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50,000 children missing from school: Australia’s ‘hidden disaster’ revealed

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Oceania/ Australia/ 03.12.2019/ By: Fergus Hunter /Fuente: www.smh.com.au.

At least 50,000 Australian children are completely detached from formal education at any one time, a new report has found, challenging schools and governments to face up to a «hidden disaster» that is structurally entrenched and poorly understood.

The research from the University of Melbourne’s Graduate School of Education has sounded the alarm on children disappearing through «trap doors» in education systems that are failing to accommodate young people’s needs and embrace those who are struggling.

«Australia has a very serious educational problem that we seemingly do not want to acknowledge,» the researchers, Jim Watterston and Megan O’Connell, concluded. «It is an issue that needs to be brought out into the open and receive urgent attention.»

Through modelling based on internal education department data and statistics from multiple other sources, the report concluded 50,000 was a conservative estimate of the number of unaccounted school-age children who are completely disconnected from any form of education.

Some of the detached children may never have been enrolled in school while others fell out of the system along the way, having been expelled, dropped out, or moved home. The research emphasised this group of detached young people as distinct from students who are sporadically engaged at school.

«They’re not absent from school; they simply aren’t in one. We’ve allowed them to opt out and disappear through a range of different ‘trap doors’,» declared Dr Watterston, the dean of the Melbourne Graduate School of Education and a former teacher, principal and head of the Queensland and ACT education departments.

In the report – titled «Those who disappear: The Australian education problem nobody wants to talk about» – Dr Watterston and Ms O’Connell identified a number of drivers of detachment, including mental health issues, dysfunctional home lives, disabilities, behavioural disorders, bullying, and discrimination.

«These students either disappear or, worse still, are silently ushered out of the ‘back door’ by school leaders concerned about the reputational impact of these students on potentially lowered NAPLAN and ATAR scores or due to community concerns about their behaviour or ‘fit’,» the report found.

It lashed mainstream school systems for exhibiting hostility to students seen as problematic, who become «collateral damage» in a competitive school market focused on academic achievement.

The researchers have put forward a series of recommendations to tackle the issue. They called for a national approach led by the federal government, including early intervention and boosted support for accessible education programs and alternative environments to mainstream schools.

One student who has experienced disengagement and detachment from education, Eddie Wilkins, told The Age and The Sydney Morning Herald schools had failed to manage his personal circumstances.

Eddie, 16, has come from a difficult background and dealt with a number of behavioural issues. Having grown up in Bayswater in Melbourne’s east, he was excluded from the classroom for all of year 5, missed all of year 8 following surgery, only attended six hours a week in year 9 and was expelled in year 10.

«From my point of view, it was pretty unfair,» he said.

He said his teachers had been hostile to him because of his record and dismissive of his issues, including a sensory disorder that makes him sensitive to certain clothing.

«They’re pushing kids for better results – and I guess that’s a good thing – but the kids who aren’t getting good results are just ignored,» he said.

Eddie eventually ended up at Lynall Hall Community School in Richmond, an alternative setting that is significantly more accommodating to his needs. He is now more motivated to attend class.

«These kids exist right through the system,» said Dr Watterston. «It is time to take serious coordinated action to prevent our most vulnerable young people from falling through the cracks.

Source of the notice: https://www.smh.com.au/politics/federal/50-000-children-missing-from-school-australia-s-hidden-disaster-revealed-20191126-p53e5z.html

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India is reforming education for the first time since 1986 – here’s why Australia should care

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Asia/ India/ Fuente: theconversation.com.

India released a Draft National Education Policy (DNEP) in June 2019. It’s the first comprehensive policy proposal on education in the country since 1986 and a major, game changing statement.

Australia has a moral duty to engage with the global challenge of providing quality education to hundreds of millions of Indian youth. And by engaging with India as it rolls out this policy, Australian universities stand to gain knowledge and research capacity, among many other things.

What’s the new policy trying to achieve?

India’s National Policy on Education was framed in 1986 and modified in 1992. Clearly a lot has change in the country since then.

The proposed new policy is remarkable for two main reasons.

First, it takes a cold-eyed look at the existing educational structures and processes in India. The document reflects honestly and in depth on state-level universities and colleges where the majority of students study. In these institutions, the facilities, teaching, and governance are usually poor.

 

A second remarkable element to the draft is the scale and boldness of the vision. The policy aims to make changes across all levels of education – from early childhood to university.

The draft policy, which is currently in the consultation phase, recommends doubling funding for public education from the present figure of roughly 3% of GDP to 6%.

It aims to change the structure of school education so children begin their schooling at three years old, with three preschool years incorporated into the formal structure.

The draft policy also calls for an overhaul of teacher training which will now occur in universities rather than specialist colleges, which are often of low quality.

In tertiary education (though the draft is weak on the issue of vocational education), the policy sets a target of 50% of youth being enrolled in universities by 2035 (in 2016, the figure was 24.5%).

 

The DNEP recommends dismantling the current system of universities and private and public colleges to develop between 10,000-15,000 multi-disciplinary universities, which would be funded in part through the increased government investment in higher education.

The document notes the current system is made up of more than 850 universities and about 40,000 colleges, with 20% of those colleges offering just a single program of study, and 20% having under 100 students.

The DNEP states:

The main thrust of this policy regarding higher education is the ending of the fragmentation of higher education by moving higher education into large multidisciplinary universities and colleges, each of which will aim to have upwards of 5,000 or more students.

The new institutions are envisioned to promote education in the arts and social sciences. The focus on “liberal arts” will encourage critical thinking and appreciation of the value of education beyond just preparing the population for employment.

The DNEP emphasises the importance of developing a research culture across most universities in India and stresses the value of internationalisation by “preparing our students to participate in world affairs through providing them with learning experiences that cut across countries and cultures”.

It also aims to to “attract students from other countries to participate in our higher education programmes”.

Why Australia should care

The poor quality of school and university described in the DNEP is a critical global challenge. As it stands, large parts of India, especially northern India, are unlikely to meet the United Nation’s Sustainable Development Goal 4, which calls for accessible, quality education for everyone.

Australia should partner with India to address the needs of the hundreds of millions of young people demanding a better education.

Australia has a lot to gain from engaging with India on its new education policy. MICK TSIKAS/AAP

By interacting with top Indian researchers and students, Australia can also improve its own research and knowledge capacity. Australia can make commercial gains from working with India in the redevelopment of its education system.

Australian universities can act in five areas in particular:

1. Build research capacity in India and across the Australia-India boundary

Australia already has a research partnership with India, the Australia India Strategic Research Fund (AISRF). This should be extended, through a joint new research fund with India’s already established new National Research Foundation.

India faces a major challenge in creating a body of excellent researchers capable of occupying positions in its proposed new universities. It is therefore crucial that research partnership also involves building this capacity, especially by creating new PhD training and post-doctoral positions.

2. Partner with India in open and distance learning (ODL)

The DNEP’s goal of increasing the number of students in university in India to 50% can’t occur through bricks and mortar expansion. India has a lot of experience on ODLs but Australia and India could usefully partner in the development of better quality technology platforms.

3. Help train Indian school teachers

Australia has major strength in teacher education. India is looking to other countries to assist in training the staff in universities who will be responsible for training teachers in the new system. Australian action in this area would greatly help Indian education into its next phase.

4. Provide expertise on internationalisation

Australia has been very successful since the 1990s in internationalising its education. Education is now one of Australia’s largest exports. Australian universities and peak bodies such as the Group of Eight Universities could be partners in India’s efforts to internationalise.

5. Building campuses in each other’s countries

The DNEP recommends overturning regulation that prevents foreign universities from establishing campuses in India. It invites the world’s top 200 universities to develop a physical presence in the subcontinent. It also encourages Indian institutions to consider opening campuses abroad.

Australian universities could approach Indian institutions to discuss the development of a physical presence in each other’s countries, such as laboratory spaces, research centres or campuses.

The DNEP is remarkable on many levels: a bold effort to rethink education from first principles in a country containing one fifth of the world’s youth. Australia should make it a priority to engage.

Source of the notice: https://theconversation.com/india-is-reforming-education-for-the-first-time-since-1986-heres-why-australia-should-care-121812

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AUSTRALIA Gobierno publica directrices para contrarrestar la interferencia extranjera en Educación Superior

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Oceania/Australia/universityword

El gobierno australiano ha presentado pautas de mejores prácticas para contrarrestar la interferencia extranjera en el sector universitario australiano y «garantizar que nuestros estudiantes e investigación estén protegidos».

Las directrices, que se han desarrollado en colaboración con universidades y agencias de seguridad nacional que trabajan en un Grupo de trabajo de interferencia extranjera universitaria, establecen pasos prácticos que las universidades pueden tomar para preservar la integridad del sistema de educación superior.

El ministro de Educación, Dan Tehan, dijo que las directrices garantizarían que las universidades tuvieran las políticas, los marcos y las estrategias para proteger contra la interferencia extranjera y al mismo tiempo mantener su autonomía.

«El gobierno está trabajando con las universidades para garantizar que tengan las protecciones necesarias para los estudiantes, los datos de investigación y la integridad académica», dijo Tehan. «Hemos tomado medidas para garantizar que las universidades entiendan los riesgos y sepan qué pasos tomar para protegerse».

El ministro del Interior, Peter Dutton, dijo que las agencias de seguridad de Australia están liderando los esfuerzos del gobierno para responder a la interferencia extranjera y proteger el sector universitario.

«El director general de ASIO [la Organización de Inteligencia de Seguridad de Australia] dice que la interferencia extranjera contra los intereses de Australia está en un nivel sin precedentes que incluye a las universidades y el sector de investigación», dijo Dutton.

Las directrices establecen cinco temas clave respaldados por acciones concretas que cubren:

  • • Gobernanza y marcos de riesgo.
  • • Debida diligencia
  • • Comunicación y educación.
  • • El intercambio de conocimientos
  • • La seguridad cibernética.

El vicecanciller y presidente de RMIT University, Martin Bean, uno de los copresidentes del grupo de trabajo, dijo que estaba encantado de ver el compromiso compartido de las universidades y el gobierno de salvaguardar la seguridad del sector universitario de Australia sin socavar el inestimable activo de su apertura. .

«Las pautas son un nuevo recurso fantástico para que las universidades agreguen a sus herramientas existentes y ayuden a los tomadores de decisiones a continuar evaluando los riesgos en evolución de la interferencia extranjera», dijo.

Universities Australia coordinará la recopilación de ejemplos de mejores prácticas para compartir en todo el sector de la educación superior.

Las directrices han sido publicadas conjuntamente por el gobierno australiano, las universidades de Australia y el Grupo de los Ocho de Australia.

Se han desarrollado conjuntamente a través de un grupo directivo y cuatro grupos de trabajo (investigación y propiedad intelectual, colaboración extranjera, ciberseguridad, comunicación y cultura), con aproximadamente 40 miembros en todo el gobierno y el sector, que representan a 13 universidades y 10 agencias gubernamentales australianas.

Los principios generales para informar el desarrollo de las directrices fueron:

  • • La seguridad debe salvaguardar la libertad académica, los valores y la colaboración en la investigación.
  • • Las actividades de investigación, colaboración y educación deben ser conscientes del interés nacional.
  • • La seguridad es una responsabilidad colectiva con responsabilidad individual.
  • • La seguridad debe ser proporcional al riesgo organizacional.
  • • La seguridad de la comunidad universitaria de Australia es primordial.

La profesora presidenta de Universities Australia, Deborah Terry, dijo que los líderes universitarios de la nación elogiaron el proceso de colaboración para desarrollar las directrices y señalaron el fuerte compromiso del sector universitario en todo momento.

“Esta ha sido realmente una asociación equitativa entre las universidades y el gobierno. Nuestro objetivo compartido es construir sobre las protecciones existentes contra la interferencia extranjera, sin dañar la apertura y el compromiso global que son esenciales para el éxito de Australia «, dijo.

«La intención no es aumentar la carga reglamentaria o de cumplimiento para las universidades, ni contravenir la autonomía universitaria, sino mejorar los recursos y la inteligencia para salvaguardar aún más a nuestra gente, la investigación y la tecnología».

Amenazas en evolución

Las directrices dicen que en un mundo de riesgos más complejos, con nuevos desafíos y amenazas que evolucionan a nivel mundial, incluidos los sistemas de propiedad intelectual y TI, las universidades y el gobierno australiano están «trabajando juntos para agregar a las protecciones actuales, al tiempo que preservan la apertura y la colaboración crucial para el éxito del sistema universitario de clase mundial de Australia «.

Un ciberataque en la Universidad Nacional de Australia en 2018 es un ejemplo de alto perfil de estas amenazas. La violación masiva de datos comprometió los detalles personales de miles de estudiantes y personal de la Universidad Nacional de Australia, incluidos los números bancarios, detalles de impuestos, registros académicos y detalles de pasaportes de estudiantes y personal que datan de casi dos décadas.

Las directrices establecen que un enfoque proactivo del sector universitario ante la amenaza de interferencia extranjera ayuda a salvaguardar la reputación de las universidades australianas, proteger la libertad académica y garantizar que las instituciones académicas y la economía australiana puedan maximizar los beneficios de los esfuerzos de investigación.

Si bien la mayoría de las interacciones internacionales son «bienvenidas y en beneficio de Australia», puede haber actores extranjeros que buscan participar en la interferencia extranjera en el sector universitario, a través de esfuerzos para sesgar o controlar la agenda de investigación, la presión económica, la solicitud y el reclutamiento de correos -investigadores doctorales y académicos, y ciber-intrusiones, advierten las directrices.

Entre los temas que cubren se incluyen los riesgos de interferencia extranjera en los marcos, políticas y procedimientos de riesgo existentes y la identificación de capacidades en la universidad que contribuyen a la seguridad de las personas, la información y los activos.

Por ejemplo, el informe advierte que “aquellos que buscan interferir o ejercer influencia indebida en el esfuerzo de investigación de Australia pueden intentar alterar o dirigir inapropiadamente la agenda de investigación en áreas particulares de investigación. Esto puede ocurrir a través de formas sutiles de influencia y compromiso indebidos y a través de arreglos de financiación que pueden conducir a la pérdida de valor futuro y / o control de la propiedad intelectual «.

Dice a nivel de organización, la presentación de informes internos de contactos internacionales, o al menos socios colaborativos internacionales, en investigación y potencialmente como donantes, ayuda a construir la capacidad de sensibilización temprana y transparencia entre las partes interesadas de la universidad.

Luego ofrece una serie de preguntas para ayudar a las universidades a guiar a los tomadores de decisiones sobre este tema en particular:

  • • ¿Qué capacidad y capacidad tiene la universidad para analizar y responder a la información recopilada de los arreglos de informes internos?
  • • ¿Qué nivel de supervisión existe para los nombramientos del personal, incluidos los nombramientos secundarios (por ejemplo, roles honorarios y adjuntos)?
  • • ¿Qué nivel mínimo de diligencia debida se aplica a las inversiones y asociaciones extranjeras?
  • • ¿Qué nivel de información interna se aplica a las inversiones y asociaciones extranjeras y cómo ayuda esto a la rendición de cuentas y la gestión de riesgos?

Otras áreas cubiertas incluyen conocer a su socio, colaboradores de investigación y personal mediante la debida diligencia adecuada, respaldada por los procesos universitarios, teniendo en cuenta la posible interferencia extranjera y los riesgos de reputación.

Las directrices también analizan las estrategias de comunicación y los programas de educación para aumentar la conciencia sobre los riesgos de interferencia extranjera, y proporcionan a los responsables de la toma de decisiones conocimientos que permitan niveles de vigilancia proporcionales al riesgo; y proteger la información contenida en los sistemas de TIC a través del desarrollo e implementación de estrategias sólidas de seguridad cibernética, interactuando con las agencias de la Commonwealth, compartiendo las mejores prácticas y el modelo de amenazas cibernéticas.

Mayor asistencia de las agencias de seguridad.

Las directrices también subrayan la necesidad de que las agencias de seguridad brinden mayor asistencia a las universidades para identificar riesgos y respuestas proporcionales, pero también que las universidades compartan información con el gobierno y las agencias de inteligencia.

Por ejemplo, compartir ciberinteligencia entre universidades y con el gobierno «ayuda a construir una imagen común de las amenazas en todo el sector. Esto permite a las universidades responder a los riesgos en evolución de las amenazas cibernéticas, compartir contramedidas y permitir que el gobierno brinde asistencia oportuna y personalizada ”, dicen las directrices.

«También ayudará a los departamentos y agencias del gobierno australiano a obtener una comprensión más profunda de las realidades operativas del sector y las prácticas que contribuyen al éxito de nuestro sistema de educación superior e investigación».

El profesor Terry dijo que un objetivo clave del grupo de trabajo en el desarrollo de las directrices era profundizar el nivel de asesoramiento y cooperación entre universidades y agencias en una responsabilidad compartida para comprender y gestionar el riesgo, pero subrayó que se respetaría la autonomía universitaria.

«La autonomía universitaria sigue siendo un principio fundamental del sistema universitario de Australia, y este enfoque de asociación respeta este principio central de las universidades al tiempo que gestiona el riesgo».

En el Reino Unido, el Centro para la Protección de la Infraestructura Nacional, que informa a la agencia de inteligencia nacional MI5, ofrece consejos prácticos detallados en su sitio web a universidades y académicos sobre cómo proteger la investigación, gestionar el riesgo y mantenerse a salvo.

Fuente: https://www.universityworldnews.com/page.php?page=UW_Main

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Australia: More than 100 SA schools to close in catastrophic fire conditions

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Oceania/ Australia/ 19.11.2019/ Fuente: www.abc.net.au.

South Australia’s Department for Education has announced 111 schools and kindergartens will be closed tomorrow as a safety measure during catastrophic fire danger conditions.

Key points:

  • Catastrophic fire conditions are expected in seven SA regions on Wednesday
  • More than 100 schools will be closed
  • Adelaide Hills residents are preparing for possible bushfires

The closures include 65 sites in the Mount Lofty Ranges.

Seven regions in South Australia have been given catastrophic fire danger ratings for Wednesday by the Bureau of Meteorology, including Kangaroo Island.

No part of the state has been rated lower than «severe».

A total fire ban applies across the whole state for the rest of today and Wednesday.

The Country Fire Service (CFS) has compared tomorrow’s bushfire risk conditions to those that were present during the Pinery and Bangor fires.

Record-breaking temperatures of over 40 degrees Celsius are forecast for some parts of the state, along with winds of up to 60 kilometres per hour.

Catastrophic conditions have been forecast for the eastern and lower Eyre Peninsula, the Yorke Peninsula, the west coast, the Mid North, the Mount Lofty Ranges, along with Kangaroo Island.

Department for Education infrastructure executive director Ross Treadwell said «high-risk schools» would not open tomorrow and bus services would be cancelled.

«It enables parents and the people in those districts to enact their bushfire plans,» he said.

A large air tanker from New South Wales is on standby to fly to South Australia if a fire does break out.

CFS assistant chief officer Brenton Eden said if winds were too strong tomorrow there was a chance no aircraft would be able to be deployed.

«The community has a general expectation that aircraft and everything in the air are able to respond rapidly and save them from these fire events [but] on days like this those aircraft may not get off the ground,» Mr Eden said.

A man using a whipper snipper next to a tree on the side of a roadPHOTO: Crafers resident John Angel trims verges near his Adelaide Hills home. (ABC News)

Residents prepare for dangerous conditions

Many Adelaide Hills residents spent Tuesday preparing their properties, clearing long grass and putting their survival plan in place.

External Link: Facebook schools closed

Crafers resident John Angel said the community needed to be «overcautious».

«The [Adelaide Hills] Council came along and quickly mowed this with [a] tractor leaving lots of spare spots, but sometimes those bare spots if an ember comes on it is enough to start this up,» he said.

«I’ve got a free morning so I just thought I’d come and do what I can.

«I think if everyone is out doing their bit, I know the council are and the CFS are — all you can do is just be as prepared as you can.»

More than 500 Adelaide Hills properties were last week warned to clean up their properties ahead of the bushfire danger season, which started last Friday in the area east of Adelaide.

No fines have yet been issued.

«We’re always concerned when residents don’t clean up their properties appropriately, however, we also recognise that people have busy lives and reminders and notices that we provide them just helps them re-prioritise bushfire safety,» Adelaide Hills Council chief executive officer Andrew Aitken said.

«I think the majority of our residents and businesses are well prepared.

«Obviously, it’s an ongoing exercise to remain vigilant.»

Two firefighters water down scrubland near a fire truckPHOTO: CFS and National Parks firefighters are still cleaning up from last week’s Duck Ponds fire. (ABC News)

Mr Aitken said some council services and businesses would be closed on Wednesday.

He said the council would not make its employees work if they needed to defend their property in the event of a fire or if it was too risky to come to work, and he encouraged other local businesses to do the same.

«We already know what staff are planning to do leading up to a catastrophic fire day,» he said.

«We certainly encourage, as does the CFS, all property owners whether they be residents or businesses to have their bushfire survival plan in place and it’s never too late to do that.

«If your bushfire plan says to leave, leave early.»

Record temperatures set to be broken

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Bureau of Meteorology acting SA supervising meteorologist Paul Lainio said November temperature records could be broken.

«The whole day effectively for the state will be hot, dry and fairly windy at times,» he said.

The record November temperature for Adelaide’s West Terrace weather station is 42.7C, set in 1962.

Innamincka and Oodnadatta in the state’s far north are set to reach 43C, while Tarcoola will reach 45C.

Innamincka resident Ali Matthews said her family was preparing for the heat.

«We’ve got two little kids, so it’s hard to keep them inside all day, every day,» she said.

«Obviously, when it’s 40-plus or 50-plus it’s not very pleasant, so lots of waterplay for the kids and we’re in the air-conditioning as much as possible.

«There’s not a lot of work you can get done in those sorts of temperatures.»

Source of the notice: https://www.abc.net.au/news/2019-11-19/sa-schools-to-close-amid-catastrophic-fire-conditions/11718984

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Australia: Understanding China from seismometer by Australian students

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Oceania/Australia/10-11-2019/Author(a): huaxia/Source: www.xinhuanet.com

From umbrella to ship, from wood-block printer to brocade loom, from catapult to seismometer and even the ancient Chinese soccer, Australian students’ interpretation of «Chinese inventions» could even surprise some Chinese.

On Wednesday, 87 students from 15 primary and middle schools in Canberra received awards of the Panda Competition in the Chinese Embassy in Australia for their works.

Award-winning works by students are displayed in the Chinese Embassy in Canberra, Australia, Nov. 6, 2019. (Xinhua/Liang Tianzhou)

According to Carol Keil, president of the Australian Capital Territory Branch of the Australia China Friendship Society, the award winners were selected from about 500 candidates.

The number of participants could be higher, «because more put their entries and the teachers chose the best,» she told Xinhua.

This is the 25th year for the competition to be hosted. It was called Panda Competition because topic for the first year was panda.

«Every year we look at a topic, which need to be China-related,» she said. «This year it is inventions. I knew they should be more than just four, so it gave the kids scope to make different things.»

Nathaniel Sircombe, a Year-6 student from Mawson Primary School, made a block printer. Using his printer, he could print some Chinese characters saying «the block printing technique was invented by China».

At first he wanted to make some paper, but after research, he was fascinated by the printing technique.

«Research for the work took about an hour,» said the 12-year-old boy. «But I did a lot of waiting for the paper to dry (after printing).»

Sircombe told Xinhua that his interest in Chinese culture started about seven years ago when he was in the kindergarten. He also began learning Mandarin then.

«We thought it was best to learn a language at a young age,» said his father Keith. «The sooner you start, perhaps the better you get.»

Eight-year-old girl Samantha Gray’s work was a ship carrying silk and porcelain.

Award-winning works by students are displayed in the Chinese Embassy in Canberra, Australia, Nov. 6, 2019. (Xinhua/Liang Tianzhou)

«It took her almost a month to complete it,» said her mother Kanayo Gray. «She made it little by little every day.»

Kanayo Gray was from Japan, and she said that she learned a lot about Chinese invention with her daughter while she was doing research, including ship-building techniques and international trade of ancient China.

Her son, 12-year-old Kenneth Gray from the Mawson Primary School, grabbed the top prize at the competition by making a seismometer with a bucket, tines, pipes and paint. It works like the original one created by Chinese astronomer Zhang Heng about 2,000 years ago. When it was shaken, a ball would come out of the mouth of a dragon pointing in a certain direction, falling into the mouth of a toad beneath it.

«China is a country that developed very quickly, and it made many creations that are interesting,» said the boy.

«I have never heard of seismometer before,» said Carol Keil. «I learned from the students how it works to detect earthquake.»

She noted that learning about another culture «broadens your appreciation of how the world works.»

Award-winning works by students are displayed in the Chinese Embassy in Canberra, Australia, Nov. 6, 2019. (Xinhua/Liang Tianzhou)

«The competition has different topics every year, so they look at something different related to China and Australia,» she said. «In this way they could have a broader understanding of China. I think with the research they do, they will go and look out what the inventions were.»

Yang Zhi, minister-counselor for culture at the Chinese Embassy in Australia, agreed.

«From the works we could see that the children are very creative and full of imagination,» he said. «They searched online and read books. The process itself helps them understand Chinese culture better.»

During the past 25 years, the competition is getting bigger. «It could fuel the enthusiasm of Australian children to learn Chinese culture, and they then would influence their teachers and parents, and ultimately affect the education authorities and promote Chinese language as well.»

Samantha and Kenneth are learning Mandarin as well.

«Chinese is a language for the future,» said their father Collin Gray. He believed that learning the culture and the language would contribute to cross-cultural understanding.

Source and Image: http://www.xinhuanet.com/english/2019-11/07/c_138535473.htm

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Nueva Zelanda multará a universidades por mal cuidado de estudiantes

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Oceanía/Nueva zelanda/17 Octubre 2019/Prensa Latina

Las universidades y politécnicos neozelandeses enfrentarán condenas, a partir de enero, si bajo su cuidado algún estudiante muere o sufre daño grave, informó hoy el Ministerio de Educación.
Bajo este nuevo Código obligatorio, que entrará en vigencia en enero de 2021, los centros de estudio deberán pagar multas de hasta 100 mil dólares.

Los cambios son en respuesta a la muerte del joven Mason Pendrous, de 19 años, cuyo cadáver permaneció sin descubrir en su habitación del albergue en la Universidad de Canterbury, durante al menos un mes.

‘La muerte reciente en una residencia de estudiantes en Christchurch expuso las limitaciones de nuestro sistema actual y se demostró que el Código de Conducta voluntario no es suficiente’, expresó el ministro de Educación, Chris Hipkins, en un comunicado difundido por Radio Nueva Zelanda.

Agregó que el gobierno trabajará para desarrollar un código más completo, pero mientras tanto se establecerá un nuevo código provisional que establezca las expectativas para el comienzo del próximo año académico.

Indicó que si bien hubo altos estándares de cuidado pastoral para estudiantes internacionales, como se establece en el Código para el Cuidado Pastoral de Estudiantes Internacionales, no se puede decir lo mismo de los estudiantes locales.

Además hizo énfasis en que las instituciones tienen el deber del cuidado pastoral y si están utilizando proveedores externos para proporcionar alojamiento a los estudiantes, aún deben asegurarse de que haya un cuidado adecuado en el lugar.

La deceso de Pendrous, que estudiaba el primer año de la licenciatura en Comercio electrónico, causó preocupación en Nueva Zelanda en torno al bienestar de los estudiantes en las residencias de las universidades.

Hasta el momento, la policía de Nueva Zelanda investiga lo que sucedió realmente con el joven, cuya causa de muerte aun no ha sido determinada.

Fuente: https://www.prensa-latina.cu/index.php?o=rn&id=312714&SEO=nueva-zelanda-multara-a-universidades-por-mal-cuidado-de-estudiantes
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Asylum seekers have a right to higher education and academics can be powerful advocates

Noticias

Oceania/ Australia/ 15.10.2019/ Source: theconversation.com.

 

Australia’s refugee policy has led to a two-track education system. Those processed offshore, and deemed refugees by the time they have arrived in Australia, are entitled to fee support for university. But the almost 30,000 boat arrivals, considered illegal entrants, can only access temporary visas. This means a degree has to be paid in full, making it the impossible dream for most.

Policies limiting education follow a political narrative that labels boat arrivals “illegal”. This narrative is difficult to change without widespread community support.

Groups like the Asylum Seeker Resource Centre are training members of the public in how to talk about people who escape harm, rather than debating the legalities of seeking asylum (“It’s not illegal to seek asylum”). These efforts require a range of community leaders, not just stereotypical activists, to rewrite the narrative.

My PhD research on advocacy communications indicated many academics are unsure of how to support people seeking asylum. Advocacy is often seen as an activity for seasoned activists. But like the campaign to get kids off Nauru, led by Australian doctors, academics can play an important role as thought leaders who can influence the hearts and minds of a younger generation.

The right to education

Education is often interrupted for children in conflict situations and when escaping harm such as war or ethnic persecution.

Children who have arrived by boat and sought asylum in Australia will have experienced even longer periods of education disruption in detention centres. In terms of education, these are suitable only as transitory environments, as they lack adequate teaching staff or resources for longer-term schooling.

Children’s education is interrupted when they flee conflict and spend long periods in detention. Eoin Blackwell/AAP

Australia has no law specifying how long children may be kept in detention. One report estimated this was an average of eight months in 2014, though it can be as long as two to three years.

The Research Council of Australia commissioned research in 2015 to capture the human cost of disrupted and limited education for these children. One Iraqi teen said:

I lost my dad, I lost my brother and I couldn’t stay anymore. I came to be safe here. I came here in 2012. I’m not allowed to work, there are no funds for me to study. When I arrived I was 17. Imagine if you are 17 and you are not allowed to go to school. There are not funds for you to go to school. Now I’m almost 20 […] When can I go to school? When can I go to college? When can I have an education?

An estimated 4,000 children recognised as asylum seekers were in Australian schools in 2015. Under current legislation, they would be denied fee support for university.

Asylum seekers are only entitled to temporary three-to-five-year visas, which require them to pay A$30,000 on average for a degree. This is because Commonwealth-supported degrees are given to citizens or permanent visa holders only.

Improving access to higher education can improve social inclusion and resilience, and help people seeking asylum make a positive contribution to society.

Working migrants are thought to balance an ageing Australian population and shrinking tax base. This is particularly true for recent arrivals from Africa and the Middle East with a high number of children, or second-generation refugees, who will be schooled in Australia.

One study found 80% of these children would be employed in white-collar professions if they earned a bachelor degree or higher. They would also be twice as likely to be employed than if they had only a diploma.

Academics can be activists

Several Australian universities clearly support people seeking asylum. For example, there are 21 full-fee-paying scholarships available to asylum seekers to offset the otherwise impossible costs of a university education.

Other initiatives include Academics for Refugees, with representatives from a number of universities, who want to add their voice to campaign issues. Many academics are using research and teaching to question assumptions and influence students as well as decision-makers.

Academics may not feel confident being advocates, but the potential of a professional voice is clear. #KidsOffNauru was initiated by a group of doctors with access to children in detention. They called on the government to release children on the grounds that long periods of detention were detrimental to their health.

The campaign to get kids off Nauru started with an open letter written by over 5,000 Australian doctors. Lukas Coch/AAP

Medics may be unlikely lobbyists, but they added a credible voice on childrens’ physical and mental safety. Advocacy groups credited the campaign with the release of more than 100 children from detention in 2018, though the Australian government claimed it had already been reducing these numbers.

 

Universities have championed significant improvements for migrants in the past through narratives that challenged dominant political discourse. For example, the 1960s DREAMers movement led to the tabling of the DREAM (Development, Relief and Education for Alien Minors) Act. This would have granted legal status to certain undocumented immigrants who were brought to the US as children and went to school there.

These teens had grown up in the US without permanency. They told stories about their American dream and initiated sit-ins and pray-ins across college campuses. The DREAMers campaign transformed the immigration debate in the US, keeping the plight of undocumented migrant youth on the radar.

There are clear parallels between the Australian and US debates around who deserves a permanent visa, with the education rights that come with it. However, an Australian narrative around the ethics of education access is yet to emerge.

Australian academics can help write this narrative through coordinated advocacy and existing research networks, or creative campus initiatives that give a voice to students impacted by immigration policy.

Academics are well placed to shine a spotlight on the human and economic costs of limiting higher education pathways for people seeking asylum.

Source of the notice: http://theconversation.com/asylum-seekers-have-a-right-to-higher-education-and-academics-can-be-powerful-advocates-121753

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