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Digital technology to become part of the New Zealand Curriculum and Te Marautanga o Aotearoa

MinisteriodeEducacióndeNuevaZelandia/08 de julio de 2016

Resumen: La tecnología digital es llegar a ser parte del plan de estudios de Nueva Zelanda y Te Marautanga o Aotearoa. A partir de ahora hasta el final de 2017, el Gobierno consultará con las partes interesadas, el diseño de nuevos contenidos plan de estudios, y desarrollar objetivos de rendimiento a través de toda la vía alumno. La tecnología digital será completamente integrada en el plan de estudios de Nueva Zelanda y Te Marautanga o Aotearoa en 2018. El ministro de Educación Hekia Parata ha anunciado hoy el cambio en el plan de estudios de Nueva Zelanda en la Cumbre de Tecnología NZTech avance de la educación en Auckland. Se va a integrar formalmente la tecnología digital en el plan de estudios lo cual tiene como objetivo apoyar a los jóvenes a desarrollar habilidades, la confianza y el interés en las tecnologías digitales y conducirlos a las oportunidades en todo el sector de las TI. Se incluye como una hebra de la zona de aprendizaje Tecnología en el plan de estudios de Nueva Zelanda, y como WhenU dentro del Hangarau Wāhanga Ako de Te Marautanga o Aotearoa. La decisión es el resultado del plan del gobierno de Ciencia y Sociedad Estratégica ‘Una nación de mentes curiosas: Te Whenua Hihiri i TE Mahara que revisó el posicionamiento y el contenido de la tecnología digital en el plan de estudios de Nueva Zelanda y Te Marautanga o Aotearoa.

Digital technology is to become part of the New Zealand Curriculum and Te Marautanga o Aotearoa. From now until the end of 2017, the Government will consult with stakeholders, design new curriculum content, and develop achievement objectives across the whole learner pathway.

Digital technology will be fully integrated into the New Zealand Curriculum and Te Marautanga o Aotearoa in 2018.

Education Minister Hekia Parata has today announced the change to the New Zealand Curriculum at the NZTech Advance Education Technology Summit in Auckland.

Formally integrating digital technology into the curriculum is intended to support young people to develop skills, confidence and interest in digital technologies and lead them to opportunities across the IT sector.

It will be included as a strand of the Technology learning area in the New Zealand Curriculum, and as a whenu within the Hangarau Wāhanga Ako of Te Marautanga o Aotearoa.

The decision is an outcome of the Government’s Science and Society Strategic Plan ‘A Nation of Curious Minds: Te Whenua Hihiri i te Mahara which reviewed the positioning and content of digital technology within the New Zealand Curriculum and Te Marautanga o Aotearoa.

From now until the end of 2017, the Government will consult with stakeholders, design new curriculum content, and develop achievement objectives across the whole learner pathway.

It will be fully integrated into the New Zealand Curriculum and Te Marautanga o Aotearoa in 2018.

Tomado de: http://www.education.govt.nz/news/digital-technology-to-become-part-of-the-new-zealand-curriculum-and-te-marautanga-o-aotearoa/

Imagen: https://www.google.com/search?q=Digital+technology+to+become+part+of+the+New+Zealand+Curriculum+and+Te+Marautanga+o+Aotearoa&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-lbrx6OHNAhUDFR4KHTtcDJkQ_AUICSgC&biw=1366&bih=623#imgrc=raMdxXdxwBwGCM%3A

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Nueva Zelandia: Reading celebrated during Government Book Week 2016

MinisteriodeEducaciondeNuevaZelanda/08 de julio de 2016

Resumen: Más de 90.000 niños en edad escolar tendrán esta semana se presentarán con libros gratuitos para marcar Gobierno Semana del Libro 2016 (4-10 de julio). Los libros han sido financiados por el Ministerio de Educación, en asociación con la Fundación de Beneficencia Alan Duff. Los estudiantes de las más de 500 escuelas en los libros de Duffy en el programa de viviendas se presentarán con los libros. La visión del programa es romper el ciclo de la booklessness en Nueva Zelanda por inspirar un amor de libros en los niños Duffy, por lo que se convierten en adultos que inspirar el amor por la lectura. Los estudiantes de las escuelas inscritas en el programa se les dará 5 libros gratis de su elección cada año. Estos son financiados por el Ministerio de Educación y por los propios, o por otros patrocinadores del programa de escuelas. Durante la Semana del Libro Gobierno muchas escuelas invitar a su miembro local del Parlamento a una asamblea donde los estudiantes son presentados con sus libros.

Original News:

More than 90,000 school children will this week be presented with free books to mark Government Book Week 2016 (4-10 July).

The books have been funded by the Ministry of Education in association with the Alan Duff Charitable Foundation.

Students from the more than 500 schools in the Duffy Books in Homes programme will be presented with the books. They have been able to choose from a selection of popular books including some written in te reo Māori.

More than 11 million books have been given to Kiwi children since the Duffy Books in Homes programme started in 1995.
The programme’s vision is to break the cycle of booklessness in New Zealand by inspiring a love of books in Duffy children, so they become adults who inspire a love of reading.

Students from the schools registered in the programme get 5 free books of their choice each year. These are funded by the Ministry of Education and either by the schools themselves, or by other sponsors of the programme.

During Government Book Week many schools invite their local Member of Parliament to an assembly where students are presented with their books.

http://www.education.govt.nz/news/reading-celebrated-during-government-book-week-2016/

Imagen: https://www.google.com/search?q=La+lectura+se+celebra+durante+el+Gobierno+de+la+Semana+del+Libro+2016&source=lnms&tbm=isch&sa=X&ved=0ahUKEwil_sbi2OHNAhVBqh4KHcMSD5oQ_AUICSgC&biw=1366&bih=667#imgrc=9S6LqltaAXAlrM%3A

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Nueva Zelanda: Tasman Mayor calls on Hekia Parata to visit Salisbury School before closure

Oceanía/Nueva Zelanda/Julio de 2016/ Stuff

RESUMEN: El Alcalde de Tasman, Richard Kempthorne, dijo que la Ministra de Educación, Hekia Parata, debe escuchar «la solución Salisbury» antes de cerrar la escuela especializada. Kempthorne pidió a Parata visitar la escuela en Richmond, cerca de Nelson, después de que el ministro anunció una propuesta el mes pasado para discutir el cierre de la escuela a principios del año próximo. Kempthorne dijo: Salisbury tenía el personal y los recursos para desarrollar habilidades para la vida de los estudiantes y ayudar a hacer la transición a la educación general. Esa imagen, llamada «La solución Salisbury» pide al Ministerio de Educación para financiar un «enfoque mejorado» en 30 estudiantes con autismo y discapacidad intelectual en lugar de todos los estudiantes con necesidades especiales.

Autor: Adele Redmon
Tasman Mayor Richard Kempthorne has asked Minister for Education Hekia Parata to visit Salisbury School so it can share its vision for the future. Parata has proposed the specialist school’s closure within a year.

Tasman Mayor Richard Kempthorne says Education Minister Hekia Parata should listen to «the Salisbury Solution» before closing the specialist school.
Kempthorne called on Parata to visit school in Richmond, near Nelson, after the minister announced a proposal last month to discuss closing the school early next year.
Parata’s office said the minister would happily visit Salisbury if a convenient time could be arranged.
Kempthorne said Salisbury had the staff and resources to develop its students’ life skills and help them transition to mainstream education.
Since the spectre of closure appeared two years ago, Salisbury School has built a very comprehensive offering in providing support for students with severe intellectual disabilities and those at the severe end of the autistic spectrum.
«It’s got a clear picture of what’s to be provided and the value of that for disadvantaged students.»
That picture, called «The Salisbury Solution» asks the Ministry of Education to fund an «enhanced focus» on 30 autistic and intellectually disabled students rather than all special needs students.
This would make Salisbury the first residential education facility solely targeted at such students in New Zealand.
Kempthorne said that most schools «aren’t resourced to give sufficient support to young people with high needs» under the government’s Intensive Wraparound Service (IWS).
«Investment at this stage in the students’ lives will certainly be paid back many times over in the future, financially, socially and morally.»
Salisbury’s board of trustees chairperson John Kane had a similar view.
«Young people with autism and complex intellectual disabilities are falling through the special education holes as they are not even getting into the IWS.
«The Salisbury proposal offers a solution based on international literature and best practice, utilising Salisbury’s current facilities and expertise, and requiring no further funding than was granted in the 2015 school year.»
Kane welcomed a visit from Parata and hoped to meet her before the current consultation period ended in August.
Fuente: http://www.stuff.co.nz/national/education/81761607/tasman-mayor-calls-on-hekia-parata-to-visit-salisbury-school-before-closure

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Nueva Zelanda: Widespread fraud found among education agencies representing Indian students

Oceanía/Nueva Zelanda/Julio de 2016/ stuff.co

RESUMEN: Una investigación de Inmigración de Nueva Zelanda ha puesto de manifiesto el uso generalizado de documentos falsos por parte de agentes de educación de la India para los estudiantes en Nueva Zelanda. Los agentes ofrecen consejos sobre inmigración y visas d para los estudiantes indios que desean estudiar en Nueva Zelanda. Documentos liberados bajo la Ley de Información Oficial muestran que 44 agentes habían participado en el fraude en la Marcha solo en el año 2016 .En total, 57 agentes se habían identificado por el uso de métodos fraudulentos – algunos utilizando documentos falsos para la casi totalidad de sus solicitantes. El Abogado de inmigración Alastair McClymont dijo que el fraude principal fue la creación de documentos bancarios falsos para mostrar que la familia del estudiante tuvo acceso a fondos para pagar las cuotas escolares. Estaba representando alrededor de 20 estudiantes que enfrentan la deportación desde Nueva Zelanda a India que no tenían conocimiento de los documentos preparados en su nombre por los agentes y habían sido falsos.

ROSS GIBLIN/FAIRFAX NZ
Indian students wanting a future in New Zealand face deportation after falling victim to offshore education agents faking visa documents.
An Immigration New Zealand investigation has revealed widespread use of fake documents by Indian education agents to get students in to New Zealand.
The agents offer immigration advice and prepare student visas for Indian students wanting to study in New Zealand.
Documents released under the Official Information Act show 44 agents had been involved in the fraud in the March 2016 year alone.
In total, 57 agents had been identified as using fraudulent methods – some using fake documents for almost all of their applicants.
Immigration lawyer Alastair McClymont said the main fraud was creating false bank documents to show the student’s family had access to funds to pay school fees.
He was representing around 20 students facing deportation from New Zealand to India who were unaware the documents prepared on their behalf by the agents had been fake.
There had always been fraud in the student visa market, he said, but it was getting worse as student numbers increased – with some students claiming to be victims and others culprits.
According to Statistics New Zealand, 9800 people arrived from India on student visas in the year to March 2016.
Immigration New Zealand general manager Stephen Dunstan said offshore agents providing immigration advice to New Zealand had to be licensed, except for those providing student visas.
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The department had intelligence gathering and support resources for immigration officers in India and had created new standard operating procedures.
«The new [procedures] has been highly effective with 145 such cases identified as at 11 June, along with 151 cases involving other types of fraud. These applications have been declined.»
Where there was concern the methods had been used, the students were identified and served deportation notices «where appropriate,» he said.
Two of the students McClymont was representing – who did not want want their full names used – said they were ashamed to be victims.
A student named Imran said he didn’t want to go back to India without completing his degree. He was afraid he had wasted his time and money coming to New Zealand and being deported would bring shame upon his family in India.
«We want to learn something here, achieve something here. If we go back, what was the use,» he said.
Imran only found out about the false documentation when he was approached by Immigration New Zealand, and said he was «shattered».
«I’m not sure what will happen in my future. Will I be able to complete my studies or not?»
Another student, Kieran, said he was not sure how he ended up facing deportation as he had done nothing wrong. He was disappointed in New Zealand and ashamed to have come here, especially after contributing to the economy.
«We are spending our money here. We are helping New Zealand in the revenue part,» he said.
«I feel bad being part of New Zealand.»
McClymont wants the Government to make amendments to the Immigration Advisors Licensing Act which would see overseas education agents licensed and regulated.
However, Christine Clark, chairwoman of the Independent Tertiary Education New Zealand board, said regulating would have huge ramifications.
«If we start putting compliance on the agents, then all the agent’s going to do is say New Zealand’s too hard and we’re going to send students to Australia and Canada.»
Most independent organisations checked the credibility of agents and generally did not work with the bad ones – however, there was no real way to tell, she said.
«We’re told that it’s our responsibility to be working with good agents but some of those agents marked as fraudulent are actually licensed agents.»
Immigration New Zealand should be informing education providers as to who the fraudulent agents were so the providers could cease using them, she said.
Dunstan said in the current review of the Immigration Advisers Licensing Act, the exemption of offshore student agents was «being looked at».
Education New Zealand was also reviewing the Recognised Agency Programme it had for agencies with a record of success in New Zealand, he said.
Fuente: http://www.stuff.co.nz/national/education/81386128/Widespread-fraud-found-among-education-agencies-representing-Indian-students

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Nueva Zelanda aspira a promover cooperación con Vietnam

Nueva Zelanda/ Vietnanplus.vn/ 5 de Julio de 2016.

Ciudad Ho Chi Minh (VNA) – Nueva Zelanda y Vietnam necesitan impulsar la cooperación en sectores potenciales como educación, informática, ciencia-tecnología, comercio, turismo, agricultura e higiene alimentaria, sugirió Steven Joyce, ministro neozelandés de Desarrollo Económico.

Al reunirse hoy aquí con Dinh La Thang, secretario del Comité del Partido Comunista municipal, Joyce, también ministro de Ciencia e Innovación, y de Educación Terciaria, Habilidades y Empleo, informó que su país promoverá la conexión empresarial en el sector informático, un área potencial de Nueva Zelanda.

Wellington ofrecerá más cursos de capacitación para funcionarios y estudiantes de Ciudad Ho Chi Minh en el futuro cercano, reiteró.

Por su parte, La Thang saludó la reciente apertura de la ruta aérea directa entre Ciudad Ho Chi Minh y Auckland por la aerolínea Air New Zealand, que contribuye al aumento de la cooperación entre los dos países, en general, y las dos urbes, en particular, en dominios de inversión, comercio, turismo y educación.

Expresó su deseo de que la nación oceánica, con su experiencia en la gestión de la higiene alimentaria, ayude a Ciudad Ho Chi Minh en el control de los asuntos relativos a esta materia. – VNA

Fuente: http://es.vietnamplus.vn/nueva-zelanda-aspira-a-promover-cooperacion-con-vietnam/63180.vnp

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Nueva Zelanda: Heads speak up on ‘teacher crisis’

Oceanía/Nueva Zelanda/02 de Julio de 2016/Autora:Susan Strongma/Fuente:NZHerald

RESUMEN: Los directores de dos de las mejores escuelas secundarias de Auckland han acusado a los funcionarios de educación de no hacer nada para hacer frente a una «crisis» por la escasez de profesores de matemáticas y física. Y los expertos dicen que el Ministerio de Educación tiene que actuar ahora para detener el problema que afecta a la futura fuerza laboral del país. Russell Brooke,  Director del Colegio Long Bay dijo, que la escasez se muestran en la electrónica, contabilidad y economía. Por su parte el director David Hodge del Colegio Rangitoto dice que este año la escuela ha gastado $ 11.000 en reclutamiento de profesores desde el exterior a través de una agencia. La escuela contrató a un maestro de la electrónica de Canadá porque nadie había respondido a una oferta de empleo anunciados en Nueva Zelanda durante un mes. «Estoy muy a gusto diciendo que hay una crisis en torno a la enseñanza», dijo el señor Brooke.

Principals at two of Auckland’s top high schools have accused education officials of doing nothing to address a «crisis» over a shortage of maths and physics teachers.

And experts say the Ministry of Education needs to act now to stop the problem impacting on the country’s future workforce.

Long Bay College principal Russell Brooke said shortages were showing in electronics, accounting and economics.

Rangitoto College principal David Hodge says this year the school has spent $11,000 recruiting teachers from overseas through an agency. The school hired an electronics teacher from Canada because no one had responded to a job vacancy advertised in New Zealand for a month.

«I’m quite comfortable saying there is a crisis around teaching,» Mr Brooke said.

He said the ministry had been aware of the problem for at least two years.

The ministry did not respond to questions on the issue, though minister Hekia Parata admitted more maths, science and technology graduates needed to be drawn into the teaching profession.

«The Education Ministry is working with principals on both short and long-term solutions.»

She said the ministry was working with Immigration NZ, NZQA and the Education Council to make it easier to employ overseas teachers.

«It’s disappointing that a handful of principals with whom the ministry has been engaged in a thorough process around these issues and who understand both the challenges and the initiatives under way are speaking as if no action has been taken.»

Mr Brooke said the shortage was a major stress on schools, but in many cases principals were afraid to speak out about it, for fear of putting off prospective students.

He was aware of five schools in the North Shore area which had recently lost staff – many whom had moved where they could get the same salary but live for less.

Among jobs currently advertised more than 20 are for maths teachers, with another 20-plus schools advertising for science teachers. And in a Post Primary Teachers’ Association survey of 206 principals from March, maths, chemistry, physics, science, Te Reo Maori and technology were mentioned most frequently as problem areas for recruitment.

Shaun Sutton, chief executive of Teach First NZ – a teacher training organisation that aims to tackle inequality, said a vicious cycle had developed – where schools were unable to find quality teachers in maths and physics, which was leading to fewer children going on to study those subjects at university, therefore meaning fewer graduates in those areas.

Mr Sutton said several factors contributed to the shortage of teachers – a perceived low status of the profession, a perceived lack of career opportunities in the classroom, and pay – which for a first-year secondary school teacher is $48,316 per year.

There was also a lot of competition for graduates with maths and science qualifications, from corporate employers, the public service and overseas employers.

AUT’s faculty of education head, Lyn Lewis, said of those studying teaching this year through the university, none were training to specialise in physics.

Ms Lewis said the shortage of students studying to teach science, technology, engineering and maths (stem) subjects – which have been identified as the biggest growth areas worldwide – had been ongoing for «a number of years».

Secondary Principals Association president Sandy Pasley said the shortage was a concern, but after talks with the ministry she felt positive that change would be made soon to combat the issue head on.

Fuente: http://m.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11667357

 

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Nueva Zelanda: Expelled students to be reimbursed

Oceanía/Nueva Zelanda/02 de Julio de 2016/Autor:John Gerritsen/Fuente: RadioNZ

RESUMEN: El Tribunal Supremo en Wellington ha dictaminado que las escuelas no pueden disciplinar a los estudiantes extranjeros por el mal comportamiento fuera de la escuela. El tribunal ha confirmado apelar una decisión de la Autoridad Internacional de Educación que una escuela Tauranga ya que violó la Ley de Educación mediante la expulsión de tres estudiantes alemanes por fumar marihuana en su propio tiempo.
La escuela Tauranga, los universitarios habían pedido al tribunal para una revisión de la decisión de la autoridad. La universidad dijo que las acciones de los chicos rompieron sus contratos con la escuela. Pero el juicio por la Hon Justicia Ellis dijo que estaba de acuerdo con la apelación ya que que la Ley de Educación ha prevalecido sobre cualquier contrato, y los estudiantes internacionales tienen los mismos derechos bajo la ley como estudiantes internos. Dijo que los contratos de los chicos se podrían haber terminado si sus cuotas escolares no habían sido pagados, pero su expulsión no podía justificarse en virtud de la Ley de Educación. «Acepto que el resultado de este análisis es que la escuela no tenía jurisdicción sobre los estudiantes internacionales fuera de las horas de clase.»

The High Court in Wellington has ruled that schools cannot discipline foreign students for misbehaviour outside of school time.

The court has upheld an International Education Appeal Authority decision that a Tauranga school breached the Education Act by expelling three German students for smoking marijuana on their own time.

The school, Tauranga Boys College, had asked the court for a review of the authority’s decision.

The college said the boys’ actions broke their contracts with the school.

But the judgement by the Hon Justice Ellis said she agreed with the appeal authority that the Education Act prevailed over any contracts, and international students had the same rights under the act as domestic students.

She said the boys’ contracts could have been terminated if their school fees had not been paid, but their expulsion could not be justified under the Education Act.

«I accept that the upshot of this analysis is that the school had no jurisdiction over international students outside of school hours.»

The judgement said homestay parents and the police should deal with any problems that occurred in that time.

It upheld the Education Appeal Authority’s decision that the school should revoke the expulsion of two of the boys, refund a term’s fees for each of them, and refund $200 to the third boy.

A member of the Secondary Principals Association executive, Patrick Walsh, said the decision was problematic because schools were responsible for international students’ pastoral care.

«Principals and the public would find it an unusual situation where an international student could drink to excess, engage in dangerous activity compromising their own safety and others, and the schools who invited them here would be powerless to stop it.»

He said the decision needed urgent review and discussion and it might be necessary to amend the Education Act or the Education (Pastoral Care of International Students) Code of Practice, which governed all education institutions that enrolled foreign students.

Fuente: http://www.radionz.co.nz/news/national/307770/expelled-students-to-be-reimbursed

 

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