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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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Fiji: Primary School Gets $10K In Furniture

Oceania/Fiji/03 de Julio de 2016/Autora: Kathrin Krishna, Rakiraki/Fuente: FijiSun

RESUMEN: La escuela primaria Penang Sangam recibió un total de $ 10,000 en muebles de la Iglesia de Jesucristo de los Santos. En su intervención en la entrega, el Director de Bienestar SUD País para Tuvalu y Fiji, Frank Stanford, animó a los estudiantes a trabajar duro. «La educación se puede tomar desde donde estás a lo que quiere llegar a ser, por tanto, todos ustedes tienen que trabajar duro y sacar el máximo provecho de los recursos que se proporcionan al Cliente», dijo Stanford. «Me gustaría dar las gracias a los miembros de la Iglesia SUD tanto de Fiji y en el extranjero por su generosa ayuda en la donación de un contenedor lleno de 280 sillas y mesas, tres pizarras inteligentes, dos mesas y 30 sillas giratorias a nuestra escuela», dijo Kumar. «Penang escuela primaria Sangam había perdido el 95 por ciento de sus pertenencias y nunca será olvidado esta ayuda.»

Penang Sangam Primary School received a total of $10,000 worth of furniture from Church of Jesus Christ of Latter Day Saints Church on Friday.

Speaking at the handover, the LDS Country Welfare Manager for Tuvalu and Fiji, Frank Stanford, encouraged the students to work hard.

“Education can take you from where you are to what you want to become therefore all of you need to work hard and make the most of the resources which are provided to you,” Mr Stanford said.

He said that the Latter Day Saints Church was happy they could help schools which were affected by the Cyclone.

“I am glad we LDS could help this school in such time of need,” he said.

“The chairs, desks and other things have all been donated by ‘Furniture for Schools’ in Australia.”

Head Teacher of the school Rajesh Kumar thanked the church for the assistance provided and said the students would definitely benefit from the aid.

“I would like to thank the members of LDS Church both from Fiji and abroad for their generous assistance in donating a container full of 280 chairs and desks, three smart boards, two tables and 30 swivel chairs to our school,” Mr Kumar said.

“Penang Sangam Primary School had lost 95 per cent of its belongings and this assistance will never be forgotten.”

Chief guest, Assistant Minister for Health and Medical Services Veena Bhatnagar also thanked the church saying such initiative from organisations was definitely helping the people to move forward.

“Organisations like LDS Charities will continue to support and my Government will continue to assist our Fijians in every possible way to rebuild Fiji,” Ms Bhatnagar said.

The Church of Jesus Christ of Latter Day Saints has provided charities to over 900 families with hygiene kits, provided 6,000 hygiene kits to students in Koro, Vanuabalavu, Bua, Rakiraki, Taveuni, distributed $250,000 worth of food and other essentials to those affected by the cyclone and provided 19 tanker loads of water to South Taveuni after Cyclone Winston.

Fuente: http://fijisun.com.fj/2016/07/03/primary-school-gets-10k-in-furniture/

Fuente de la imagen: http://planoinformativo.com/nota/id/445328/noticia/fiji-reabre-escuelas-a-mas-de-una-semana-del-paso-del-ciclon-winston.html

 

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Diputada Indigena en Australia Linda Burney

Oeceanía/Australia/Juliode 2016/Noticias/http://www.diariosur.es

Linda Burney rompe la barrera de discriminación de Australia y se convierte en la primera mujer aborigen en llegar al Congreso

Linda Burney celebró repartiendo bombones entre los periodistas el hito histórico que acababa de protagonizar. Esta antigua profesora de 59 años se convirtió este sábado en la primera mujer aborigen en conseguir un escaño en el Congreso australiano. Burney, que pertenece al Partido Laborista, venció en la circunscripción de Barton, un barrio al sur de Sídney, y su triunfo representa el mayor logro de una mujer indígena en la política de su país.

«Creo que es un momento realmente importante para Australia», declaró a los medios locales Burney tras su elección. «Gracias a la gente de Barton, hemos reescrito la Historia», aseguraba, con emoción, esta veterana política, que rompe el techo de cristal para el grupo de población más desfavorecido de Australia, el de las mujeres aborigen.

La vida de Linda Burney está llena de barreras que consiguió superar con su tesón. Fue la primera mujer indígena en conseguir una diplomatura de Educación en la Universidad Charles Stur y formó parte del Consejo Nacional para la Reconociliación con los Aborígenes, un grupo que se dedicó a restañar las heridas que la conquista de los colonos dejó entre la población originaria de Australia. En 2003 se convirtió en la primera mujer aborigen en entrar en el Parlamento regional de Nueva Gales del Sur, y en él llegó a ser la líder de la oposición. En su salto a la política estatal sigue los pasos de Ken Wyatt, del Partido Liberal, que fue el pionero entre los congresistas aborígenes, y sobre todo, de la senadora Nova Peris, atleta y miembro del equipo de hockey hierba australiano que ganó el oro en los Juegos de Atlanta de 1996, la primera mujer aborigen en sentarse en una cámara del Parlamento.

 Ahora, desde su silla en la Cámara baja del país, Burney se ha propuesto continuar con su trabajo en defensa de su pueblo, pero también de las clases sociales más débiles. «He dedicado 45 años de mi vida a trabajar por los desfavorecidos y estoy asustada al ver cómo el Gobierno de Turnbull (el primer ministro liberal) ha recortado en escuelas y en educación. Lucharé contra eso con todas mis fuerzas», dijo.

La historia de los aborígenes australianos está llena de dramatismo. Diversas estimaciones apuntan a que hasta el 90% de ellos murió en el siglo XIX por las consecuencias de la colonización inglesa; principalmente, por enfermedades desconocidas en esa parte del mundo, como el sarampión, la viruela, la varicela, la gripe o la tuberculosis, pero también por las matanzas y por la pérdida de sus tierras. También fue entonces cuando los aborígenes tuvieron sus primeros contactos con el alcohol y las drogas, dos lacras que han azotado a este grupo, además de otras como la violencia machista. En un país que presume de igualdad, los aborígenes tienen una esperanza de vida de 67 años, 15 menos que la media de la población. Según el censo de 2011, unos 670.000 aborígenes viven en el país, el 3% de la población. Su principal demanda es ser incluidos en la Constitución nacional, que no los reconoce como pueblo.

Fuente:http://www.diariosur.es/sociedad/201607/04/orgullo-pueblo-20160704001219-v.html

Fuente:http://www.diariosur.es/noticias/201607/04/media/100408464.jpg

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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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Australia: Six ways to improve equity in Australian universities

Oceanía/Australia/Julio 2016/Autor: Anna Bennett / Fuente: theconversation.com

Resumen:  El último informe del Grupo de los Ocho, que representa a las universidades de élite de Australia, ha generado un debate sobre el sistema basado en la demanda y la equidad en la educación superior en Australia.

The latest report from the Group of Eight, which represents Australia’s elite universities, has sparked debate about the demand-driven system and equity in Australian higher education.

Research shows we have made progress, but improving equity across the sector is challenging.

The Go8 argues that specific equity funding should be “restored” to assist universities with targeted initiatives. This funding has been delivered through the Higher Education Participation and Partnerships Program (HEPPP), which the government recently announced will be reduced from next year.
How to boost equity in higher education

New research from Newcastle, Melbourne and La Trobe universities identifies the types of initiatives that have demonstrated they can help students from equity groups access, participate in and complete university.

Initiatives captured in the study must have been specifically aimed at one or more of the defined equity target groups. Other groups identified by survey participants and authors of impact studies include those who identify as first-in-family and people from refugee backgrounds.

1) University campus visits

Attending university as part of a pre-university experience program has been shown to increase the likelihood of school students considering going to university in the future. Campus visits provide students with a clearer understanding of what the university life would be like.

Studies show that having mentors involved in campus visits makes them more effective in developing aspirations and intentions to go to university than attendance without them.

2) Mentoring

Time spent with mentors is shown to be important for school students in low socio-economic (SES) areas whose immediate family or caregiver has not been to university.

Stories told by mentors about their own experiences prove effective in overcoming limiting views about who is able to participate and achieve in higher education.

High school students in particular respond to university student role models or mentors from similar backgrounds. This form of “in-group” identification is linked to a greater sense of belonging in a university.

This helps to challenge stereotypes about who goes to university and who studies particular courses such as engineering and science.

Mentoring is effective ― when compared to no mentoring ― and it has an even greater effect on improving intentions to attend university when it continues over a period of time.

3) Demystifying university culture

Strategies to address and counter students’ doubts about belonging and academic ability are important.

For online students, the use of social media can enable social, academic and ongoing group interaction. Incorporating social media has been shown to increase opportunities for students from low-SES backgrounds in building strong social support networks.

On-campus experiences are also documented as being helpful for mature-age students in demystifying university and aiding the development of a student identity. This provides university pathway students with a taste of university life and helps them develop realistic expectations of what they will experience in their undergraduate degree.

Importantly, incorporating ways of learning from participants’ cultures – by, for example, involving local community members when designing class content – has been shown to increase a reported sense of engagement and belonging for students from refugee and Aboriginal and Torres Strait Islander backgrounds.

4) Developing academic skills

Many of the impact studies captured in our review cite a lack of engagement among equity students with conventional forms of support. Because of past stigmatisation, some students do not wish to engage with the bureaucracy that surrounds provision of support because of what they perceive as deficit labels.

Past policies and practices mean that, particularly for Indigenous students, there may be low levels of trust and feelings of powerlessness in seeking conventional forms of support.

Other studies assert that the main reasons why a proportion of students do not access learning development are time constraints (making attendance at extra workshops difficult) and the need for students to receive feedback from assessment tasks before their needs can be identified, which leads to time lags.

Some equity participation initiatives in undergraduate programs use an outreach model of directly contacting students who have failed a first assessment, for example. This assists in developing the academic skills of more students by connecting with those who would not otherwise have sought assistance.

But it is essential that support is relevant to their area of study.

5) Well-designed online learning and resources

Online learning approaches and focused online orientation activities are shown to provide greater engagement in learning. There are ongoing challenges, though, for students accessing good-quality technologies and sustaining engagement in online programs.

One study describes the impact of e-learning tools that were introduced to a cohort where 62% of students study via online courses, the majority were equity students and many were from remote, isolated areas.

These e-tools included a combination of video clips, online tutorials and discussion boards/groups to encourage active learning, connection and engagement with course content. Increased engagement was reported as a result of the e-learning tools and discussion boards. Data showed that the majority of students (over 90%) found e-tools a useful learning resource.

Carefully paced, online and on-campus bridging or preparatory programs designed to assist first-year undergraduates before semester starts are also a way to enable students to gain basic knowledge and skills.

6) Collaborations between institutions and communities

As the previous points demonstrate, programs that are planned by providers in response to student needs, and in consultation with stakeholders where relevant, are more likely to sustain interest in university as a future option.

Programs that are inclusive, flexible and responsive to students (regarding the times programs are offered, for example) are more effective because they receive greater participant and community support. This is shown to be particularly important for students from Aboriginal and Torres Strait Islander and remote backgrounds.

What next?

Earmarked specific equity funding is essential to ensure that recent historic gains in equity in higher education are not lost.

However, we need more research into effective equity initiatives that are being used worldwide. Not only is specific funding essential for ensuring a fair and equitable system into the future, this needs to be anchored in a national approach that both draws on and supports ongoing program evaluation and research about what works best.

Fuente de la noticia: https://theconversation.com/six-ways-to-improve-equity-in-australian-universities-61437

Fuente de la imagen: https://www.google.com/search?q=bibliotecas+australia&client=ubuntu&hs=9gi&channel=fs&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjWvOmJrNDNAhUG7D4KHYkRCWgQ_AUICSgC&biw=1301&bih=673#imgrc=PPbyi9s90SzFbM%3A

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Papua Nueva Guinea: Schools face problems with education system changes in PNG

Oceanía/Papua Nueva Guinea/Julio de 2016/Papua Nueva guinea Education News

Resumen: El funcionario de educación morobe ha admitido que las escuelas tienen problemas para hacer frente con los cambios en el sistema educativo.
Huon Distrito Golfo gerente de educación Moisés Wanga dijo que no había problema con la implementación de las reformas educativas.
«Los maestros, los estudiantes y las escuelas no pueden hacer frente con facilidad a los cambios en el sistema de educación, dijo Wanga.

A MOROBE education official has admitted that schools have problems in coping up with changes in education system.
Huon Gulf District education manager Moses Wanga said there was problem with implementing education reforms.
“Teachers, students and schools cannot cope up easily with changes in education system, and implementing it was very difficult,” Wanga said.
He said the government’s two policies of students speaking English in schools and reading books at library were not fully applied or may not adhered by schools.
He said it is evident with students not reading, understanding and coping up with English words in exams of all subjects.
“And English was worse”.
Wanga highlighted this during a day workshop organised, funded and facilitated by Bilum Books publishers Ray O’Farrell and Irene Sawczak in Lae last Wednesday.
The trainers training for teachers by Bilum Books will see teachers conduct training for other teachers in their respective schools on how to use English books published by Bilum Books as supplementary to teach students using Standards based curriculum.
Wanga said content of Bilum Books are simple and easy, but needs time and commitment from teachers in elementary.
He said in outcomes based education (OBE), teachers create their own curriculum and lessons.
“But SBC (standard base education) is simple, once you know content of Bilum Books, you know SBC. We will implement standards in Huon Gulf district using Bilum Books as an alternate before government produce SBC curriculum books for schools.”
He said Huon Gulf will train teachers and implement SBC in the best way it could.

Fuente: http://edu.pngfacts.com/education-news/schools-face-problems-with-education-system-changes-in-png

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