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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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Amplia defensa de la educación pública

América del Sur/Argentina/11 de octubre de 2016/Fuente: elancasti

El coordinador regional se pronunció en contra de la comercialización del sistema educativo en general.

El coordinador regional de la Internacional de la Educación para América Latina, Combertty Rodríguez García, visitó recientemente la Provincia en el marco del XII Congreso Político Pedagógico de la Confederación de Educadores Argentinos (CEA) y realizó un fuerte llamado a la defensa de la educación pública y se pronunció contra la «comercialización de la educación”.

Sostuvo que «en la medida en la que no tengamos educadores con la suficiente formación, por supuesto que esto lo van a capitalizar los medios de comunicación social o el imaginario social, que los educadores de la pública no sirven, no funcionan y que entonces hay que abrirle paso a la privada”.

Consideró que «eso es parte de la estrategia en diferentes países en América Latina. Parte de la oferta que hace la privada es en formación profesional. En un estudio que hicimos en Perú, en la década pasada crearon 400 centros de formación profesional en Lima, porque es en zonas urbanas donde se abren, no se crean en cualquier lugar sino en lugares donde hay personas porque tiene que dar rentabilidad, es la lógica empresarial; pero solo ahí se creó esa cantidad y entonces luego a los educadores que salen de ahí los ponen a disputar con los públicos, y allí tenemos toda la lógica de los educadores taxis, de los educadores que tienen que atender en varios centros educativos, una horita por acá, otra por allá. Todo eso es parte del deterioro de lo público que para lo único que se plantea es para llegar a decir que la pública no sirve y la única que sí es la privada”.

Combertty Rodríguez García comentó que la Internacional de la Educación en sus últimos congresos tiene instalada una campaña mundial frente a la privatización y al comercio educativo precisamente por la situación de crecimiento y lucro de la educación.

«Hay una cosa que hay que tener clara y es que los empresarios se dieron cuenta de que había una veta para el comercio; ellos se dicen emprendedores y dentro de ese emprendedurismo se dieron cuenta de que dentro del comercio mundial había una gran posibilidad. Los principales objetivos del proyecto de defensa de la educación pública son presionar a gobiernos y organizaciones internacionales para que asuman su responsabilidad de garantizar una educación pública de calidad integral, socialmente referenciada”, sentenció.

INVESTIGAR

Combertty Rodríguez destacó la importancia de que los gobiernos puedan realizar investigaciones que permitan diseñar políticas educativas y conocer plenamente la realidad del sector.

Fuente: http://www.elancasti.com.ar/info-gral/2016/10/10/amplia-defensa-educacion-publica-313596.html

Imagen: www.elancasti.com.ar/u/fotografias/m/2016/10/9/f300x0-85466_85484_16.jpg

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La Educación Pública, un pilar de nuestra democracia que se ve amenazado por los recortes presupuestarios

Por: José Ramírez Aguilar

Cada año, al discutirse el Presupuesto Nacional, se levantan las voces dentro y fuera de la Asamblea Legislativa, pidiendo recortes en los fondos para educación. Pese a que no hay fundamento legal, se insiste en esto, sin importar las serias consecuencias sociales que tiene para nuestro desigual país.

La educación pública tiene en Costa Rica profundas raíces en la construcción de la identidad nacional, desde 1823 se estableció la obligación del Gobierno de velar por el fomento de la Instrucción pública

Bajo la Administración del doctor José María Castro Madriz, la Constitución de 1847 mantuvo el capítulo sobre la educación y estableció, por primera vez, la instrucción pública de hombres y mujeres en todo el país y se declaró la gratuidad de las escuelas de primeras letras.

La última reforma constitucional para fortalecer la educación pública es del 2011, cuando la Ley 8954 modificó el artículo 78 de la Constitución, indicando que “En la educación estatal, incluida la superior, el gasto público no será inferior al 8% del Producto Interno Bruto”.

En ese sentido, hay logros recientes de nuestro sistema educativo público que es importante recordar:

1. De acuerdo al Vigésimo Primer Informe del Estado de la Nación, la escolaridad promedio de las personas de 18 a 64 años pasó de 7,2 años en 1990 a 9,3 años en el 2014.

2. En lo que respecta a secundaria, el Quinto Informe del Estado de la Educación destaca que disminuyó la exclusión educativa, ya que en el tercer ciclo y en la educación diversificada, la exclusión tradicional pasó de 10,2% a 8,7% entre 2010 y 2014.

3. A su vez, según el Vigésimo Primer Informe del Estadio de la Nación, a mayor porcentaje de docentes graduados de universidades públicas, mayor es la probabilidad de que el colegio alcance la categoría de sobresaliente. Cuando esa proporción es del 25%, las probabilidades de 0,32, pero cuando tres cuartas partes del profesorado proceden de universidades estatales la cifra asciende a 0,48.

4. En las universidades estatales, de acuerdo con datos de Conare, los cupos de admisión para estudiantes de primer ingreso han tenido una tasa de crecimiento de 15,9% (es decir, ha pasado de 12.922 cupos a 14.972 cupos), el número de investigadores activos ha tenido una tasa de crecimiento de 35,8% (es decir, ha pasado de 1.663 a 2.258) y el número de proyectos de investigación se ha incrementado en un 58,5% (es decir, ha pasado de 1.243 a 1.970).

Pese a los innumerables logros que tiene nuestro sistema educativo, con el fin de recortar la educación pública, los neoliberales insisten en asegurar que los colegios públicos son deficientes en comparación con los colegios privados.

Sin duda alguna, nuestro sistema educativo público es imperfecto y tiene deficiencias que resolver, pero no podemos analizarlo como si se encontrara exento de las consecuencias de la creciente desigualdad socioeconómica en Costa Rica.

De acuerdo con el Quinto Informe del Estado de Educación, la baja educación y la probabilidad de condición de pobreza están relacionadas. En particular, destaca que los hogares con menor nivel educativo muestran mayor incidencia de pobreza.

El informe señala que cuando dos estudiantes, de colegio público y de colegio privado, se encuentran en condiciones socioeconómicas parecidas, ambos logran puntajes similares en las pruebas PISA (Programa para la Evaluación Internacional de Estudiantes), por que las potenciales diferencias entre ambos no radican exclusivamente en el colegio (si es público o privado) sino en sus propias realidades individuales.

No debilitemos más uno de los pilares de la democracia y del avance social en Costa Rica. Mejoremos la calidad y cobertura de nuestras escuelas, colegios y universidades públicas. La educación estatal no debe ser debilitada bajo ningún motivo y el Frente Amplio combatirá de manera inclaudicable cualquier recorte al presupuesto del sistema educativo público.

Fuente: https://www.diarioextra.com/Noticia/detalle/311137/la-educacion-publica,-un-pilar-de-nuestra-democracia-que-se-ve-amenazado-por-los-recortes-presupuest

Imagen: http://educarconlossentidos.blogspot.com/2012/01/apoyo-la-educacion-publica.html

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África: Free tertiary education needs funding from public sources

África/Sudáfrica/Octubre de 2016/Autor: Ernest Mabuza/Fuente: Times Live

RESUMEN: La educación terciaria libre no sería realmente libre porque una importante financiación tendría que provenir de fuentes públicas. Sin embargo, Sudáfrica se enfrentó a una serie de retos para hacer realidad este sueño, en comparación con los países que no cobran ninguna tasa de matrícula, según ha encontrado un informe de KPMG sobre los desafíos económicos para acceder a la educación terciaria y proporcionar educación gratuita en Sudáfrica. El estudio, titulado «La economía de la #FeesMustFall» miró a Brasil, Dinamarca, Estonia, Finlandia, Francia, Alemania, Malta, México, Noruega, Eslovaquia, Eslovenia, Suecia y Turquía. El PIB de Sudáfrica nivel per cápita en términos de dólares americanos ($ 5.844) – es un indicador de la riqueza relativa de los ciudadanos de un país – es sólo una quinta parte del promedio del grupo ($ 30.805) y el más bajo entre los países que proporcionan  educación terciaria gratis.

Free tertiary education would not really be free because significant funding would need to come from public sources.

However‚ South Africa faced a number of challenges to realise this dream when compared to countries which do not charge any tuition fees‚ or only charged administration fees‚ a report by KPMG on the economic challenges to accessing tertiary education and providing tuition-free education in South Africa has found.

The study‚ titled “The economics of #FeesMustFall” looked at Brazil‚ Denmark‚ Estonia‚ Finland‚ France‚ Germany‚ Malta‚ Mexico‚ Norway‚ Slovakia‚ Slovenia‚ Sweden and Turkey.

“South Africa’s GDP per capita level in US dollar terms ($5‚844) – an indicator of the relative wealth of a country’s citizens – is only a fifth of the group’s average ($30‚805) and the lowest amongst the countries which provide free tertiary education.”

Countries which do not charge tuition such as Denmark (GDP per capita $52‚214) Finland ($42‚807) and Norway ($72‚441) had a higher GDP per capita than South Africa.

“At the same time‚ South Africa’s top personal income tax rate (41%) is already on par with the group average (41.2%)‚ suggesting that higher personal tax rates to fund free tertiary education might not be feasible.

“At the same time‚ South Africa is struggling with higher levels of inequality‚ poverty and unemployment than the other countries in the group.”

The comparison found that countries such as Denmark (6.6%)‚ Brazil (6.8%)‚ Mexico (5.1%)‚ Sweden (8%) had a lower unemployment rate compared to South Africa at 25.1%.

The study also found that government expenditure on education as a percentage of total government expenditure (19.1%) was high in South Africa compared to the other countries (13.8%).

It found that a relatively high share (12.2%) of government money spent on education was channelled to tertiary education‚ though this serviced a relatively low number of students given that South Africa’s tertiary enrolment rate (19.2%) was significantly below the group average (63.6%).

“This raises questions over the quality of the tertiary education system and the efficiency of expenditure.”

All is not lost‚ however.

KPMG said in the 2015/2016 fiscal year‚ South Africa trained around 15‚000 artisans but also attracted thousands of similarly qualified workers from abroad as a result of the continued lack of artisan skills.

KMPG said this emphasised the opportunity of using artisan and vocational training initiatives as an alternative form of higher education.

KPMG said a complimentary aspect to formal tertiary education was to invest in on-the-job training initiatives.

South Africa ranked 19th globally regarding the quality‚ availability and uptake of on-the-job training programmes.

“To place this into context‚ South Africa ranks higher than tuition-free countries such as Brazil‚ Malta‚ Mexico‚ Slovenia‚ Slovakia and Turkey in its on-the-job training ranking.

“South Africa’s strong ranking points to the private sector being directly involved in augmenting the training provided by the tertiary sector.”

The study said for tertiary institutions‚ a key question was how to increase funding outside the sphere of state financing and tuition fees.

It said options included encouraging private sector to share funding costs; using technology to improve access and getting communities involved to reduce indirect costs like transport and accommodation.

Fuente: http://www.timeslive.co.za/local/2016/10/08/Free-tertiary-education-needs-funding-from-public-sources-KPMG

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Brasil: Secundaristas ocupam 62 escolas públicas contra a reforma de Temer

América del Sur/Brasil/Octubre de 2016/Autor: Cida de Oliveira/Fuente: Rede Brasil Atual

RESUMEN: Los estudiantes de secundaria de Paraná, Minas Gerais, Rio Grande do Sul, Goiás, Distrito Federal, Mato Grosso, Sao Paulo y Rio Grande do Norte ocupan un total de 62 escuelas estatales y federales en contra de la Medida Provisional (MP) 746 de reforma de la escuela secundaria. Hasta el jueves eran 34. Los datos se han actualizado hoy (8) por la Unión Brasileña de Estudiantes Secundarios (UBE). Ayer por la noche (7) de la Escuela del Estado Caetano de Campos fue ocupada en el centro de Sao Paulo. Escrito por el Ministerio de Educación (MEC), el MP anunció en el último día 22, que exime a la enseñanza de la Filosofía, Sociología, Artes y Educación Física, haciéndolos optativas.

Estudantes secundaristas do Paraná, Minas Gerais, Rio Grande do Sul, Goiás, Distrito Federal, Mato Grosso, São Paulo e Rio Grande do Norte ocupam um total de 62 escolas estaduais e federais contra a Medida Provisória (MP) 746 que reforma o Ensino Médio. Até quinta-feira eram 34. Os dados foram atualizados hoje (8) pela União Brasileira dos Estudantes Secundaristas (Ubes). Na noite de ontem (7) foi ocupada a Escola Estadual Caetano de Campos, no centro da capital paulista.

De autoria do Ministério da Educação (MEC), a MP anunciada no último dia 22, desobriga o ensino de Filosofia, Sociologia, Artes e Educação Física, tornando-as matérias optativas. Além disso, fragmenta o ensino, permitindo que os estudantes, optem por disciplinas do núcleo comum ou técnico-profissionalizantes.

Para estudantes, professores e movimentos em defesa da educação nacional pública e de qualidade, a MP dialoga com outras medidas do governo Temer em andamento no Congresso, como a PEC 241, que congela investimentos da União, afetando saúde e educação. E também com outras propostas conservadoras, como a da Escola sem Partido, que busca abolir o debate dentro da escola.

É por todas essas razões, conforme estudantes do campus Zona Norte do Instituto Federal do Rio Grande do Norte, na capital Natal, que o prédio está ocupado desde a noite do último dia 28, após deliberação por toda a assembleia. A ocupação simbólica, que não enfrentou resistência da gestão, consiste no pernoite de cerca de 30 estudantes em uma das salas. A administração continua funcionando normalmente, assim como as aulas continuam sendo ministradas.

O que muda, segundo o aluno do período do curso integrado de eletrônica, Junior Miranda, de 17 anos, é que os professores liberam as turmas para participação dos debates que estão sendo promovidos. E que a escola está aberta para toda a comunidade.

«Temos feito debate para esclarecer sobre os projetos em andamento, como a PEC 241, que afeta o ensino. São informações que a população não recebe, que não entende. Temos visto pessoas com graduação, que ainda não haviam entendido o conteúdo dessas medidas», conta o estudante.

Júnior conta que normalmente passa o dia todo e parte da noite na escola, estudando e participando de outras atividades. «O campus tem dez anos e vem dessa ampliação do governo Lula. Antes não tínhamos escolas como essa, que mudou a vida da comunidade e valorizou o bairro, que ganhou importância. Temos colegas aqui que já participaram de mostras estudantis em Portugal, França, Romênia, para apresentar os projetos que desenvolveram aqui. Muitos alunos têm bolsa de iniciação científica e ajuda para o transporte e alimentação. Se não fosse a escola, como seria a vida desses estudantes?», questiona.

Conforme o secundarista, o orçamento para o ano que vem é menor que o aplicado em 2014, quando havia menos alunos que atualmente. «Como manter a escola funcionando em manter o auxílio-permanência a esses alunos que necessitam? A demanda é grande mas a escola é a salvação para os estudantes, o ensino é libertador, muda as realidades. É para melhorar a qualidade da educação pública que estamos ocupando. Não podemos permitir que nos tirem essa conquista», diz. «A palavra de ordem é: se a PEC passar, o país vai parar. E vai. A luta é para manter e ampliar direitos».

Fuente: http://www.redebrasilatual.com.br/educacao/2016/10/contra-a-reforma-do-ensino-de-temer-56-colegios-publicos-estao-ocupados-7957.html

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Brasil: Estudantes que ocuparam escolas têm desempenho acima da média

América del Sur / Brasil / 09 de octubre de 2016 / Por: Fabricio Pena

Os estudantes secundaristas que foram vanguarda das ocupações de escolas no ano passado no estado de São Paulo, na luta contra o ataque a educação pública promovido pelo governo Geraldo Alckmin (PSDB), tiveram desempenho acima da média nacional na prova do Enem.

Duas das escolas estaduais que foram vanguarda das ocupações, Fernão Dias e Diadema, alcançaram nota acima de 500 na prova. Com uma alta taxa de participação, muitos dos secundaristas que protagonizaram a luta contra o ataque ao direito de toda a juventude poder estudar, deram novamente o exemplo.

Entretanto, as notas no Enem são apenas um elemento, não mostram toda a qualidade que foi o processo de luta que juventude passou. Desde a organização de todos os setores da escola à resistência contra a repressão policial, mostraram um modelo de educação que vai além dos resultados em provas. O exame ocorreu poucas semana antes da primeira ocupação, o que é mais uma prova de quem são os inimigos da educação. Mesmo com a educação pública sucateada, o governo do PSDB buscava atacar o pouco que a juventude tinha acesso.

O governador do PSDB que ameaçava fechar 94 escolas com o objetivo de demitir professores e funcionários, cortar gastos do estado com a educação e abrir portas para a privatização, foi vencido pela força da mobilização estudantil que eletrizou o estado. A luta serviu de exemplo para milhares de estudantes de todo o país, culminando numa onde de ocupações em defesa da educação de norte a sul. “A escola é nossa” é o marco da luta por um direito básico que é o acesso universal a educação.

Hoje os ataques a educação pública ainda estão na ordem do dia, com ataques pautados pelo governo golpista, como a PEC 241 e a reforma do ensino médio. No estado do Paraná já passam de 42 escolas ocupadas contra mais este ataque a educação pública.

Fuente: http://esquerdadiario.com.br/Estudantes-que-ocuparam-escolas-tem-desempenho-acima-da-media

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Sudáfrica: Student leaders vow to continue tuition fee protests

África/Sudáfrica/Octubre de 2016/Autor: Jason Burke/Fuente: The Guardian

RESUMEN: Los líderes estudiantiles en Sudáfrica se han comprometido a continuar con las protestas en contra de los derechos de matrícula ya que el país se prepara para más violencia en los campus. Las universidades suspendieron las clases esta semana después de que las manifestaciones se tornaron violentas, con granadas de aturdimiento, policías que disparaban balas de goma y gases lacrimógenos a los estudiantes que arrojaban piedras. Las protestas se produjeron después el gobierno de Jacob Zuma quien dijo que no podía permitirse el lujo de  educación gratuita para todos, sin embargo seguiría prestando asistencia en los costos universitarios para los estudiantes más pobres. La Universidad de Witwatersrand (Wits) en Johannesburgo tenía la esperanza de volver a abrir el lunes después de que  la policía se enfrentó a principios de esta semana con los manifestantes estudiantiles en el campus.

Student leaders in South Africa have pledged to continue protests against tuition fees as the country braces for further campus violence.

Universities suspended classes this week after demonstrations turned violent, with police firing stun grenades, rubber bullets and teargas at stone-throwing students.

The protests came after Jacob Zuma’s government said it could not afford free education for all, though it would continue providing assistance for university costs for the poorest students.

The University of the Witwatersrand (Wits) in Johannesburg had hoped to reopen on Monday after police clashed earlier this week with student demonstrators on the campus. Classes are now unlikely to resume.

An extraordinary general assembly at the 120-year old-university, called in the hope of reaching agreement, was cancelled on Friday because “no consensus” existed, as well as for security reasons.
Analysis South Africa’s student protests have lessons for all universities
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Leaders of the student protesters said on Friday they had hoped to convince the university authorities to back their campaign to force the government to increase subsidies to further education, and had no choice but to continue the campaign. “We wanted to get the university to join us. But if we stop now it means we go back to classes having won nothing,” said Thalo Mokoena, of the Student Representative Council.

Protests have hit more than half of South Africa’s universities in recent weeks. Though most have been peaceful, there have been frequent clashes with security guards and police. Several buildings were set alight at the University of Cape Town while at the University of KwaZulu-Natal last month a library was burned.

Last year a campaign to force the government to bring down the cost of university education led to a freeze in the level of fees. This year the ministry of education has said individual universities could impose a rise of up to 8%, slightly more than the rate of annual inflation in South Africa.

Universities say they cannot make further concessions as last year’s fee freeze has put their finances under great strain. Undergraduate tuition fees at Wits, which is one of South Africa’s most expensive universities, are as high as 60,000 rand (£3,500) a year depending on the course. Accommodation, textbooks and transport are also expensive.

Such costs make further education beyond the means of many black students, who are around four times less likely to go to university than their white counterparts. Even fewer graduate.

“It’s normal for maybe a third to drop out, just because they can’t afford it. We paid our fees. But what about those who can’t?” said Tshikhudo Milalo, 21, an engineering student from Limpopo province.

Universities have become the focus of anger about broader inequalities that endure in South Africa more than two decades after the end of apartheid. South Africa remains one of the most unequal societies in the world, with new research showing 10% of the population owning at least 90–95% of all assets.

“The aftermath of apartheid has not been sufficiently dealt with. You are allowed to go around but economic marginalisation hasn’t changed much and opportunity certainly isn’t equal. It’s no way as bad as it was but there are parallels with back then,” said Mokoena, 22.
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Commentators described the protests as “the moment of rupture, the noisy (if inevitable) breach of the South African democratic project,” comparing them to the 1968 student movements in France, or the Vietnam protests in the US.

At a meeting at Wits on Friday, student leaders pledged to continue what they called a “generational struggle” for justice. The movement, which observers say is less organised than last year’s, has highlighted a fundamental difference between young “born frees” who cannot remember life under the repressive racist apartheid system, which collapsed in the early 1990s, and their parents. “Our parents don’t understand … but they have been brainwashed,” said Rose, a 19-year-old student who did not want to give her full name for fear of repercussions from university authorities.

The row has also exposed a growing gap between young activists of the ruling African National Congress, and the elected officials of the party, famous for its role in the struggle to overthrow apartheid.

Gwede Mantashe, ANC secretary general, recently said he would shut the universities to teach protesters a lesson. “I’m not the minister of education [but] if I was, my first reaction would be to close [the universities]. For 16 months. And open them after six months, and close the residences for six months. After a year, people will know higher education will be important for their future,” he told reporters last month.

Other government officials have said education subsidies should not come at the expense of other sectors such as health and housing.

Many students do not support the protests, and very few support violence. A controversial SMS poll of students at Wits last week found that 77% of students who responded wanted the university to reopen.

Fuente: https://www.theguardian.com/world/2016/oct/07/south-africa-tuition-fee-protests-student-leaders-universities

 

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