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El Gobierno australiano prohíbe la ideología de género en las escuelas de Nueva Gales del Sur

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Australia/16 febrero 2017/Fuente: Actuall

En la guía de ideología de género destinada a alumnos de 10 años se ponía de ejemplo historias como la de José, un hombre casado que tenía tres hijos y que confesaba «masturbarse pensando en varones».

Se acabó la imposición de la ideología de género en las escuelas públicas de Nueva Gales del Sur, en Australia. Los profesores no podrán impartir su contenido después de que el gobierno encargase un estudio de los contenidos a un órgano independiente. De esta forma a los alumnos no se les volverá a enseñar aquello de que “el género es una construcción social”.

Asimismo, es probable que se rechace tanto el decreto que regulaba la forma de hablar de los profesores como los estudios destinados a mostrar el sexo casi de forma explícita a los alumnos e ideas del tipo “hay infinitas posibilidades” de identidades de género.

El programa estatal obligatorio de educación sexual destinado a los alumnos de 11 y 12 años y en el que se incluían postulados de la ideología de género fue finalmente puesto en entredicho por el propio consejero de Educación de Nueva Gales del Sur, Adrian Piccoli, que encargó una revisión de los contenidos. Tras la misma se elaboró una actualización en la que se instaba a no usar determinados recursos.

En esta lista aparece una recopilación de 17 páginas de una guía para los profesores en cuyo contenido se aleccionaba sobre diversidad sexual a niños de 10 años. En los mismos destacaba la historia de José, un hombre casado que tenía tres hijos y que confesaba masturbarse pensando en varones.

Tampoco parece muy educativo el ejemplo de Alex, que mantenía relaciones sexuales con chicas, una de ellas adolescente, para más tarde tener relaciones con un hombre desde su traslado a un pueblo.

De momento el Gobierno no ha querido hacer declaraciones sobre el asunto. Tampoco está claro si el nuevo ministro de Educación australiano, Rob Stokes, respaldará estas recomendaciones sobre la revisión de los contenidos en ideología de género en los colegios públicos.

Fuente:http://www.actuall.com/familia/el-gobierno-australiano-prohibe-la-ideologia-de-genero-en-las-escuelas-de-nueva-gales-del-sur/

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Australia: Catholic education system under a cloud after child sex abuse commission findings

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Australia/Febrero de 2017/Fuente: The Sydney Morning Herald

RESUMEN: Mark Fabbro recuerda más vivamente el callistoon floreciente y el cielo azul fuera de la ventana de la pequeña habitación escondida detrás de la oficina del sacerdote. Todo lo demás – el látigo, la sensación de que su piel desnuda se presiona en el sofá de cuero, el sacerdote murmurando en latín detrás de él – vuelve en instantáneas fracturadas, imágenes que se levantan sin necesidad de los profundos pozos de la memoria de la infancia. «Ese fue un escape mental para mí, por la ventana y en la naturaleza», dice Fabbro. «Aparentemente me enviaron de nuevo, pero no puedo recordar lo que pasó [la segunda vez]. Es como si mi mente se apagara mientras cruzaba el patio de recreo». Fabbro tenía sólo 11 años cuando fue violado por el sacerdote jesuita John Byrne en el prestigioso Xavier College de Melbourne. Las estadísticas de esta semana son espantosas «, admitió uno de los directores de la escuela católica. Pensar que podría haber continuado y luego haber vuelto a repetir. Creo que en el futuro habrá un modelo de gobierno en las escuelas católicas que es muy diferente del actual «. Funcionarios católicos que hablaron esta semana con Fairfax Media insisten en que sus escuelas se ejecutan de manera muy diferente ahora. Las autoridades federales y estatales han reforzado los requisitos de inscripción escolar, incluyendo estándares más estrictos de protección infantil, que las escuelas religiosas e independientes deben cumplir. Y los padres todavía hacen cola para inscribir a los niños en las escuelas administradas por la iglesia.

Mark Fabbro remembers most vividly the flowering callistemon and blue sky outside the window of the small room tucked behind the priest’s office.

Everything else – the whip, the feel of his bare skin being pressed into the leather couch, the priest mumbling in Latin behind him – comes back in fractured snapshots, images rising unbidden from the deep wells of childhood memory.

«That was a mental escape for me, out the window and into nature,» Mr Fabbro says. «Apparently I was sent there again but I can’t remember what happened [the second time]. It’s like my mind shut down as I crossed the playground.»

Mr Fabbro was just 11 when he was raped by Jesuit priest John Byrne at the prestigious Xavier College in Melbourne.

«The church has proven it is unable to govern itself or in the interests of children over many decades,» the survivor’s advocate says.

«It has concealed the crimes. It’s time the civil authorities step in and ensure an appropriate degree of governance.»

Leonie Sheedy, co-founder of support group Care Leavers Australia Network, argues Catholic schools should get «no more taxpayer dollars» until there is greater accountability. Federal funding is generous: $5.5 billion to the Catholic sector in 2014, topping up state and parent contributions.

She is not alone. Many victims are demanding a comprehensive external review of the sprawling maze that constitutes Australia’s Catholic education system. The case for fundamental change gained powerful traction this week when senior counsel assisting the Royal Commission into Institutional Responses to Child Sexual Abuse, Gail Furness, SC, laid bare the breathtaking scale of it: nearly 4500 alleged victims within more than 1000 separate Catholic institutions who made complaints between 1980 and February 2015, and close to 2000 alleged perpetrators

Most staggering were the proportions of abusers within some of the semi-autonomous Catholic religious orders (spiritual communities, often with roots in the church’s European ancestry).

These organisations had tentacles deep into the Catholic school system, with some of the worst abuse reported in the schools they ran. They included the Order of St John of God, where the proportion of alleged perpetrators was estimated at 40.4 per cent; the Christian Brothers (22 per cent) and the Marist brothers (20.4 per cent).

«The statistics this week are appalling,» one Catholic school principal admitted. «To think it could have gone on, and then gone on again, and again. I think in the future there will be a governance model in Catholic schools that is very different from today’s.»

Catholic officials who spoke to Fairfax Media this week insist their schools are run very differently now. Federal and state government authorities have tightened school registration requirements, including tougher child protection standards, which religious-based and independent schools must comply with. And parents are still queuing up to enrol kids in church-run schools.

Yet even a cursory examination of how the Catholic education system is structured in Australia reveals a dizzying complexity within each state which obscures lines of accountability. And there remain striking differences between states.

In New South Wales, for instance, there are 592 Catholic schools with a combined quarter of million students. Of these, 548 are diocesan or «systemic» schools under the administration of no less than 11 individual dioceses reporting to 11 different bishops.

The remaining 44 Catholic schools in the state are run either by the independent Catholic orders, or by associated entities with the obscure church title of «public juridic person».

Acting executive director of the Catholic Education Commission NSW, Ian Baker, insists child protection is now triply safeguarded by mandatory reporting of child sexual abuse backed by strict oversight through an array of state bodies, including the NSW Office of the Children’s Guardian, the NSW Education Standards Authority (NESA) and the Ombudsman.

«Working with children» checks are under way on all the state’s teachers, and on clergy who take up pastoral care in schools, he says.

«There are multiple agencies with multiple lenses on this matter,» says Mr Baker. «We are not denying any of the history. But the question is, can we be confident that within all schools in NSW – Catholic or otherwise – child protection is now transparently and independently oversighted? Our answer is yes.»

Yet in Victoria, unlike NSW, priests still have a lot of power in individual parishes and play a significant role in running all but a handful of the state’s 400 Catholic primary schools. Priests are charged with employing the principal, overseeing school finances and are central to setting up the governing board.

About half of Victoria’s approximately 100 secondary schools are owned by 21 different religious orders – each have varying governance structures. The other half, the systemic schools, fall under the four Victorian dioceses to which they belong.

The Catholic Education Commission of Victoria – which distributes taxpayers’ money to the state’s 492 Catholic schools – refused requests for an interview, spokesman Christian Kerr saying it was «inappropriate» to comment before officials appeared before the royal commission next week.

Catholic Religious Victoria, which represents the various congregations that run schools, said parents could be confident all schools complied with statutory requirements and were committed to child safety.

«We want to make sure that this kind of terrible thing could never happen again,» said its president, Sister Veronica Hoey.

«I’m reassured that our schools are compliant with all processes, procedures and policies.»

Yet asked about the reporting mechanisms in place for the religious order-run schools, one experienced principal replied: «It’s as clear as mud. Who would know?»

Another Catholic education official admits it’s taken him years to understand the system.

The welter of bodies with a finger in the Catholic education pie include the Australian Catholic Bishops Conference, which last year set up a new entity called Catholic Professional Standards Limited and the National Catholic Education Commission, an advocacy group. The Catholic orders have their own umbrella group, Catholic Religious Australia.

Yet there is, as one seasoned church observer puts it, «no CEO of the Catholic church in Australia, there is no boss. There is nobody who runs it. Each bishop or archbishop in each diocese – whether in the cities or outback Australia – answer only to the Holy See in Rome.»

Former principal of St Joseph’s College in Geelong, Paul Tobias, has told the the royal commission the church is persisting with «antiquated» governance models. He believes there remains too much power among the few people at the top with not enough input from non-clerics and women.

Some of the orders named and shamed before the royal commission this week (such as St John of God) no longer run schools in Australia. Others are putting a greater emphasis on lay administration.

These include Edmund Rice Education Australia (named after the early 19 century founder of the Christian Brothers order) which 10 years ago took over the running of all Christian Brothers schools in the country.

EREA’s executive director Wayne Tinsey insists that «the congregation of the Christian Brothers have nothing to do with the day to day management, governance or leaderships of the schools, which they previously owned but are now owned by us».

Even so, the order’s Rome-based Congregation Leader appoints the council of trustees, who then appoint a board of management to run the organisation’s 50 schools.

Dr Tinsey admits shock at the figures coming out of the royal commission this week. «It is an uncomfortable time to be a Catholic,» he says.

«It’s part of a destructive and shameful reality in our national history and we are totally committed to it never ever happening again.»

Yet he maintains organisations such as his should be able to keep their autonomy within the church and the school system, to keep faith with the order’s original mission, or «charism», in church parlance.

Chris MacIsaac, from victims support group Broken Rites, said a problem for many clergy abuse victims was that the hierarchy of their former schools did not acknowledge or address the scourge of abuse when they came forward.

Melbourne lawyer Vivian Waller says while many abuse victims do not trust Catholic institutions to look after children, banning a religious denomination from teaching «feels like a dangerous course».

Dr Waller, who has represented hundreds of victims of abuse at the hands of clergy, says church-run schools need to «walk the walk and what the community want to see is that they have put processes in place for protecting children and reporting to police».

But not all parts of the church are yet «walking the walk». Even the royal commission is having trouble extracting documents from the Holy See, Ms Furness revealed this week. The task ahead, she flagged, would be to identify the «structural, governance and cultural» factors that must change inside the church to ensure its dark past never returns.

Fuente: http://www.smh.com.au/national/catholic-education-system-under-a-cloud-after-child-sex-abuse-commission-findings-20170210-gua1pv.html

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Australia: Back to school – understanding challenges faced by Indigenous childre

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Oceanía/Australia/Febrero 2017/Noticias/https://theconversation.com/

Chances are that many a tear has been shed throughout Australia in recent weeks with the start of the school year. But enough about the parents, let’s talk about the kids!

As with other students, many Indigenous kids will be excited about school, while others will be feeling nervous as they come to grips with new teachers, peers, and environments.

For Indigenous children, there are some added and unique challenges and opportunities.

In 2017, it is likely that more Indigenous children than ever will be commencing school for the very first time. The Indigenous population is young and growing fast.

In 2011, the percentage of Indigenous people under the age of five years was double the percentage for the rest of the population.

Not only is the Indigenous population younger, but statistics are showing signs of improved Indigenous enrolment in early childhood education in the past decade.

In 2001, 46% of Indigenous four-year-olds attended preschool. And in 2013, approximately 75% of Indigenous four-year-olds were enrolled in early childhood education.

Increased participation is encouraging – getting off to a positive start is important when it comes to lifelong learning. Research shows that preschool and childcare participation are positively associated with reading and literacy, as well as maths and abstract reasoning over the long term.

The challenge of providing positive starts to learning is not confined to remote communities alone.

In fact, enrolment data of Indigenous children in early childhood education programs show higher rates in remote areas than in major cities and regional areas.

The reasons for lower rates of participation in urban areas can be due to a combination of generic factors (such as cost and transport) and cultural factors (namely, Indigenous parents’ concern about the cultural identity of their children being supported and valued).

If Australia wants to close the gap in education, then we cannot afford to look at schooling in a vacuum to other socioeconomic factors.

According to the Australian Early Development Census, Indigenous children in 2015 were twice as likely to be developmentally vulnerable on two or more of the AEDC developmental domains (physical health and wellbeing; social competence; emotional maturity; language and cognitive skills; and communication skills and general knowledge).

Embedding Indigenous culture into subjects

The growth in the number of Indigenous children entering school has implications for schools and governments alike.

Principals and teachers will need to work hand-in-glove with Indigenous families to ensure school is a culturally safe environment for their children. This means that Indigenous heritage is respected and promoted.

If school environments get this right early, then the downstream effects can be very positive, as shown by a young Koori woman scoring 98.3% in the 2016 New South Wales Higher School Certificate.

One way teachers can respect culture is by embedding it into “mainstream” subjects.

Take for example, a school in the Top End which is using kinship systems to teach maths. By building on the children’s understanding of kinship relationships, Yolngu teachers help children see the link between particular patterns in kinship names across generations, then associate them with number patterns in conventional maths. By working from what they know, children are actively building a bridge to western concepts and finding grounds of commonality.

Getting to know each child

If we want to grow more success stories in Indigenous education, teachers will need first to establish positive relationships, not only with children but with their families and the wider Indigenous community’s people and culture.

While school policies are important, relationships are the real keys to success.

For teachers, the message is simple – get to really know your kids, their families, their community and its history, and what’s going on at home.

Have a cuppa with Elders. Share a joke with the kids, kick a footy, ask how their weekend was, find time for the children to share their stories, be it through play, art, sport, writing, or show and tell.

You might be testing children, but they’ll be testing you too. They will be looking to see if you’re friendly, trustworthy, caring. If you pass their test, then there is a stronger chance they will pass yours.

Culture is a large part of an Indigenous child’s story, but it is not the only part.

Many (not all) Indigenous children are under stress (educationally, socially, emotionally) due to low income, family mobility, overcrowded homes, and poor health and disability.

Last year I co-authored a paper about Indigenous education that we called “Creating expectations that are really high and highly real.”

The point of our paper is that Indigenous success in education requires simultaneous and coordinated action inside the school gates and outside of them – all aimed at promoting Indigenous child wellbeing.

Social stressors often make the educational climb far steeper and longer for Indigenous children.

Cost of education

Schooling affordability remains as a big issue for many families – Indigenous and non-Indigenous alike.

The notion of “free education” is fast disappearing into Australian mythology.

As a mother in Queensland recently showed via her Facebook post (which went viral), the cost of schooling is a concern for many low-income families. Her message will have struck a chord with many Indigenous families who find books and a pencil case with pencils in it hard enough to buy, let alone a computer case with a computer in it, and having access to Wi-Fi.

Targeted funding

At a systems level, we have got to get the education dollar to where it is most needed; and nowhere is it more needed than in Indigenous education.

About eight in ten Indigenous students attended public schools in 2010, so adequate resourcing for public schools in low socioeconomic areas (where many Indigenous people reside) is imperative.

Schools in low socioeconomic status areas are not only faced with the challenge of providing quality teaching, but often they will need resources to meet the needs of the “whole child”, including their psychology, nutrition, speech, career prospects, and cultural identity.

The Murri School in Queensland is showing the way by providing wrap-around services for children.

The school works with Aboriginal health services and the University of Queensland, among other organisations, to provide holistic support services to children such as in the areas of family support, psychology, ear, nose and throat services, occupational and speech therapy.

They are also supporting children who have shown signs of inter-generational trauma, through tailored healing programs.

Bolstering Indigenous success in education is a shared responsibility: students, families, schools, communities, and governments alike. To paraphrase the poet John Donne,

“No child is an island, entire of herself; every child is a piece of the continent, a part of the main… I am involved in education, and therefore never send to know for whom the bells tolls; it tolls for thee.”

If we can get the three R’s (relationships, responsibilities, and resourcing) right, then in future years, we can get children off to a positive start at school and shed a tear for the right reasons.

Fuente:

https://theconversation.com/back-to-school-understanding-challenges-faced-by-indigenous-children-71886

Fuente imagen:

https://lh3.googleusercontent.com/pLF12P_V2o_ekNvLoAfsMUbLJDyZt-J4FJYBpbnvHl-mEZMeEGv7CyvbIOTz7dwtzp_TdQ=s85

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Australia: se reclama una financiación garantizada para la educación preescolar mientras el gobierno se dispone a efectuar recortes

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Oceanía/Australia/10 de febrero de 2017/Fuente: ei-ie.org

Los educadores han emprendido una campaña para reclamar una financiación sostenible para los centros de educación preescolar, que consideran vitales para el desarrollo de los niños, al proporcionarles las habilidades sociales y educativas que necesitan para obtener unos buenos resultados escolares.

El 3 de febrero, el sindicato de la educación de Australia (AEU), una organización nacional afiliada a la Internacional de la Educación, lanzó su campaña “Protejamos nuestras escuelas preescolares” para pedir al gobierno federal que garantice una financiación continua para los centros de educación preescolar y ponga fin a la incertidumbre con la que se enfrentan los padres y el personal de la educación.

A pesar de que más del 95% de los niños de cuatro años de Australia estén matriculados en un programa de educación preescolar de 15 horas semanales financiado por el gobierno, este programa está amenazado por parte de las autoridades públicas que no garantizarán su participación en la financiación más allá de 2017. Esto ha impedido que los centros preescolares puedan hacer planes para el futuro, lo cual pone en peligro los puestos de trabajo de los educadores.

Ejercer presión sobre las autoridades públicas

Todos los niños merecen tener acceso a una educación preescolar de calidad que les ayude a prepararse para la escuela, dijo la presidenta federal de AEU, Correna Haythorpe. La nueva campaña del sindicato promoverá el valor de la educación preescolar y aumentará la presión ejercida sobre el gobierno federal para que proporcione una financiación a largo plazo.

“El ministro de educación, Simon Birmingham, ha defendido reiteradamente los beneficios de la educación preescolar; debe hacer algo más que hablar, debe dar a los centros preescolares la financiación que sin duda necesitan”, subrayó.

AEU, sus miembros y sus simpatizantes ya han llevado a cabo campañas exitosas en dos ocasiones para que se ampliara la financiación de la educación preescolar, dijo. “La prórrogas a corto plazo no son suficientes; nuestros hijos merecen que se garantice el acceso a la educación preescolar de calidad y los educadores merecen tener seguridad con respecto a su futuro”.

La mejor preparación preescolar y de calidad para un aprendizaje a lo largo de la vida

Haythorpe hizo hincapié en que la investigación demuestra que una educación preescolar de calidad constituye la mejor preparación para una vida de aprendizaje, porque da un impulso a la preparación para la escuela y mejora los resultados a largo plazo.

Preguntó por qué el gobierno federal podía considerar la posibilidad de recortar la financiación de los programas que ofrecen enormes beneficios a los niños. Todos los niños merecen tener un buen comienzo en su aprendizaje y un acceso a 15 horas a la semana de educación preescolar, impartida por un docente que cuente con una formación universitaria, dijo Haythorpe.

Rezagados en materia de financiación

Esta campaña ofrece a los padres y a los educadores la oportunidad de decir al gobierno de Turnbull que todos los niños merecen 15 horas de educación preescolar.

Australia ya invierte mucho menos en la educación de la primera infancia que la media de los países de la Organización para la Cooperación y el Desarrollo Económicos (OCDE). Su financiación nacional representa solo el 0,5% del producto interno bruto (PIB) en comparación con el promedio de los países de la OCDE que es del 0,8%, dijo Haythorpe, y agregó que “esto supone hacer caso omiso de las investigaciones que consideran que los programas preescolares constituyen una manera rentable de mejorar el rendimiento escolar”

Fuente: https://www.ei-ie.org/spa/news/news_details/4274

Imagen: https://www.ei-ie.org/kroppr/eikropped/Australia_AEU_ECE_Preschool_148646625014864662509453.jpg

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Young Australians at Heywire Summit debate access to education in regional areas

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Australia/Febrero de 2017/Autor: Robert Virtue/Fuente: ABC

RESUMEN: La Cumbre Regional Anual ABC Heywire de la Juventud en Canberra está discutiendo muchos de los problemas desafiantes que afectan a los jóvenes australianos regionales. Casi 40 jóvenes de diversas partes de Australia regional se han reunido para desarrollar ideas para abordar estos problemas y crear cambios positivos en sus comunidades. Bajo la oscilante bandera y los techos cubiertos de paja del Parlamento, el acceso a la educación fue un punto central en un debate transmitido en vivo por el programa Life Matters de RN. El debate se centró en la premisa: «¿Las escuelas regionales podrán dar a los estudiantes de los países las mismas oportunidades que sus primos de la ciudad?»Los debatedores participaron en el programa Heywire Trailblazers, que forma parte de la cumbre de este año.

The annual ABC Heywire Regional Youth Summit in Canberra is discussing many of the challenging issues affecting young regional Australians.

Almost 40 young people from diverse parts of regional Australia have gathered to develop ideas to tackle these problems and create positive change in their communities.

Under the fluttering flag and sloped grassed roofs of Parliament House, access to education was front and centre in a debate broadcast live on RN’s Life Matters program.

The debate centred on the premise ‘Will regional schools ever be able to give country students the same opportunities as their city cousins?’

The debaters were participants in the Heywire Trailblazers program, which is part of this year’s summit.

Regional students ‘can never have the same opportunities as city kids’

Katie McAllister from Western Australia said there were significant barriers for students in regional areas.

«We live in an information age, where Australia’s economy is changing from primary industries and moving fast into a service economy, where knowledge and wisdom and information is going to be the currency of the next couple of years,» she said.

«There is so much pressure on schools to do everything, to be everything, to prepare students for this fast-changing world.»

Ms McAllister said accepting lower ATAR scores to assist regional students enter university showed an inherent belief that rural schools were disadvantaged.

«We suffer the tyranny of distance,» she said.

«When we look at the resources of schools, we see that there’s a higher turnover of teachers, which means the teachers that are really passionate are not going to be there in the next five years.

«When we look at IT, there’s not the hardware, there’s not the internet that students need to pursue high-quality education.»

During the debate, Ms McAllister said more infrastructure and updated curriculums were needed.

«Currently schools aren’t keeping up with this fast-changing world; we have curriculums that are a little bit outdated, and they’re not plugging the gaps with information that students need to see,» she said.

«We need to see these extra-curricular opportunities offered to students, but currently they’re not in regional areas because of the lack of infrastructure.»

‘Access to education in the city and country is equal’

Arguing the opposite side of the debate was Cohen Auguston from Western Australia.

He said regional students did have equal educational opportunities as city students, and mindsets needed to change.

«Opportunity is not measured in education. Opportunity is measured in potential,» he said.

«The same opportunities are offered in regional and metropolitan Australia, but just with different methodology.

«Kids in metropolitan Australia learn resilience from being knocked back.

«They learn resilience from failing a test, from being held up in traffic and missing a meeting, whereas kids in regional Australia learn resilience from being caught in drought-ridden Queensland for five years.

«The same thing is learned, the same opportunity is reached, but just in two very different respects.»

Mr Auguston said students in regional and city areas had the same access to educational leaders.

«Teachers at regional schools are usually from the city, and they have the same education as metropolitan teachers,» he said.

«Is there a physical barrier between teachers in the regions and metropolitan centres? They teach the same things; resources are irrelevant.

«People bring change; change is not embedded in a location.

«The people of once-small regional communities that did something great stood up and said ‘I want something better’. That is why we are here.

«We are here because we have the same opportunities to make change.»

Fuente: http://www.abc.net.au/news/2017-02-08/young-australians-debate-access-to-education-in-regional-areas/8252398

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Australia: El personal de apoyo a la educación, vital para el éxito de los estudiantes.

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Junto con Claude Carroué de la Internacional de la Educación, Daniel Lafrenière de la Central de Sindicatos de Quebec (CSQ) examina la situación del personal de apoyo a la educación y su importancia para la educación de los estudiantes.

Oceanía/Australia/07.01.2017/Autor y Fuente: https://www.ei-ie.org

En el último programa emitido por EdVoices, la serie de podcasts producidos por la Internacional de la Educación (IE), Daniel Lafrenière, secretario-tesorero de la Central de Sindicatos de Quebec (CSQ), insiste en que el personal de apoyo a la educación debe ser reconocido “como un actor privilegiado para el éxito de la educación en el marco de una educación de calidad”, ya que “estas personas apoyan directamente al personal docente en las escuelas y en los centros de enseñanza superior”.

Señala que el personal de apoyo a la educación representa 81 categorías de trabajo diferentes que son esenciales “para el éxito educativo de un gran número de estudiantes”. Se trata de una profesión en sí misma, afirma, un camino que han elegido: “estas personas están entregadas a sus funciones”.

Cuando se le pregunta más concretamente por la educación de la primera infancia, Lafrenière dice que todo el personal de la educación de este sector contribuye al desarrollo educativo de los niños y tiene un impacto en su futura escolarización.

“La educación va desde la primera infancia hasta la universidad”, dijo, y agregó que para la CSQ “la primera infancia es el momento en que se estimula a los niños a través de programas educativos”. Añadió: “No consiste en el cuidado de los niños, sino que son unos proyectos educativos reales que se llevan a cabo para preparar a los niños para la escuela y para socializarlos con otros niños”.

Sin embargo, critica al actual gobierno de Canadá por reducir significativamente la financiación del sector público y favorecer los centros de la primera infancia privados. El hecho de dar a los padres que optan por el sector privado una ventaja indebida repercute negativamente en la esfera pública subvencionada. «Nos parece verdaderamente inquietante ver que los gobiernos favorecen al sector privado, que está menos sujeto a normas, porque no queremos retroceder 10 años, cuando teníamos ‘cuidadores de niños’ que no tenían un programa educativo, cuando los vecinos o las tías cuidaban a los niños. Tenemos la suerte de tener ahora un sistema de la primera infancia que incluye una serie de normas, que obliga a ofrecer un programa educativo que sea seguro, y en el que los niños pueden contar con educadores cualificados”.

Fuente: https://www.ei-ie.org/spa/news/news_details/4269

Imagen: http://www.clarin.com/educacion/Ignacio-Australia-Finanzas-Aplicadas-University_CLAIMA20130517_0192_17.jpg

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Australian Children’s Education and Care Quality Authority data show half of SA’s childcare centres failing to meet quality standards

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Australia/Febrero de 2017/Autor: Matt Smith/Fuente: The Advertiser

RESUMEN: Más de la mitad de los proveedores de cuidado infantil de Australia del Sur aún no han sido evaluados o no cumplen con los estándares de calidad nacionales, revelan los nuevos datos de educación. El análisis de los registros nacionales de la Autoridad de Calidad de la Educación y el Cuidado de Niños de Australia por el Sunday Mail muestra que 607 de los 1165 proveedores del estado -o 52,1 %- están clasificados como «aún no evaluados» o «trabajando hacia» estándares nacionales de calidad. Las cifras muestran que 558 – o el 47,9 por ciento – de los proveedores de cuidado infantil SA cumplen o superan los estándares nacionales de calidad – el porcentaje más bajo en el país y muy por debajo del promedio nacional del 62,7 por ciento. Los registros de la Autoridad de Calidad de la Educación y el Cuidado de Niños de Australia están diseñados para ayudar a los padres a tomar decisiones informadas sobre los mejores lugares para enviar a sus hijos.

MORE than half of South Australia’s childcare providers are yet to be assessed or are failing to meet national quality standards, new education data reveals.

Analysis of the Australian Children’s Education and Care Quality Authority national registers by the Sunday Mail shows 607 of the state’s 1165 providers — or 52.1 per cent — are either classified as “not yet assessed” or “working towards” national quality standards.

The figures show 558 — or 47.9 per cent — of SA childcare providers are meeting or exceeding national quality standards — the lowest percentage in the country and well below the national average of 62.7 per cent.

Australian Children’s Education and Care Quality Authority registers are designed to help parents make informed choices about the best places to send their children.

As part of the process, providers are expected to meet 58 elements in seven quality areas that cover educational programs.

These include children’s health and safety, physical environment, staffing arrangements, relationships with children, partnerships with families and communities and leadership and service management.

The authority’s chief executive, Gabrielle Sinclair, said “parents should be assured that services rated ‘working towards’ are providing safe education and care programs” with providers needing to meet “minimum operating requirements … before they can even begin to care for children.”

“Over time, all services should aim to be meeting or exceeding the (national quality standards), however it is realistic to expect that as part of the reform some services first identify the areas they need to improve on,” Ms Sinclair said.

The register shows 263 of South Australia’s 1165 centre-based and family day care providers are still working toward the national quality standards.

A further 344 are classed as “provisional — not yet assessed” despite 91 per cent (314) being registered between 2012 and 2015.

The figures mean the parents of potentially up to 14,000 children are unable to get a gauge of how the providers rate compared to their peers.

The data does however show some good signs for South Australia with no centres where “significant improvement is required.” and an above average number of centres exceeding the national quality standards.

An Education Standards Board spokesman said it was working at completing unassessed providers this year.

“The board has visited 97 per cent of all education and care services in SA and developed a strategy to increase the rate of assessments,” he said.

“The board is committed to completing the remaining assessments in 2017.”

“The national quality standard is a quality assurance system that is over and above minimum operating requirements and supports continuous improvement in services.

“This system sets a high benchmark for services.”

Fuente: http://www.adelaidenow.com.au/news/south-australia/australian-childrens-education-and-care-quality-authority-data-show-half-of-sas-childcare-centres-failing-to-meet-quality-standards/news-story/f1e59500d40e1d2316a500f1dfa0a0aa

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