Calidad de la Educación

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México/SEP: Comunicado a Maestros “Destacados”

Noticias

Precisión de los beneficios que corresponden a quienes han obtenido resultados “DESTACADOS” en la Evaluación del Desempeño del ciclo escolar 2015-2016

Con el propósito de precisar los beneficios que corresponden a quienes han obtenido resultados “DESTACADOS” en la Evaluación del Desempeño del ciclo escolar 2015-2016, a continuación se describen los criterios aplicables en Educación Básica y Media Superior:

1.- A quienes hayan logrado este grupo de desempeño les corresponde unincentivo equivalente al 35% y 24% de su sueldo base, en la Educación Básica y Media Superior, respectivamente, en el nivel, modalidad educativa y asignatura en la que hayan sido evaluados.

2.- La asignación del incentivo será retroactiva a partir del 16 de febrero de 2016.

3.- Los docentes que laboran por hora-semana-mes, conforme a las necesidades educativas en el nivel, modalidad educativa o asignatura en la que prestan sus servicios; a las vacantes existentes en los centros de trabajo; y a la estructura ocupacional que corresponde a los mismos, así como de conformidad con lo dispuesto en la Ley General del Servicio Profesional Docente, les corresponde también la promoción por horas adicionales.

4.- Por lo tanto, los docentes de Educación Básica y Media Superior que laboren por hora-semana-mes que hayan obtenido resultado destacado podrán ser acreedores a dos tipos de promoción en la misma función y asignatura en la que lograron este grupo de desempeño, conforme lo establecido en el punto que antecede: promoción por incentivos y promoción por asignación de horas adicionales.

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Argentina: Viernes 6 – 15hs. Desde Plaza Moreno a la gobernación ¡Todos a la marcha por el boleto educativo!

Noticias

Alternativa Docente / 5 de Mayo de 2016

A los jóvenes nos cuesta llegar a fin de mes y bancar la cursada. Junto a los trabajadores, sufrimos la inflación, falta de becas, suba en las copias o la vivienda. Junto al boletazo de Macri y Vidal, más los tarifazos y el ajuste presupuestario que condicionan el funcionamiento de las universidades.
El PRO aumentó 100% el boleto para librarse de parte de los subsidios para los patrones del transporte. Y les mantiene sus ganancias aunque dan un mal servicio. Mientras tanto, Vidal se niega a implementar el Boleto Educativo Gratuito diciendo que la ley sería “insostenible”, pero los fondos están en el Presupuesto y la justicia le ordena aplicarla.
El gobierno (PRO-UCR) plantea una nueva ley en setiembre. Con cinismo, apelan a la memoria de “La Noche de los Lápices”, pero para reducir el beneficio a universitarios pobres. La ley de boleto gratuito se aprobó hace 9 meses por unanimidad de ambas cámaras. Aunque dejó fuera a docentes y auxiliares, sí garantiza el boleto gratis en colectivo y tren a estudiantes de nivel inicial, primario, medio, terciario, universitario, formación profesional y bachilleratos populares.
Desde la marcha del 14 de abril, miles de estudiantes nos movilizamos en varios municipios, calentando motores para la marcha provincial del viernes 6 a la gobernación. Si bien la FULP, los Centros de Estudiantes y organizaciones de izquierda son los motores de la lucha, varios Centros y agrupaciones kirchneristas, participan en las marchas y la Coordinadora Provincial por el Boleto.
Es importante golpear en unidad y, por esa vía, lograr la mayor fuerza para derrotar al PRO. Pero sin dejar de señalar la responsabilidad del kirchnerismo en haber llegado a esta situación ya que gobernaron por 12 años para que el boleto estuviera implementado desde hace tiempo.
Así hoy podríamos ir por el boleto también para los trabajadores de la educación y donde el costo lo paguen los empresarios, no el pueblo. En camino a un sistema de transporte público, integrado y estatal, de calidad y bajo control de usuarios y trabajadores.
Pero la Coordinadora por el Boleto viene cruzada por disputas de cartel, sobre quién y cómo encabezar o los oradores. Cuando, desde la Juventud Socialista del MST, planteamos propuestas como una conferencia de prensa en Capital, además de coordinar con la lucha estudiantil allí y preparar una acción con otras provincias que también reclaman por el boleto.
El viernes 6, 15hs desde Plaza Moreno en La Plata, volvamos a ganar las calles para torcerle el brazo a Vidal. Hagamos asambleas, clases públicas y organicemos la lucha con los estatales, docentes y CTA. Y el 12 la seguimos con la marcha nacional a Plaza de Mayo. Desde la Juventud Socialista del MST te convocamos a demostrar, una vez más, que “los lápices siguen escribiendo”.

Juventud Socialista

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Inglaterra: Sats tests: parents and children boycott primary school exams

Noticias

Fuente: theguardian.com / 6 de Mayo de 2016

Up to 30,000 families said to be backing strike, but turnout appears to have varied widely, with much of England unaffected

Sporadic but vocal protests against the government’s testing regime for primary school pupils have taken place across England, but accurate estimates of the number of people taking part are difficult to gauge.

Despite suggestions that about 30,000 families were backing the boycott of Sats assessments for seven-year-old and 11-year-old pupils, schools in many parts of the country appeared unaffected, while others, including several in Brighton and parts of London, reported high numbers of absences.

Some schools in Newcastle have seen substantial numbers of parents keeping their children out of school for the day as part of a loose nationwide coalition of parents organised through social media to take action against changes to key stage one assessments first announced last year.

In Reading, few parents taking their children to primary schools appeared to have heard that the boycott was taking place.

The biggest public event appears to have been in Brighton, where the children’s laureate, Chris Riddell, addressed hundreds of families at Preston Park in a demonstration organised by parents of children at several local primary schools.

Riddell ridiculed claims by the education secretary, Nicky Morgan, that taking part in the strike would harm children’s education, arguing instead that teaching them to question government policy was “an important lesson”.

“My feeling is there should be more trust in teachers and their ability to assess children at this age, rather than through testing,” he said. “The children are being put under undue stress and my argument is what is the value of what comes from this testing. I think it is questionable.”

At Endcliffe Park in Sheffield, families gathered with banners reading “take a hammer to the grammar” and “sharpening my subordinate claws” in reference to the spelling, punctuation and grammar tests that critics say are too advanced for young pupils.

At some events, parents protested not just at the tests, but against the government’s desire to convert all maintained state schools into academies by 2022.

Morgan continued to tell parents that taking part in the day-long boycott could harm their children’s education. “To those who say we should let our children be creative, imaginative, and happy – of course I agree, both as a parent and as the education secretary. But I would ask them this – how creative can a child be if they struggle to understand the words on the page in front of them?” she said.

“What are the limits placed on a child’s imagination when they cannot write down their ideas for others to read? That is why the campaign being led by some of those who do not think we should set high expectations is so damaging.”

 

Link original: http://www.theguardian.com/education/2016/may/03/sats-tests-parents-children-boycott-primary-school-exams?CMP=share_btn_fb

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Is East Nashville following New Orleans’ lead on schools?

Kristen Buras

The proposal to create an all-choice zone in East Nashville is concerning. For the past decade, I have studied New Orleans, the nation’s first all-charter school district. The attempt to turn around neighborhood schools by closing them and opening charters caused greater harm than Hurricane Katrina. I fear the same destructive «reforms» will strike Nashville.

In 2005, Louisiana’s state-run Recovery School District (RSD) assumed control of most public schools in New Orleans and handed them over forprivate management and profit making by «nonprofit» charter school operators.

Experienced veteran teachers in New Orleans were unlawfully fired and replaced by transient, inexperienced recruits from beyond the city, with most departing after two years. Teach For America stood ready to supply new teachers. Most of all, it stood to profit.

Neighborhood schools were closed without genuine community input. Meanwhile, charter school operators have paid themselves six-figure salaries, used public money without transparency and appointed unelected boards to govern the schools.

Community members have filed civil rights lawsuits, including one by Southern Poverty Law Center alleging thousands of disabled children were denied access to schools and federally mandated services in violation of the Individuals with Disabilities Education Act. Moreover, there are charter schools in New Orleans with out-of-school suspension rates approximating 70 percent.

Charter school operators in New Orleans do not care about children — they care about making money. They do not want to serve children who are «expensive» or may compromise the business venture.

The plan developing in Nashville follows the New Orleans model.

In 2010, New Schools for New Orleans (NSNO), the city’s leading charter school incubator, received a $28 million federal grant to expand charters in New Orleans as well as Nashville and Memphis. NSNO worked with Louisiana’s RSD and Tennessee’s Achievement School District (ASD), designed after the RSD, to «scale» the model in urban areas beyond New Orleans.

Around this same time, Mayor Karl Dean and Director of Schools Jesse Register welcomed the newly formed Tennessee Charter School Incubator (TCSI). TCSI was led initially by Matt Candler, NSNO’s former CEO, and planned to launch 20 new charter schools in Nashville and Memphis within five years.

In 2012, NSNO published the report «New Orleans-Style Education Reform: A Guide for Cities» to disseminate advice on replicating New Orleans’ all-charter model. ASD superintendent Chris Barbic contributed insights to NSNO’s guide with TCSI’s Justin Testerman and Greg Thompson. Louisiana Sen. Mary Landrieu, NSNO’s ally, hosted a forum in Washington, D.C., on the guide. Landrieu co-chairs the Senate Public Charter School Caucus with Tennessee Sen. Lamar Alexander.

Register also signed the District-Charter Collaboration Compact, an agreement between traditional district schools and charter schools to work together. New Orleans is a key contributor to this Gates Foundation-supported collaboration.

Register’s open letter says education officials are «coming up with new ideas» to solve Nashville’s problems. The ideas are not new; they were incubated in New Orleans. The plan is not in «early stages of development»; charter school entrepreneurs have been laying groundwork for years. The task force formed and «big news» dropped before community input was invited. In New Orleans, schools were seized and chartered before communities returned to the city.

«Charter Schools, Race, and Urban Space: Where the Market Meets Grassroots Resistance» chronicles the injustices resulting from charter expansion in New Orleans. Citizens concerned about the future of Nashville’s public schools may find the book illuminating.

We need to address the root causes of struggling urban schools: ongoing state disinvestment in black and brown children. Privatizing public schools will never do this.

 

El link original es: http://www.tennessean.com/story/opinion/2014/10/01/east-nashville-following-new-orleans-lead-schools/16487057/

 

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Australia: equal pay for early childhood educators

Noticias

Fuente: megaphone.org.au / 5 de Mayo de 2016

TO: MALCOLM TURNBULL, PRIME MINISTER OF AUSTRALIA

We all know that the time for equal pay for early childhood educators is long overdue. It is outrageous that they earn one third less than those educating children just few years older.
A responsible government that values the future of every Australian would have already fixed this injustice.
We call on Malcolm Turnbull to commit to funding equal pay for educators in 2016.
If this Government believes in a fair go and equality it will fund pay that befits the essential role of early childhood educators.
It’s time to value the work of early childhood educators. It’s time for equal pay.

Why is this important?

I am an early childhood educator.
Every day I help shape the future chances and choices of every child I educate.
But today, on International Women’s Day, my colleagues and I did something quite different — and a little scary: we chained ourselves to Malcolm Turnbull’s office.
Why? I was born in 1968. One year later, a brave woman called Zelda D’Aprano shocked the nation by chaining herself to Melbourne’s Commonwealth Building to protest against women being paid substantially less than men.
That was almost 50 years ago, yet my colleagues and I are paid one third less than those educating children just a few years older – for one reason: 94 per cent of us are female.
I have been waiting my whole life to have my work valued the same as a man. Educators are fed up. We won’t die waiting for equal pay.
We want Malcolm Turnbull to fix this.
Please stand with us and tell him it’s time to value our work by funding wages that befits our essential and invaluable profession.

How it will be delivered

Educators will publicly deliver this petition to Prime Minister Turnbull.

Link original: https://www.megaphone.org.au/petitions/equal-pay-for-childcare-educators

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Paraguay: Llaman a un “pacto nacional” por el cambio en la educación

Noticias

Noticia/ 5 de mayo de 2015 / Por: La Nación

Tras 3 días de manifestaciones, el presidente de la ONG Juntos por la Educación, Raúl Gauto llamó a un “pacto nacional”, entre todos los miembros de la sociedad, empresarios, estudiantes y el gobierno. Habló de la necesidad de crear una comisión pública privada entre alumnos, intelectuales y referentes del sector para blindar los fondos que vayan para infraestructura y calidad.

“Es necesario acabar con la burocracia y avanzar en soluciones, el sistema educativo paraguayo necesita de que los actores se sienten a pensar en las urgencias pero se debe hacer hoy”, reclamó en diferentes entrevistas radiales.

En declaraciones a la 780 AM manifestó que este miércoles se reunieron junto con otras 20 organizaciones de la sociedad civil, ocasión en la que acordaron varios puntos. “Nos ponemos a disposición del Ministerio de Educación y de los jóvenes, de modo a ir atacando los obstáculos que se presentan en la educación”, precisó.

Gauto destacó el despertar de los jóvenes, quienes desde este martes se encuentran apostados en varias instituciones educativas exigiendo mejoras en la educación. Sin embargo, señaló que la forma en que están reclamando no es la más adecuada.

Respecto al cambio de ministra dijo que por su bien, ya debe dar un paso al costado, aunque con eso no se solucionarán todos los inconvenientes, ya que eso debe estar dentro de un plan de estado. Finalmente lamentó que los estudiante se estén cerrando al dialogo, pues sostuvo que esta es única vía que permitirá solucionar los inconvenientes.

 

 

Fuente: http://www.lanacion.com.py/2016/05/05/llaman-a-un-pacto-nacional-por-el-cambio-en-la-educacion/

Fotografía: Néstor Soto

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Brasil: Formação de Gênero e Educação destaca o necessário empoderamento das mulheres na sociedade

Noticias

Um abraço apertado, seguido da frase “Que bom que você veio, companheira. Contigo, eu ando melhor”. Foi assim que um grupo de aproximadamente 80 mulheres deu início, na manhã desta sexta-feira, dia 1º, a Formação em Gênero e Educação, organizada pelo Departamento de Gênero e Diversidade do CPERS. A iniciativa, realizada na sede do Sindicato, na capital, dá continuidade a programação do Dia da Mulher e aborda temas como saúde, sexualidade, políticas públicas, enfrentamento da violência, identidade de gênero e autonomia do corpo, entre outros assuntos que destacam os direitos das mulheres. A Formação continua neste sábado, a partir das 9 horas.
Ao iniciar a Formação, a diretora do Departamento de Gênero e Diversidade, Íris de Carvalho destacou que a iniciativa visa contribuir com a afirmação das mulheres primeiramente dentro da categoria e depois em outros espaços. “Em nossa categoria 87% são mulheres.  Por isso, a importância de nos fortalecermos. Esse será um espaço de compartilhamento e muito aprendizado”, observou.
Ao dar as boas-vindas as participantes, a vice-presidente do CPERS, Solange Carvalho, destacou as lutas diárias das mulheres por liberdade, respeito e direitos iguais. “Nós acreditamos que a Educação é uma ferramenta essencial na busca de transformações para o mundo. Nós, educadoras, temos um papel fundamental nas escolas para abordar questões como sexualidade, gênero e violência”, afirmou.

Conquistas, direitos e desafios
Na abertura dos debates, a professora e Mestre em Educação, Vanessa Gil, abordou o tema A luta das mulheres ao longo da história, onde o que prevalece é a cultura machista, o patriarcado e a desvalorização do trabalho das mulheres. “Nossos saberes não são valorizados. Somos educadas, o tempo todo, para apagar nossa história e aceitar uma cultura machista. Temos o importante papel de tentar mudar essa realidade a partir do que ensinamos aos nossos alunos”, ressaltou.
A secretária adjunta da Mulher Trabalhadora da CUT, Mara Feltes, falou sobre a organização das mulheres trabalhadoras na Central. “Nossa luta constante é para que dentro do ambiente de trabalho, e também fora dele, sejamos respeitadas e tenhamos igualdade, sem discriminação”, afirmou.
Fabiane Dutra, presidenta do Conselho Estadual dos Direitos da Mulher do RS, observou que todos os direitos das mulheres conquistados até hoje só foram possíveis através de muita luta. “Hoje estamos lutando para não perder o que já adquirimos. Como educadoras temos o dever de construir uma educação que não nos diferencie e discrimine”, alertou.
A professora e mestranda da Universidade Federal do Rio Grande do Sul – UFRGS, Paula Azevedo e a professora Leslie Campaner Toledo, abordaram o tema A Prática educativa nas escolas para promoção da igualdade. Paula compartilhou uma pesquisa feita pelo Ministério da Educação – MEC, a qual mostrou que o preconceito de gêneros, principalmente entre as meninas, é o maior dentro das escolas, ficando à frente até mesmo do racismo e da homofobia. “O grande desafio da educação é assimilar e procurar alternativas para romper o preconceito”, afirmou.
Outro assunto abordado pela professora foi o assédio sexual sofrido por meninas e mulheres. “As mulheres têm que entender que o assédio sexual não é um problema individual, mas coletivo. Quando entendermos isso nossa luta ganha força”, frisou.
Leslie ressaltou a importância da formação dos professores para abordar a igualdade de gêneros em sala de aula.  “Temos que estar abertos para a desconstrução desses preconceitos em sala de aula. O CPERS está de parabéns por nos proporcionar esse momento de formação. Agora, essas informações precisam chegar a todos os Núcleos do Sindicato”, declarou.

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