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International students studying in Australia reach record number, Education Department figures show

Australia/Febrero de 2017/Fuente: ABC.net

RESUMEN: El número de estudiantes internacionales en Australia alcanzó un récord el año pasado con más de medio millón de estudiantes eligiendo estudiar aqui. Cifras del Departamento de Educación federal muestran que en 2016 hubo 554.179 estudiantes internacionales pagando la tarifa completa, un aumento de más del 10 por ciento con respecto al año anterior. El sector de educación superior tuvo la mayor proporción de estudiantes internacionales de Australia, con un 43%. De ellos, el mayor número procedía de China y la India. El sector de la educación profesional representó el 26 por ciento de la matrícula internacional de estudiantes con cursos intensivos de inglés que atrajeron el 21 por ciento.

The number of international students in Australia hit a record high last year with more than half a million choosing to study here.

Figures from the federal Education Department show there were 554,179 full-fee paying international students in 2016, an increase of more than 10 per cent on the previous year.

The higher education sector had the largest share of Australia’s international students, with 43 per cent.

Of those the largest numbers came from China and India.

The vocational education sector accounted for 26 per cent of international student enrolments with English Language Intensive Courses attracting 21 per cent.

The schools sector only attracted 3 per cent of the total figure.

Federal Education Minister Simon Birmingham said the numbers showed the importance of attracting overseas students.

«International education is now our third largest export sector generating more than $21 billion of economic activity in Australia, supporting many jobs and providing benefits to both Australian and international students,» he said.

«There are real upsides in terms of the jobs that are created, the opportunities for Australian students to study alongside international students and to gain exposure to people from more than 200 different countries who are now studying in Australia.»

As well as the data on enrolments, the Government has released the results of last year’s International Student Survey.

The survey found 89 per cent of students were satisfied or very satisfied with their overall experience in Australia.

Fuente: http://www.abc.net.au/news/2017-02-22/record-number-of-international-students-in-australia-in-2016/8291284

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¡Adiós al turno de la tarde! : Una nueva oportunidad para mejorar aprendizajes

Javier Luque

Desde Chile hasta México, un fenómeno está transformando a los sistemas educativos en América Latina y el Caribe: los dobles y triples turnos en las tardes están siendo eliminados, reapareciendo así jornadas educativas extendidas y completas en las escuelas públicas.  Y es que si bien los sistemas educativos empezaron con jornadas únicas, la ruptura de la misma se realizó para crear jornadas matutinas y vespertinas que incorporaran a estudiantes de forma rápida al sistema educativo y así responder al  contexto de rápido crecimiento demográfico. Pero, ¿cuál ha sido el efecto en los aprendizajes?

La población en edad de asistir a educación secundaria se multiplicó por 5 en la segunda mitad del siglo XX en la región, mientras que la tasa de matrícula aumentó en promedio del 12 al 72 por ciento (ver gráfica abajo). El crecimiento de matrícula en América Latina y el Caribe, si bien necesario para garantizar el derecho a la educación, claramente creó retos en la capacidad del sistema para mantener la calidad de los servicios educativos.

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Los objetivos de aumentar la matrícula se lograron, pero con un uso limitado de la infraestructura, tanto por los alumnos como por los docentes en dos turnos escolares con poco tiempo de preparación. Todo esto enmarcado en un contexto en el que el debate educativo no estaba enfocado en los aprendizajes. Las evaluaciones internacionales como, PISA, así lo demuestran: bajos recursos y bajos resultados generaron un equilibrio de bajo nivel:  un círculo vicioso de baja calidad, cantidad de recursos y baja demanda de resultados.

Afortunadamente, la situación está cambiando. Las tasas de crecimiento de la población han disminuido en la mayoría de los países de América Latina y el Caribe. En algunas áreas, como la Ciudad de México, la disminución de la población es notoria, generándose oportunidades de mejorar la intensidad del uso de recursos por alumno matriculado. Adicionalmente, en algunos de los países de la región como el Perú, los gobiernos nacionales están dedicando mayores recursos a la educación, generando oportunidades de una mayor intensidad en el uso de los recursos educativos por alumno. Y, afortunadamente, en algunos países, ¡se está registrando simultáneamente la disminución en la población y aumento del gasto en educación!

El regreso a jornadas escolares completas está ampliando las oportunidades de aprendizaje, por lo que se espera mejoras. No obstante, el cambio no va a ser automático. Salir del equilibrio de bajo nivel requerirá que, entre otras cosas, nuevas metas de aprendizaje, más altas y ambiciosas, guíen el proceso pedagógico en estas escuelas.

En mis visitas a escuelas aplicando jornada escolar completa he visto satisfacción entre alumnos y docentes con la nueva situación. Particularmente, los talleres que suelen acompañar las jornadas escolares completa dan a los estudiantes la oportunidad de participar más activamente en el proceso educativo, motivándolos. ¡Es necesario que los profesores maximicen estas nuevas motivaciones!

Las evaluaciones muestran resultados positivos y promisorios de las jornadas escolares completas. Holland, Alfaro y Evans (2015) presentan resultados positivos de expansión de la jornada escolar en evaluaciones en un grupo de  países en América Latina, pero advierten que los costos serían elevados en el caso de Uruguay.  Estudios recientes en Perú, Agüero (2016)  muestra que en el primer año de implementación la Jornada Escolar Completa aumentó el rendimiento académico de matemática entre 14% y 23% de un desvío estándar. Igualmente, un estudio de mi colega Diana Hincapié del BID encontró que la jornada escolar podría ser una política efectiva para los estudiantes más pobres en Colombia. ¡El efecto acumulativo de estos logros es muy prometedor! Con relación a los costos, a diferencia del ejemplo analizado por Holland, Alfaro y Evans (2015), países como Honduras han ampliado la jornada usando provisiones que ya existían en las leyes del país y tomando ventaja de la transición demográfica, con impacto casi neutro en costos.

Las posibilidades que nos está brindando la evolución demográfica para el regreso de la jornada escolar completa es una de las mejores noticias para los estudiantes de los sistemas públicos en América Latina y el Caribe. Dependerá de los hacedores de política aprovechar la oportunidad y apoyarla con intervenciones complementarias en otras dimensiones del proceso educativo.

Fuente del articulo:http://blogs.iadb.org/educacion/es/2016/12/15/adios-turno-de-la-tarde-nueva-oportunidad/

Fuente de la imagen:http://blogs.iadb.org/educacion/files/iStock-92123065.jpg

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Francia: Transform France’s educational offer abroad

Europa/Francia/16 Octubre 2016/Fuente:timeshighereducation /Autor: Jack Grove

Resumen:  Francia requiere una «urgente» nueva estrategia para ampliar el número de estudiantes de sus universidades . A pesar de educar a casi 37.000 estudiantes de todo el mundo el año pasado, la educación superior francesa se situó muy por detrás de los principales proveedores del mundo de la educación transnacional – los EE.UU., Reino Unido y Australia – de acuerdo con el informe publicado el 26 de septiembre por Francia estrategia, un centro de estudios patrocinados por la Oficina del primer ministro francés.

A lack of strategy and autonomy are to blame for French universities’ failure to keep pace on transnational education, study suggests

France requires an “urgent” new strategy to expand the numbers of students its universities teach abroad, a major review has recommended.

Despite educating almost 37,000 students across the world last year, French higher education lagged considerably behind the world’s main providers of transnational education – the US, UK and Australia – according to the report published on 26 September by France Stratégie, a thinktank sponsored by the office of the French prime minister.

Not including distance learning, the UK has nearly three times as many students in its programmes abroad (95,000) as France, says the first-ever quantitative analysis of French transnational education.

Its distance learning provision is also modest, reaching just 5,700 students internationally compared with the 110,000 who took a UK training course online in 2014, the report adds. The figure was 25,000 for Australia.

France’s “niche offer” abroad largely consisted of students taking master’s courses, with some 70 per cent of degrees awarded abroad at postgraduate level, often in specialised fields where the country enjoys a strong reputation, such as fashion, hospitality and the hotel industry, the report says.

Those courses tended to have smaller enrolments – around 200 on average – than the mass-market undergraduate programmes that formed the bulk of provision from UK and Australian universities, the report says.

Engineering schools were the most active participants in French transnational education, with almost 7,000 students abroad, while business schools had 3,000, with French universities tending to limit their involvement to partnerships with overseas institutions.

“In short, universities are not heavily involved in this form of internationalisation,” says the report, which is titled French Transnational Education: The Urgent Need for a Strategy.

The country’s limited provision of third-level education abroad is blamed on the “absence of any stable or clearly stated strategy” from government, while “with a few exceptions…institutions’ strategies in this area remain largely unformulated” – with managers seeing international issues as being of “secondary importance”.

It calls on the state to adopt a “proactive strategy” to improve the “worrying” state of Frenchtransnational education, which has its roots in “Franco-French constraints and issues”, such as excessive governmental red tape, “institutions’ still limited autonomy, regulatory provisions regarding graduation and the legibility of our present system”.

Institutions should also be given more means to finance international projects, as well as “more room for action regarding pricing rules on tuition fees for their programmes abroad” to take advantage of the “silent revolution” that internationalisation represents in higher education.

With tuition fees for domestic and international students at minimal levels – under €200 (£171) – French universities do not have the same incentives as UK universities to enrol international students, explained Tim Gore, chief executive officer of the University of London Institute in Paris.

“As they do not gain the majority of their income from fees, it takes away the economic incentive to attract foreign students, but there are other motivations to do this – sometimes related to wider national objectives, such as economic development,” he said.

But some higher education institutions are already very entrepreneurial and more likely to trade abroad, Mr Gore added, noting that France is still “an important player” in this area, particularly in its former colonies in Africa and Asia.

“There is a view that Anglo-Saxon universities are much more mercenary [about attracting international students], but France has many institutions – such as grandes écoles and, of course, business schools which charge reasonable fees – which are quite autonomous and are fairly entrepreneurial,” he said.

Fuente de la noticia: https://www.timeshighereducation.com/news/transform-frances-educational-offer-abroad-says-report

Fuente de la imagen: https://www.timeshighereducation.com/sites/default/files/styles/the_breaking_news_image_style/public/concorde.jpg?itok=D4jI-9Fp

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Australia: A former Sydney schools director has recalled a plan to move bureaucrats out of a building if it was needed by Bondi Public School

Oceanía/Australia/Octubre de 2016/Autora: Kate Bastians/Fuente: Daily Telegraph

RESUMEN: El Ex-Director del Departamento de Educación Regional de Sydney, Phil Lambert ha dicho que el departamento tenía un plan para mover los burócratas de la Escuela Pública de Bondi si la escuela necesita el espacio para  las aulas. El Sr. Lambert trasladó el personal del departamento de nivel inferior del edificio en 2013 cuando la población estudiantil comenzó a crecer, pero el nivel superior todavía está siendo utilizado por un puñado de burócratas de la Oficina del Distrito de Bondi a pesar de que las cifras muestran que la escuela está en el 141 por ciento de su capacidad.«La intención es que vamos a seguir examinando el crecimiento de la escuela y deberíamos (la población) llegar a un punto, que sería lógicamente conducir a la transferencia de personal del departamento a otro, no me dan ninguna garantía, pero me dijo que debería ser monitoreado y revisado cada seis meses para asegurarse de que estaba justificado para moverlos  ya que eso tiene un costo.»

FORMER Department of Education Sydney Regional Director Phil Lambert has said the department had a plan to move bureaucrats out of Bondi Public School if the school needed the floor they are housed in for classrooms.

Mr Lambert moved department staff out of the bottom level of the building in 2013 as the student population started to grow but the top level is still being used by a handful of bureaucrats from the Bondi District Office despite figures showing the school is at 141 per cent capacity.

“The intention was that we would continue to review the growth of the school and should (the population) reach a point, that it would logically lead to transferring department staff to another location subject to ongoing review,” Dr Lambert told the Wentworth Courier from Italy.

“My view was that if it was justified, they would move out and that looked like the likely scenario with the growth in numbers and the movement of staff out of the bottom floor was a signal of that intention.”

“I didn’t give any guarantee but I said it should be monitored and reviewed every six months to ensure it was justified to move them out as that would come at a cost.”

Dr Lambert led the development of Australia’s first national curriculum and is now an education consultant and adjunct professor at the University of Sydney.

On Friday shadow education minister Jihad Dib wrote to Education Minister Adrian Piccoli to question why bureaucrats had not been moved out of the building, which was purpose built for four classrooms before it became a regional office about 30 years ago.

“Blind Freddy could see there will be even more kids enrolling at the school next year because of (The Moreton) development across the road,” said Mr Dib.

He called on the local members Gabrielle Upton and Bruce Notley-Smith to come up with an alternative location for the staff at a meeting with the P & C executive next Tuesday.

He also called on the department to answer questions about how many staff used the huge space after sources told Wentworth Courier there were no more than four staff based there.

The department has refused to answer questions about how many staff are currently located there and what support they provide specifically to the school.

Labor’s Vaucluse spokesman Walt Secord said it was “ludicrous” for bureaucrats to be taking up valuable space which could accommodate up to 120 students.

“Space at the school should be used for the children’s education rather than accommodating bureaucrats who want to have office space at beautiful Bondi near the breezy beach,” Mr Secord said.

P & C vice president Rachel Blackley said department was facing a “costly band-aid solution” to convert their old hall into two classrooms if the staff did not move out of a the building.

“The old hall is used for our philosophy program, our brilliant after care service and for various teaching activities,” she said.

“We are not asking for their space or for new resources or buildings — we are just asking for our space back.

“Dr Lambert has confirmed the top level was to be returned to the school when it was needed so it is now time for the department to follow through with that commitment.

“They need to let us know exactly when they will vacate the classrooms and return the top level to the school.”

She questioned why the staff could not move to Bondi Junction where there was an abundance of office space.

Mr Piccoli said nine extra classrooms had been provided at the school since 2013 to cater for additional students.

“The school has a plan for 2017 and at this time it does not intend to use the old hall as classrooms,” he said.

A spokesman for the department said the staff provided direct support to schools in the eastern suburbs.

Fuente: http://www.dailytelegraph.com.au/newslocal/wentworth-courier/a-former-sydney-schools-director-has-recalled-a-plan-to-move-bureaucrats-out-of-a-building-if-it-was-needed-by-bondi-public-school/news-story/bb7ef669e08eec8f7e4d3faa5246978c

 

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Sudáfrica: Student protests only the start of greater pain

África/Sudáfrica/Septiembre de 2016/Autor: Greg Nicolson/Fuente: Daily Maverick

RESUMEN: Al anunciar la semana pasada su recomendación sobre los aumentos de tasas, el Ministro Blade Nzimande tuvo cuidado de enumerar los esfuerzos en la educación superior y la formación. A pesar de la difícil situación económica, el presupuesto de su departamento aumentaría de R42-millones en 2015/16 a R55-millones de dólares en 2018/19. El Gobierno pagó R1.9 mil millones del déficit R2.3 mil millones después del estado dijo que no pagarían los aumentos de tasas terciarias en 2016. Más de mil millones de R4.5-fue re-priorizado para el Plan Nacional de Ayuda Financiera para Estudiantes (NSFAS) este año. El Fondo Nacional de Habilidades ha facilitado casi R1.4 mil millones de dólares para el 2016.

Announcing his recommendation on fee increases last week, Minister Blade Nzimande was careful to list efforts in higher education and training. Despite the struggling economy, his department’s budget would rise from R42-billion in 2015/16 to R55-billion in 2018/19. Government paid R1.9-billion of the R2.3-billion shortfall after the state said no students would pay tertiary fee increases in 2016. More than R4.5-billion was re-prioritised to the National Student Financial Aid Scheme (NSFAS) this year. The National Skills Fund has allocated almost R1.4-billion for 2016.

“It is indeed a fine balancing act and we must all participate,” he said, “whether at the national level, in university administrations, or as student leaders – because it is the nature of balancing acts that if one falls, all fall.”

Two days later, students at the University of Witwatersrand edged towards police officers enforcing an interdict limiting student protests. We’re fighting for your children, they told the cops. Kill us like you killed people in Marikana. And, after the police set off stun grenades and fired rubber bullets, some students retaliated with rocks, saying: I hate White people.

The democratic government is spending billions to uplift the lives of the black majority, but those lives often exist on the bitter dregs of a society designed to exclude, with competing debts the state cannot pay and struggle to prioritise. The democratic hope for dignity has not been met, leading here, where change is a universal demand. The how and how fast is a national knot still unravelling.

Fees Must Fall is about how a democracy deals with a history of oppression. It’s about healing broken bones, about a generation’s phantom limbs and its children refusing amputation.

Only about half of the students who start primary school make it to matric, with failure rates higher in rural provinces. The number of matric students who qualify for university studies remains low. The number of black students at universities has risen, but as a proportion in comparison to other racial groups it still remains low. Statistics differ, with the statistician-general saying there are still far too few black graduates. Others have lauded the huge increase. Black graduate unemployment remains at about 9% compared to 3% for whites.

The education system, despite progress, is still stacked against black students, starting from primary school. If black students qualify for university, NSFAS still does not cover all deserving applicants and black families who do not qualify for funding will use a greater proportion of their income, or take on debt, to cover study costs. Unemployment for black South Africans is far higher than whites, they have far fewer private company executive positions, much less control of the country’s wealth, and own far less land. The democratic project’s achievements often come with reports of racism, as blacks start to enter white spaces, in high schools, universities and businesses.

Protesting university students have continually linked their cause to race. Speaking at the Wits medical campus on Monday, former SRC president Mcebo Dlamini spoke more about reports of racism at the institution than fees. “Decolonisation” is repeated at protests. Essentially, demonstrating students say universities don’t reflect the demographics or cultures of the black majority.

“We can’t breathe” is a phrase often cited by students. Black students have to struggle or be extremely lucky to get into university and face family financial pressures or be lumped with future debt. By their nature, universities reproduce past knowledge systems before they create new thoughts, meaning black students are not only usually taught by whites but taught White. To breathe, or to survive, under financial constraints and repeated cultural domination seems impossible, or at least only tolerable to pay back, pay forward, family investment.

This is the country’s DNA, where dignity is a luxury, but how many generations will be able to accept the virus? Protesting students have talked about historical debt, registration fees, issues of accommodation, campus security, racism and fees, which for the average student remain extremely high in relation to household income, and has risen with lower government subsidies. Revolution is the underlying message.

There was hope last year. Student protests culminated at the Union Buildings, with diverse South Africans turning out in their thousands under the banner of Fees Must Fall. Change, it felt, could be achieved. It was. President Jacob Zuma announced a zero-percent fee increase. But that was only after a small group of protesters started fires and battled police for hours in the gardens of the country’s highest office. The no-fee increase only slightly reduced the costs for struggling families; it didn’t scrap fees.

The short-term victory at the Union Buildings was diluted, an idealistic hope confronted with a violent reality. There’s violence on black bodies, violence in crime and violence in the streets. How would systemic violence against blacks not lead to more violence? How could this issue avoid the same fate as violent service delivery protests, where promises, police and protests repeat like a song stuck in your head?

Students, being students, know the promise of “radical economic transformation”. They know the ANC’s resolutions. They know how little has been delivered, or, at least, how slow the pace of delivery is.

A handful of student groups have made written submissions to the commission of inquiry on the feasibility of free higher education. A running theme was that this generation needs to achieve free higher education, at least for the poor, now or never. They propose new or increased taxes on the wealthy or budget changes. Clampdowns on wasteful and irregular government spending, as well as corruption, are often cited as sources for potential funding of free education, but reclaiming that cash is easier said than done. At least until the commission’s recommendations come out, the state seems cautious of introducing new taxes or committing to wholesale budget changes to fund free education.

Answers aren’t forthcoming. In the last few days, differences between students have been pointed out. There’s a growing acknowledgement of the “silent majority” who don’t want campuses closed. Nzimande has called on parents to take an active role in combating campus violence. The Democratic Alliance has started an online petition to open universities. Wits will poll its student body on a way forward. A number of organisations have called on students to isolate those causing violence. There appear to be many students who support change but don’t want their studies to be interrupted, or to risk further costs to their families. Black and white students are weighing their potential careers and ability to help their families against the long-term costs and benefits of university closure.

Protesting students appear united in their demand for free education, or at least steps towards it. They want it now. Past protests suggest mass demonstrations will end when most students accept they’ve made a point and need to continue their studies, ready to fight another day, or internal divisions lead to only a small group of protesters continuing. That could change depending on the response of universities, government and police.

Students, however, have held up society’s shackles for all to see. Even if the protests pause, they will resume again in future. Academic programmes and individuals might suffer. That’s the cost of living in an unequal society.

The balance can’t hold. The pain will be spread. The outcome is unknown.

Fuente: http://www.dailymaverick.co.za/article/2016-09-28-student-protests-only-the-start-of-greater-pain/#.V-yARRJGT_s

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Sudáfrica: Wits students to continue protest over weekend

África/Sudáfrica/Septiembre de 2016/Fuente: News 24

RESUMEN: Los líderes estudiantiles de la Universidad de Witwatersrand han dicho que van a continuar con su acción de protesta en todo el fin de semana y en una semana más. «Vamos a trabajar sobre todo en la estrategia durante toda la noche y el sábado», dijo que el consejo representante de los estudiantes secretario general Fasiha Hassan. Hassan estaba hablando junto con otros líderes en los pasos fuera de la Gran Sala el viernes por la tarde después de una exitosa marcha, pacífica por las calles de Johannesburgo para el comercio sede central sindical de COSAT. Los estudiantes se han manifestado durante toda la semana llamando a la aplicación inmediata de la educación gratuita y de calidad. La reciente ola de protestas se desató a partir del anuncio más alta ministro de Educación Blade Nzimande de los ajustes propuestos para estudiar las tasas de 2017.

Student leaders at the University of Witwatersrand have said they will continue with their protest action throughout the weekend and into another week.

«We will mostly work on strategy throughout the evening and on Saturday,» said Student representative council Secretary General Fasiha Hassan.

Hassan was speaking along with other leaders on the steps outside the Great Hall on Friday afternoon following a successful, peaceful march through the streets of Johannesburg to trade union federation Cosatu’s headquarters.

Students have been demonstrating throughout the week calling for the immediate implementation of free quality education.

The recent wave of protests were sparked following an announcement by higher education minister Blade Nzimande of proposed adjustments to study fees for 2017.

Although the minister has allowed varsity councils in the country to increase fees, he put in place an 8% cap and halted increments for poorer students.

Students had been caught in clashes with private security and police in the week, exchanging rocks with private security while trying to enter Solomon Mahlangu house for a mass meeting and with police on Wednesday afternoon after attempting to venture into the streets of Braamfontein.

But on Friday, under the leadership of former SRC president Mcebo Dlamimi, students showed maximum restraint as they peacefully walked to Cosatu house.

Hassan told journalists that they have plans for an interfaith programme for Sunday and working on ideas to implement in the coming week.

Closing down Wits ‘a provocation’

Students have also expressed their unhappiness with the university’s management for shutting it down indefinitely.

«The council of the university saying it will close down the institution is evidence of bad faith,» said Hassan.

They said the institution which had previously said it supported calls for free education needed to start walking the talk.

Meanwhile EFF leader on the campus KK Phoho has called on students to transcend the pressure, saying they are slowly getting society’s support.

«The problem is not with varsities or capital but it’s political will, which needs to bind them otherwise it will just support the call in principle,» he said.

Protesting students have also called on police to take a softer stance towards them, asking for an end to police harassment.

Fuente: http://www.news24.com/SouthAfrica/News/wits-students-to-continue-protest-over-weekend-20160924

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Sudáfrica: Free education is possible if moves beyond smoke and mirrors

África/Sudáfrica/Septiembre de 2016/Autores: Leigh-Ann Naidoo, Hlatshwayo y otros/Fuente: Mail & Guardian

RESUMEN: Universidades de Sudáfrica están una vez más en el tumulto. Educación Superior y el Ministro de Formación Blade Nzimande ha esbozado cómo la educación superior debe hacer frente a incrementos de tasas para el año 2017. El anuncio provocó la ira y una gran cantidad de confusión. Ni el humo de granadas de aturdimiento, ni  policías, ni edificios en llamas, ni el humo de la burocracia y espejos va a resolver el problema. Estamos sorprendidos de que muchos no anticipan las consecuencias de la declaración de Nzimande. Hay varias razones para la ira de los estudiantes hacia las gestiones estatales y universitarias. El más inmediato es  la declaración de Nzimande sobre el incremento de las  tarifas, pero dejó de lado la cuestión fundamental: una llamada en curso para que la educación superior sea gratuita para todos. Es claro que muy poco se resolverán sin hacer referencia a esta demanda crítica.

South Africa’s universities are once again in uproar. Higher Education and Training Minister Blade Nzimande has outlined how higher education should deal with fee increments for 2017. His announcement sparked anger and a great deal of confusion.

Neither smoke from police stun grenades, burning buildings nor officialdom’s smoke and mirrors will solve the problem.

We’re surprised that many didn’t anticipate the fallout from Nzimande’s statement. There are several reasons for students’ anger toward the state and university managements.

The most immediate is that Nzimande’s statement dealt with fee increments but sidestepped the fundamental issue: an ongoing call to make higher education free for all.

It is clear to us that very little will be resolved without reference to this critical demand. All the minister has done is to kick the can further down the road, deepening students’ disquiet and provoking conflict on campuses.

It is disingenuous to scold students for “protecting the rich” and “increasing inequality” through their demands for universal quality education. The state cannot merely exhort citizens to patiently await an increase in economic growth and its trickle downward, while blaming “selfish” students for taking resources allocated elsewhere.

There are revenue sources that can be examined carefully and accessed to fund free education for all, at all levels. This can happen while other social needs are simultaneously met. The most important of these sources is raising more tax from the super rich and stopping the illicit outflow of capital.

Confusion and omissions
Nzimande had insisted that a special presidential fees commission deal with the issue of free education. The commission, which began its work in January 2016, is widely viewed as sluggish and unfocused. Its completion date has been shifted and there have been complaints about its lack of transparency.

More importantly, the commission’s terms of reference are couched in the language of “feasibility”. Its mandate holds no clear and tangible commitment to exploring “fee free education”. In fact, how the commission’s mandate is understood is itself the subject of conflicting interpretations.

There were several other problems with Nzimande’s statement.

The missing middle: There’s little understanding of what the minister’s announcement actually means for this group of students. Their parents earn too much money to qualify for loans from the National Student Financial Aid Scheme (NSFAS), but not enough to afford university tuition without bank loans.

Some people interpreted Nzimande’s statement to mean that this group would be exempt from paying any fees. This is not true. They are merely exempt from the payment of any fee increases levied for 2017. They will continue to pay the same fees as they did in 2015 and 2016.

Student debt: There was no clarity on the question of student debt.

The approach he outlined for funding students appears to favour student loans from the financial sector. This amounts to a further entrenchment of debt-related financing and profiteering by banking and other financial institutions. Students are particularly disquieted by this element of the statement. They continue to be lent money – a far cry from any concept of free education.

The resource debate: Some commentators have argued that there simply isn’t any more money available for universities. They point out that there are many competing pressures on South Africa’s fiscus which must be balanced against students’ demands.

In fact, higher education in South Africa is chronically underfunded – the main reason why universities constantly increase fees. The country spends far less on this sector than many other developing countries. South Africa’s state budget for universities as a percentage of GDP is 0.75%. The Africa-wide average is 0.78%; the proportion of GDP for Senegal and Ghana is 1.4% and Cuba 4.5%.

South Africa’s higher education budget for the 2015/16 financial year is R30-billion. If the government were to spend 1% of GDP on higher education, this would amount to R41 billion. That’s almost four times the reported shortfall caused by 2016’s freeze on fee increases.

The argument about competing national demands can only be used if there’s an honest, open engagement around how and what public choices are made in the utilisation of resources. This includes examining wasteful and vanity projects as well as exploring how much is lost to malfeasance.

More importantly, it’s time for South Africans to have a serious, open discussion about the potential sources of such resources.

The super rich can pay
We are academics and researchers working at a range of South African universities. In our submission to the fees commission, we made it clear that one potential source is the super rich.

As we argued, a determined state should examine the structure of personal taxation which could be levied for the country’s top 10% of income earners.

This income bracket, together with high net worth individuals – those who have an annual income of more than R7-million or R70-million in accumulated wealth – could generate a substantial increase in available public revenue to fund higher education.

Such an approach, which concentrates on the structural aspects of inequality and uses tax revenues for the purpose of higher education funding, is preferable to the idea of a differentiated approach to the “rich” and “poor”. It supports the idea that those identified with the top net worth pay for their children’s education through taxation, and the distribution of public funds, rather than through an individually-based “wealthy user pays” model.

This is a more democratic model of public interest and public funding than individual philanthropy or subsidy, which is not sustainable.

We are also opposed to the idea of a graduate tax. That too will have racially differential impacts on graduates from vastly different class, gendered and social backgrounds. Some graduates also have more accumulated family and other responsibilities than others, making such a tax an enormous burden.

Road map to free education
We urge the ministry of higher education and training to immediately set in motion a process which will show its determination to meet the promise of “free education for all”.

It should set out the concrete time frames for its achievements, its immediate and further milestones as well as the mechanism by which this process will be monitored, especially by students and their accepted representatives. Without such a road map to universal free education, there is little prospect that the present conflict will abate.

The ministry, in setting up this road map, must engage fully with as broad an array of students as is possible. It needs to work beyond the extant formal structures of representation which are likely to be ineffective for the purpose.

We would also like to urge university vice chancellors, working together with students, to call public assemblies for engaging with institutions’ most affected communities. This will elicit greater public understanding and democratic dialogue.

Fuente: http://mg.co.za/article/2016-09-21-free-education-is-possible-if-south-africa-moves-beyond-smoke-and-mirrors

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