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Interview, Katarina Popović: A commitment to free and universal education is very important for eradicating poverty, achieving equality and a better life for all

Campaña Latinoamericana por el Derecho a la Educación (CLADE)

By: CLADE

In the context of the UN High Level Political Forum, we spoke with Katarina Popović, General Secretary of ICAE

The UN High Level Political Forum (HLPF 2017), the international platform for monitoring and reviewing the Sustainable Development Goals (SDG) is held in New York from 10 to 19 July 2017 in New York.

In this context, we had a dialogue with Katarina Popović, General Secretary of International Council for Adult Education (ICAE), organization that impels the Education and Academia Stakeholder Group (EASG) – which integrates the structure of civil society participation in the debates on SDG in the United Nations-, alongside the Global Campaign for Education (GCE), Education International (EI) and the European Students’ Union. «The HLPF has spaces for civil society and stakeholder groups to present their reports and we were invited to bring examples of how we contributed to the implementation of the 2030 Agenda and how we helped governments in doing so», says Katarina about her participation in the High Level Political Forum. Read the complete interview:

What were the main issues that were discussed during the side event organized by the EASG in NY yesterday and why are they important?

The opportunities and challenges for the implementation of the Education Agenda 2030 have been analysed in several sections, and many aspects have been mentioned and explained, such as the fact that education is underfunded and experience budget cuts in many countries, further on there is the growing trend towards privatization and commercialization of education, undermining the responsibility of the state as the duty bearer for the 2030 agenda.

These were highlighted as the major challenges to achieving the Agenda 2030’s Goal 4 on education. In addition, and that is something that other SDGs are also facing, there are problems with the implementation of the goals: how to move from rhetoric to action and move from the overall agenda to a national and regional level. Further on, there is a strong focus on indicators, measuring and testing, and on quantitative data. Even if this is the precondition for the accountability, it narrows down the understanding of education and the approach to quality education for everyone. While reviewing of the implementation is being intensively discussed, there is no enough political commitment and financial support for the implementation itself.

There were lots of discussions about the role of the Member States and Major and Stakeholder Groups and about the best ways for civil society for taking on its responsibilities for both implementation and monitoring. In the discussions, we from the EASG always pointed out that the State has the main responsible for these tasks, but with the spaces for dialogue always open for participation of other actors.

Considering the role of civil society, it is double: there is, on one hand, the question of how to contribute to the implementation and monitoring, and on the other, the question of how to hold governments accountable, how to make sure that they take responsibility for these processes. Many sessions during HLPF resulted in concrete proposals.

HLPF offered spaces for civil society and stakeholder groups to present their reports, experiences and recommendations, and to bring concrete examples. Of course, we still believe that this exchange and dialogue could be improved, but HLPF is ‘young’ mechanism and we are all still ‘shaping’ it.

In which events or side events organized in the context of HLPF did you participate and which highlights would you like to share about these encounters?

The Education and Academia Stakeholders Group organized a side event at the HLPF in New York, whose main focus was the intersectionality of the global agenda. Why is this so important if that goal is not under review that year? With this event, we wanted to send the message that the implementation of the SDG4 is crucial for the implementation of the other goals.

A commitment to free and universal education is very important for eradicating poverty, achieving equality and better life for all. The experts who participated in the event pointed out that the commitment to education and lifelong learning, accompanied with sufficient investment, is the answer to most of the world’s problems. We emphasize the indivisibility and interdependence of all human rights reflected in all 17 SDG, and that achieving universal, quality, affordable education is the requirement for achieving them all.

The interdependence of the goals, and relationship between education and other goals is mutual: poverty, hunger, health problems, gender discrimination and environmental disasters are detrimental elements to the SDG4. In our event, we pointed out that it is necessary to break the traditional silose-thinking for more cross-sectoral partnership. It was the message of all speakers, both from Member States and civil society, as well as participants that took part in the discussion.

What are the main opportunities and challenges for the realization of the 2030 Education Agenda, according to the discussions that has taken place in the HLPF until now, and what are the expectations of civil society about possibilities of advocacy in this context?

The HPFL 2017 is a very dynamic event. In addition to the main sessions, there are numerous side events, discussions, and side meetings that we use for effective coordination of our activities with other stakeholder groups.

Yesterday, one of the session of the main programme – “Thematic review: Eradicating poverty and promoting prosperity in a changing world: Multi-stakeholder perspectives”, gave us the opportunity to bring up our views and specific issues. At that session I had the opportunity, as the representative of the EASG, to present our vision and to remind the plenary of the intersectorality of the agenda and of some important facts. One of them – the world map of illiteracy coinciding with maps of poverty, malnutrition, ill health, high infant and child mortality, proves that education hast to be the “golden thread that runs through the implementation of all 17 SDGs”.

There were also other events where we could discuss and get to know other aspects and dimensions of that topic, and get important information and ideas for our future advocacy actions. We also met with our allies and other groups, such as the Women’s Major Group, which organized daily events, meetings and actions, the Major Group of Persons with Disabilities and the Major Group for Aging. “No one should be left behind” is the idea that connects us in a very strong way. We believe that increasing collective efforts will help us improve the way we oversee the implementation of the Agenda.

I would say that the HLPF this year is more inclusive, and civil society has more spaces to discuss, raise issues and ask questions. But there is also a sense of urgency and a feeling that we all need to make more efforts together to implement Agenda 2030.

Source:

http://v2.campanaderechoeducacion.org/en/news/778-2017-07-17-16-37-46.html

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La queja que se repite en Nueva Zelanda: “El colegio permite a mi hijo de ocho años ver pornografía”

Noticias

Nueva Zelanda/Julio de 2017/Autor: Pablo González de Castejón/Fuente. Actuall

El porno se cuela no sólo en los hogares, a través de los ordenadores, sino también en las aulas. La escuela primaria de Rotorua (Nueva Zelanda) ha recibido multitud de quejas de padres que descubren asombrados que sus hijos ven pornografía sin ningún tipo de restricción en el colegio.

El peligro de que menores de edad usen sus móviles para ver pornografía o películas demasiado violentas es casi inevitable si los niños tienen teléfono e internet sin restricciones.

Pero el caso de la escuela de primaria de Rotorua, en Nueva Zelanda, ha puesto el grito en el cielo de muchos padres, porque en los últimos días acaban de descubrir no solo que sus hijos ven pornografía en clase -algunos con solo ocho años- sino que el colegio hace la vista gorda y no toma medidas para remediarlo.

Actuall depende del apoyo de lectores como tú para seguir defendiendo la cultura de la vida, la familia y las libertades.

El Ministerio de Educación neozelandés ha hablado con el director del colegio que ha confirmado que ha recibido una queja al respecto.

Según la empresa de software que trabaja con el colegio, el acceso al porno se está convirtiendo en “un problema masivo” para los niños.

“He oído hablar de escuelas donde a algunos niños  se les obliga a apagar sus móviles en el recreo porque son adictos al porno. Y tienen 13 ó 14 años”, declara Rory Birkbeck, de la organización SafeSurfer al nzherald.

Una de las madres que se han quejado de este problema reconoce que su hijo fue a buscar en el ordenador de su colegio -en este caso el Selwyn School, con unos 450 alumnos- una información sobre libros electrónicos y acaba viendo chicas desnudas.

Un niño le confesó a su madre cómo vieron a un hombre matar a una chica y hacerle “mil pedazos” la cabeza

Otra madre contó cómo llegó un día su hijo de 7 años ha casa y empezó a actuar de forma extraña hablando de culos y moviéndose de una forma que nunca antes había utilizado.

También hay mucha violencia en los contenidos que ven estos niños. Así se lo contó un hijo a su madre, que le confesó cómo vieron a un hombre matar a una chica y hacerle “mil pedazos” la cabeza.

El director de la escuela, Peter Barker, no ha querido realizar comentarios al respecto más que “existen una serie de políticas y procedimientos establecidos para que los padres puedan plantear sus problemas a través de los canales apropiados”.

Pero la madre que utilizó esos canales para quejarse de la situación que se vive en el colegiovolvió a quejarse una semana después diciendo que nada había cambiado y que los niños seguían accediendo a todo tipo de páginas en las clases y en el recreo.

Los niños admiten que sus profesores no les hacen caso y miran hacia otra parte, por eso existe tanta impunidad.

“El colegio anunció que iba a implementar un programa para evitar que los alumnos pudiesen acceder a esas páginas con el wifi, pero nada”, se queja uno de los padres.

Fuente: https://www.actuall.com/educacion/la-queja-que-se-repite-en-nueva-zelanda-el-colegio-permite-a-mi-hijo-de-ocho-anos-ver-pornografia/

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Australia:Student employment and inflexible university policies drive online drop out

Noticias

Oceanía/Australia/Julio del 2017/Noticias/https://theconversation.com/

Employment is the main reason students drop out of online degree courses, our new research shows. This is despite claims that online university programs offer greater flexibility to workers and employers who want to up-skill.

Most online dropouts occur due to students’ changing employment commitments, which affect their ability to complete assessments on time.

However, the assessment policies of many universities offer no concession for work-related challenges, so working students often fail to resume their studies. To tackle the biggest driver of attrition, university policies must offer flexibility around employment and assessment. Only then can universities truly provide the flexible online learning experience that workers and industry require.

What is the problem?

Our research shows the assessment policies of many online courses are no more flexible than their on-campus counterparts. Some vaguely mention that employment and leave extensions are subject to course co-ordinator discretion. Others explicitly state that work is not a valid reason for granting extensions for assignments.

Some universities have merely adopted traditional on-campus policies for their online programs. This approach highlights the disconnect between university policymakers and the needs of online students.

Retention is the biggest challenge facing online educators. For example, Open Universities Australia, a provider with more than 41,000 online students, experienced attrition rates above 20% for its introductory online units.

A recent Tertiary Education Quality and Standards Agency reportstresses that such high attrition represents huge revenue loss and creates reputational issues for governments and institutions.

Retention rates are often mistakenly used as a measure of a university’s quality.

Since online education serves nontraditional students, it automatically experiences higher attrition compared to traditional on-campus learning. Using completion rates as a benchmark for education quality therefore places institutions with higher proportions of online students at an unfair disadvantage.

What should universities do?

Considerable research and investment has sought to improve the retention of online students by focusing on the design and curriculum of learning websites.

However, this focus alone will not really help retention; it ignores the key driver of online attrition. What we need is fundamental change in the way universities think about online education.

Online students are offered flexibility in terms of study location, separate learning activities, and study progression. But considerable scope exists for improving retention by effectively accommodating the needs of online students in relation to assessment.

Or, at the very least, institutions could better manage student expectations by clearly communicating exactly what – if any – flexibility is offered in relation to employment.

Rather than imposing traditional on-campus student assessment extension policies, online students’ employment commitments should be taken into consideration. This could come in the form of assessments aligned with workplace challenges by offering a choice of assessment options and flexible deadlines.

A more radical move would be to allow online students to drop out and pick up again where they left at a later date.

What is the chance universities will change?

Potential opposition to such suggestions could be anticipated from institutions that want to be seen as fair by treating on-campus and online students equally.

However, this argument is flawed. It merely illustrates universities’ unwillingness to move beyond their comfort zones.

Other potential challenges relate to resource planning. Teaching staff would be required to process assessments and grades over a longer period. Administrators would also find it difficult to apportion revenues and costs to students who study a unit across more than one semester given current management practices.

Regardless of the challenges posed, reviewing online assessment policy in relation to student employment, and offering more flexibility around assessment, is essential. This would not only enhance student satisfaction, but enable universities to overcome – or at least lessen – the biggest driver of online student attrition.

Fuente:

https://theconversation.com/student-employment-and-inflexible-university-policies-drive-online-drop-out-79498

Fuente imagen:

https://lh3.googleusercontent.com/X4zio3HV9lKSOxPUhSdxB4SOdpJZqPRDVujnnE47OR9SgU8GqkblPVwkSL3H938oqWg_yg=s85

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Credibility Of Medical Schools In Fiji

Noticias

Fiji/Julio de 2017/Fuente: Fiji Sun

Resumen:  Hay una tendencia creciente en muchos países en desarrollo donde el público en general, incluyendo a la clase trabajadora, ha expresado su preocupación por la calidad de los graduados producidos por las universidades. Estas preocupaciones se plantean en un momento en que las tasas de matrícula ha aumentado, la proporción de personal-estudiante ha aumentado, y los empleadores y los organismos de acreditación han aludido sobre la calidad de los graduados producidos por las universidades.

There is a growing trend in many developing countries where the general public including working class people have raised concerns about the quality of graduates produced by universities.

These concerns are raised at a time when tuition fees has increased, staff-student ratio has increased, and employers and accreditation bodies have alluded about the quality of graduates produced by universities.

Need for reviews

Over many years, the Ministry of Education has developed policies and implemented reforms in school education.

No such attempt has been made to review tertiary education (including vocational) to assess the extent to which it is fit for purpose in meeting the needs of Fiji and abroad.

I have raised my concerns several times that the quality and standard of university education is declining.

I have also raised concerns about poor planning and it is becoming clear now that we have more graduates and less jobs -teacher education is a classic example.

The unemployment of graduates from some universities in Fiji who have migrated overseas also raise serious concerns about the quality, standard, and comparability of qualifications issued in Fiji.

Universities as autonomous institutions have a long history of accrediting their own courses through various academic committees.

To ensure that the courses are meeting the needs of the industry (local and international), courses need to be reviewed in a cyclical manner.

More needed in annual reviews

Annual reviews should be done to assess course quality, viability and relevance with the use of trend and benchmarked data.

Similarly, five yearly comprehensive reviews needs to be done to assess the quality of the courses.

The review includes consultation with industry experts, employers, accreditation bodies and use of performance data to assess the quality, viability, and relevance of the courses.

An important part of the review should be benchmarking comparative courses internationally, and engagement of senior external peers who are well known in their field of research expertise.

In medical and allied health professions, the review should include school resourcing, quality and qualifications of teachers, graduate entry and exit standards, and research outputs of individuals and the school.

Focus on quality and standards

Another key component of the review should focus on quality and standard of assessments (exams, practicums, and other methods used), and the extent to which external examiners are used to moderate assessments.

Medical school training

In this article, I am raising concerns about the quality of courses offered by the long standing medical school within the Fiji National University (FNU).

Whilst the former Fiji School of Medicine has a long history of offering a range of courses, the amalgamation with FNU has not resulted in the development of University wide strategy and processes to systematically develop, approve, review and enhance the quality of courses.

While FNU is formed after the amalgamation of various schools, it is yet to harmonise various systems and processes to ensure consistency across all schools.

I have doubts about the rigour involved in the development, approval, review and ongoing enhancement of new and existing courses at the College of Medicine, Nursing and Health Sciences at FNU.

It is worth noting that a report on Fiji Islands Health System Review in 2011 outlined that the last curriculum review of the Bachelor of Medicine and Bachelor of Surgery (MBBS) at the FNU was undertaken in 2000.

The report alluded the long term impact of medical training and provision of quality services. The renewal of course content, curriculum and pedagogy should be informed by sound research.

Likewise innovation in curriculum and assessments must be informed by contemporary research on medical and health issues confronting Fiji. Research and discovery results in the development of new solutions to combat public health issues in Fiji.

Concern over those teaching

It is a huge concern that postgraduate courses at the subject college is taught by junior academics with no PhD qualifications and research output in the field of their teaching.

In recent years, the quality of public health service has deteriorated.

The public is now becoming aware that the standard of health service in hospitals is declining.

Those that have been admitted in hospitals particularly at Colonial War Memorial are fully aware of the issues. Many blame that the hospitals are not resourced, and our current processes to deal with issues is not adequate.

There are dozens of examples in public domain that cannot be ignored.

A young boy was circumcised at Labasa hospital. Poor surgical procedure and lack of infection control measures resulted in infection.

The poor boy had to go for second surgery. The treating doctor was terminated.

We blamed the doctor for his lack of medical judgement. However, has anyone questioned about his training and education?

In olden days’ circumcision was performed by elders in the community who did not complete primary schools.

The tax payers need to be confident that doctors and nurses are qualified enough to provide high quality and standard of health services.

It would worry many individuals if the doctors performing surgery are not trained well in their ability to ultimately “cure” a patient of their disease.

I kindly request the Government and the Ministers concerned to act promptly.

The risk is new doctors in the pipeline are trained with the curriculum that is more than 15 years old.

I also have doubts about the extent to which Fiji Higher Education Commission is monitoring the quality and standard of universities in Fiji.

Fuente: https://fijisun.com.fj/2017/07/08/credibility-of-medical-schools-in-fiji/

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Australia:Electronic games: how much is too much for kids?

Noticias

Oceanía/Austarlia/Julio del 2017/Noticias/https://theconversation.com/

 

Most parents view their children’s playing of electronic games as potentially problematic – or even dangerous. Yet many children are engaging with electronic games more frequently than ever.

Concerns about electronic gaming do not stack up against the research. So, how much gaming is too much for young children?

Electronic games (also called computer or digital games) are found in 90% of households in Australia. 65% of households have three or more game devices. Given this prevalence, it’s timely to look more closely at electronic game playing and what it really means for children’s development and learning.

A study of more than 3,000 children participating in the Growing Up in Australia: Longitudinal Study of Australian Children explored children’s electronic gaming. This national sample was broadly representative of the Australian population.

The study had two phases:

  • parents reported on their children’s use of electronic games when their children were eight or nine years of age; and
  • teachers reported two years later on these children’s social and emotional development and academic achievement, when the children were 10 or 11.

How much time do kids spend gaming?

As the table below shows, there was wide variation in the number of hours per week the children spent playing electronic games.

Most children (52%) played electronic games for four or fewer hours per week. But nearly one-year of the children (24%) were reported as playing electronic games for more than seven hours per week.

How much time should kids spend gaming?

Taking into account family background and parental education, the good news is that low-to-moderate use of electronic games (between two and four hours per week) had a positive effect on children’s later academic achievement.

However, over-use of electronic games (more than seven hours per week) had a negative effect on children’s social and emotional development.

Children whose parents reported they played electronic games for two-to-four hours per week were identified by their teachers as showing better literacy and mathematical skills.

Surprisingly, children who were reported as playing electronic games infrequently or not at all (less than two hours per week) did not appear to benefit in terms of literacy or mathematics achievement.

However, children whose parents reported that they played electronic games for more than one hour per day were identified two years later by their teachers as having poor attention span, less ability to stay on task, and displaying more emotional difficulties.

As the graphs below show, moderate game playing was associated with the most benefits both academically and emotionally.

Are some games better than others?

It is likely that the relationship between the use of electronic games and children’s academic and developmental outcomes is far from straightforward. The quality of electronic games and the family context play important roles.

Electronic games known as sandbox games are recognised as offering opportunities for collaboration with others while engaging in creative and problem solving activities. One of the well-known examples of a sandbox game is Minecraft.

Social interactions are important in supporting children’s engagement in electronic games. A closer examination of children’s experiences at home may be beneficial in understanding the context of gaming in everyday life.

Often viewed as a leisure activity, studies show that when parents and siblings participate in the game playing, they offer opportunities to negotiate with each other, and engage in conversations and literacy practices. All of these potentially contribute to the child’s language, literacy and social development.

It is important to note that while we know the amount of time children spent playing electronic games, we do not know the detail of the kinds of games that were being played, with whom they were being played, or even the device on which they were played.

This contextual information is clearly relevant for consideration in any further research that explores the relationship across children’s electronic game playing, learning, and wellbeing.

Fuente:

 

https://theconversation.com/electronic-games-how-much-is-too-much-for-kids-80396

 

Fuente imagen

https://lh3.googleusercontent.com/43nOCiVfFR267WoUsJgvC0Jsk2xXDbNsjfhkqBVVJiOp6mXspoRoVQ0JJXfY2txZGE7lVg=s85

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La Ocde pide redoblar esfuerzos en educación preescolar

Noticias

Julio 2016/Noticias/http://www.eltiempo.com/

 

Ya lo dijo el premio nobel de economía James J. Heckman: “Invertir en la educación durante la primera infancia es una estrategia rentable para el impulso del crecimiento económico”. Incluso, según el mismo experto, por un peso invertido en un niño se ahorran entre 7 y 21 pesos a la sociedad en el futuro. Un nuevo estudio, que lleva por título ‘Starting Strong 2017’ (‘Empezando con fuerza’), reafirma las palabras de Heckman y pide a los países que redoblen esfuerzos.

Según la investigación, realizada por la Ocde (Organización para la Cooperación y el Desarrollo Económicos), los países deberían incrementar sus esfuerzos para ofrecer educación y atención a la primera infancia (Eapi). “Debe ser asequible y de alta calidad para así brindar a todos los niños la oportunidad de alcanzar su potencial y mejorar la movilidad social”, asegura el documento.

Gabriela Ramos, directora de gabinete de la Ocde, afirmó que “permitir que todos los niños tengan acceso a educación y atención de la primera infancia de primera calidad sentará las bases para el desarrollo futuro de habilidades y destrezas e impulsará la movilidad social y el crecimiento incluyente”.

En el informe se demuestra que en años recientes la mayoría de los gobiernos han aumentado sus inversiones para ampliar la matrícula y abrir más guarderías y escuelas. Sin embargo, se destaca que los países deben centrarse en mejorar las condiciones laborales de los profesores, alentar la participación de los padres de familia e implementar nuevos métodos docentes.

Una educación y atención de la primera infancia (Eapi) de alta calidad son beneficiosas para todos los niños, concluye el informe, y expone que los resultados de la evaluación Pisa 2015 revelan que en prácticamente todos los países de la Ocde, los niños de 15 años de edad que tuvieron acceso a la Eapi mostraron un mejor desempeño que sus pares sin Eapi. Según el informe, los niños desfavorecidos son los que más se benefician, y focalizarse en ellos aportaría los mejores rendimientos.

Por su parte, Andreas Schleicher, director de la Dirección de Educación y Habilidades de la Ocde, aseguró: “Los primeros años de vida constituyen las bases para el desarrollo y aprendizaje de las competencias del futuro, y las inversiones en educación y atención de la primera infancia de alta calidad pagan grandes dividendos en términos de aprendizaje y desarrollo a largo plazo de los niños, en particular para los más marginados”.

Según el estudio, el gasto en Eapi representa un promedio de 0,8 por ciento del PIB en los países de la Ocde, y 80 por ciento o más provienen de fondos públicos.

También evidencia que, en promedio, en los países de la Ocde, alrededor de un tercio de los niños menores de 3 años están matriculados en servicios formales de atención de la primera infancia. Las tasas varían mucho, de menos de 10 por ciento de los niños en México, la República Checa y la República Eslovaca, a más de 50 por ciento en todos los países nórdicos –excepto Suecia–, así como Bélgica, Francia, Luxemburgo y los Países Bajos.

“El acceso universal o casi universal a por lo menos un año de Eapi es ahora una realidad en la mayoría de los países de la Ocde, lo cual representa un avance significativo hacia las metas en materia de educación incluidas en los Objetivos de Desarrollo Sostenible”, sostiene el informe. Y es que de los niños de 4 años de edad, 90 por ciento o más, están ya inscritos en educación preescolar o primaria en dos tercios de los países con información disponible.

Fuente:

http://www.eltiempo.com/vida/educacion/la-ocde-pide-a-sus-paises-reforzar-educacion-preescolar-105204

Fuente imagen:

https://lh3.googleusercontent.com/xtcMQDTjek9RcPTIxgIH6iK1XCywvODZHXFOl4oJunbrNqgQvJfy81JSd86EviiPSyw_2Cg=s85

 

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Incluyen a 52 instituciones chinas entre principales universidades de Asia-Pacífico

Noticias

Asia/03 julio 2017/Fuente: Spanish China

La revista Times Higher Education (THE) publicó su primera Clasificación de Asia-Pacífico de escuelas prestigiosas, la cual incluye a 52 universidades de la parte continental china, de las cuales la Universidad de Pekín se ubica en el mejor nivel al ocupar el segundo lugar general.

La parte continental china y Hong Kong tuvieron un buen desempeño porque cuatro instituciones se encuentran entre las 10 principales. La Universidad de Tsinghua ocupó el cuarto lugar, la Universidad de Hong Kong el sexto y la Universidad de Ciencia y Tecnología de Hong Kong el séptimo.

De acuerdo con THE, publicada el martes, cerca de una cuarta parte de las universidades que componen el ranking están en la parte continental china y en Hong Kong. Las dos albergan a las de mejor desempeño de la región en tres de los cinco pilares: enseñanza, investigación y proyección internacional.

En la clasificación general, la Universidad Nacional de Singapur se llevó el primer lugar y la Universidad de Melbourne ocupó el tercer sitio.

Respecto a China, el editor del ranking de THE, Phil Baty, dijo que los datos revelan que China alberga a la universidad principal de la región en enseñanza e investigación.

La Universidad de «Pekín logró la puntuación más alta en ambiente de enseñanza entre todas las instituciones de la tabla, mientras que la Universidad de Tsinghua (clasificada en cuarto lugar general) lidera respecto al ambiente de investigación. Este es un logro fantástico», dijo Baty.

Baty señaló que la Universidad de Hong Kong logró la mejor puntuación en proyección internacional entre todas las universidades en el área. La proyección internacional se mide por la proporción de estudiantes, profesores y publicaciones internacionales de una institución.

«Si China puede ajustar su creciente reputación y ambiente de investigación cada vez más estimulante con una investigación de alta calidad en revistas líderes, entonces no hay duda de que subirá aún más en la clasificación en los años futuros», señaló el editor.

Asia-Pacífico es considerada una de las regiones de educación superior e investigación más importantes del mundo, comentó Baty, y esta clasificación demuestra cuán diversa y dinámica es esta parte del mundo.

«En general, la clasificación ofrece un panorama de los países y las universidades que se convertirán en los líderes mundiales en educación superior en los años próximos. No hay duda de que varias de estas estarán dentro de Asia-Pacífico», indicó Baty.

Fundada en 1971 y diseñada por profesionales que trabajan en educación superior e investigación, la revista THE es una de las fuentes globales de información sobre educación superior más autorizadas.

De acuerdo con THE, sus rankings mundiales de universidades son los únicos a nivel global que califican a las universidades de investigación intensa en todas sus misiones centrales: enseñanza, investigación, transferencia de conocimiento y proyección internacional.

El ranking de universidades de THE usa los mismos 13 indicadores de desempeño, sin embargo, la ponderación se recalibra especialmente para reflejar las prioridades de las instituciones asiáticas.

Fuente noticia: http://spanish.china.org.cn/international/txt/2017-07/06/content_41160182.htm

Fuente imagen: https://selectglobalvalue.santander.com/imgsgcu/net/images/gente/l/la/las/las-mejores-universidades-de-asia.png

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