranking de nuestros hijos» cortando el uso de las Normas Nacionales y el sistema NCEA. El Partido de Oportunidades de Morgan también se ha comprometido a introducir la educación de la primera infancia (ECE) gratuita y universal a tiempo completo en su recién estrenada política educativa. Si bien Nueva Zelanda se ha desempeñado bien en las encuestas de educación internacional, Morgan dijo que el país había comenzado a quedarse atrás en los últimos años.

Economist Gareth Morgan’s political party has school testing in its sights, pledging to tackle New Zealand’s «obsession with ranking our children» by slashing the use of National Standards and the NCEA system.

Morgan’s The Opportunities Party has also pledged to introduce free, universal full-time early childhood education (ECE) in its newly released education policy.

While New Zealand had performed well in international education surveys, Morgan said the country had started to fall behind in recent years.

While white, middle- and upper-class Kiwi kids had «some of the best education outcomes in the world», those on the margins of society were being left behind.

«Some children, generally those from poorer backgrounds, come to school around two years behind, and most of those never catch up despite the best efforts of the education system.»

While it was natural for parents and politicians to want to hold teachers and students to account through testing, Morgan said «the evidence shows we are using up way too much precious learning time assessing our children.

«We are obsessed with assessing and ranking our children when test results can only show part of a child’s development.

«Our obsession with ranking all our children takes up time and resource, and is counterproductive to helping them all find their strengths.»

Assessment scores were a questionable method to measure student learning and a «downright awful» indicator of school performance, Morgan said.

His party would delay national standards until Year 6, instead of Year 1 as at present.

It would also slash NCEA testing for high school students, giving those in their final year of school the choice of sitting NCEA Level 1, 2 or 3.

«The extra time would be spent on learning and developing individual learning plans to ensure that students have the qualifications and skills they will need.»

Morgan said the party would also scrap the publishing of national standards and NCEA results, «unless they can be translated into true ‘added value’ results».

Morgan said ECE needed to be more of a priority, as investing in children at an early age led to the best chance of success.

The Government’s «scattergun» approach to funding ECE meant some families still struggled to find affordable childcare, he said.

«Over time, we would like to see high-quality, free, universal full-time ECE for children aged three years and over.»

The party’s education policy also included allowing schools in one region to merge administrative functions and save money, encouraging people to use their local school, and carrying out a review of the tertiary education sector.

Fuente: http://www.stuff.co.nz/national/education/89568219/gareth-morgans-party-tackles-obsession-with-school-testing-in-education-policy

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New Zealand children could start school at age four under cohort entry proposal

Nueva Zelanda/Enero de 2017/Fuente: Stuff

RESUMEN: Los padres pronto podrían enviar a sus hijos a la escuela a los cuatro años bajo un cambio de ley propuesto para los arreglos de entrada a la escuela. La propuesta de que las escuelas tengan la opción de «entrada de cohortes» significaría que los niños comiencen la escuela primaria al comienzo del período más cercano a su quinto cumpleaños, antes que de su sexto. Los padres decidirían si sus hijos entran a la educación formal a la edad de cuatro o cinco años y el Ministerio de Educación creía que el esquema ofrecería mayor flexibilidad a las escuelas, limitaría los costos de educación de la primera infancia para las familias y daría a los nuevos participantes la oportunidad de comenzar la escuela juntos. En su informe sobre la entrada de cohortes, el ministerio observó una tendencia lenta y no reglamentada hacia las escuelas que experimentan con la práctica presentando un «riesgo emergente» para las finanzas de la Corona al incrementar los costos de la educación primaria y de la primera infancia.

Parents could soon be sending their children to school at age four under a proposed law change to school entry arrangements.

The proposal that schools have the option of «cohort entry» would mean children start primary school at the start of the term closest to their fifth birthday, rather than before their sixth.

Parents would decide whether their children enter formal education at age four or five, and the Ministry of Education believed the scheme would offer greater flexibility to schools, limit early childhood education costs for families and give new entrants the opportunity to start school together.

In its report on cohort entry, the ministry noted a slow, unregulated trend towards schools experimenting with the practice presented an «emerging risk» to Crown finances by increasing primary and early childhood education costs.

Several national education groups have opposed the change, which would cost the early childhood sector $11 million if it was adopted by all schools.

The proposal is one of a raft of changes proposed in the Education (Update) Amendment Bill, which is at the select committee stage in Parliament. Submissions on the bill close at the end of the month.

Early Childhood Council chief executive Peter Reynolds called the cohort proposal a «funding cut by stealth».

Childcare centres had lost an average of $900,000 in subsidies since 2010 and the law change, while not necessarily bad for schools, would further hurt smaller early childhood centres if large numbers of their charges left at the same time, he said.

He said suggestions children starting school in groups would be less isolated were a «red herring» as most – 90 per cent according to Government figures – started within two weeks of their fifth birthday and were not long separated from their preschool friends.

Of 1117 public submissions on the cohort proposal, nearly three-quarters were supportive, including 76 per cent of parents and 80 per cent of teachers.

Teachers’ union NZEI, the New Zealand Principals’ Federation, school trustees association, council for educational research and New Zealand Kindergartens are among those who oppose cohort entry.

NZEI president Lynda Stuart said there was no research to suggest group entry provided educational benefits over the current individual system.

«Age five is really early when you look at other countries and the potential is kids could start at age four.

«We have got a really nice way of children entering into schools, it’s almost a rite of passage. It’s an exciting time and also a time where a child can still be evaluated as an individual.»

New Zealand Kindergartens chief executive Clare Wells said if schools were already using cohort entry systems, the education sector could benefit from hearing their experiences.

Portobelo​ Preschools principal leader Dr Sandy Radford was concerned starting school before age five would hinder children’s cognitive and social development and change the culture of new entrant classrooms.

«Instead of having a culture already established where children already know the ropes, there is whole group who don’t have experienced children to show them how it’s done.»

She hoped children’s individual maturity and abilities would be prioritised over administrative preferences.

Isleworth School principal and Canterbury Primary Principals’ Association president Jeanette Shearer said cohort entry could simplify schools’ enrolment processes.

«In some ways it would be easier to know you are starting with a cohort of children on a particular day rather than constantly transitioning children into your school.»

While it was possible parents whose children were enrolled at age five might feel disadvantaged, it was hard to gauge the community’s feelings because very few families were aware of the proposed change, she said.

Dr Peter Ferrar at Cornerstone Christian School in Palmerston North said he thought most schools would be happy with the change.

He said the school might «have a crack» at cohort entry twice a term but held reservations about starting school before age five, saying it was already too early for many pupils.

Fuente: http://www.stuff.co.nz/national/education/88750698/new-zealand-children-could-start-school-at-age-four-under-cohort-entry-proposal

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Nueva Zelanda: Education reform task force set up in American Samoa

Nueva Zelanda/Enero de 2017/Fuente: RNZ

RESUMEN: El grupo de trabajo sobre el futuro de la educación en Samoa Americana fue creado por el gobernador del territorio Lolo Moliga. El Gobernador Lolo dijo que los graduados de secundaria de la escuela secundaria no tienen las habilidades adecuadas en materias básicas que les impiden pasar a niveles más altos de educación o unirse a la fuerza de trabajo. El gobernador, que tiene antecedentes en educación, dijo que este era un problema sistémico y de larga data que afectaba a todos los niveles de grado, que no ha sido abordado de manera efectiva durante décadas.
El grupo de trabajo también estará comparando modelos de gobernanza de sistemas escolares que sirven a comunidades de tamaño comparable a Samoa Americana, identificando posibles fuentes de financiamiento para programas de educación vocacional y recomendando cambios estatutarios en la estructura de gobierno del Departamento de Educación.

The task force on the future of education in American Samoa was set up by the territory’s Governor Lolo Moliga.

Governor Lolo said graduating high school seniors don’t have adequate skills in core subject areas hindering them from moving on to higher levels of education or joining the workforce.

The governor, whose background is in education, said this was a long standing and systemic problem affecting all grade levels, which has not been effectively addressed for decades.

The task force will also be comparing governance models of school systems serving communities of comparable size to American Samoa, identifying potential sources of funding for vocational education programs and recommending statutory changes in the governance structure of the Department of Education and the local community college.

It has been given 90 days to conclude its work.

Fuente: http://www.radionz.co.nz/international/pacific-news/322274/education-reform-task-force-set-up-in-american-samoa

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