Derecho a la Educación

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Argentina: Nueva marcha por el Boleto Educativo Gratuito en La Plata

Noticias

Fuente: Alternativa Docente / 4 de julio de 2016

La ley 14.735 de Boleto Educativo Gratuito fue aprobada por unanimidad de ambas cámaras de la Legislatura bonaerense el 1º de julio de 2015. Pero a un año de su aprobación, continúa sin estar vigente. Por eso este viernes 1º de julio se realizó una jornada provincial de lucha. Hubo movilizaciones simultáneas en La Plata, Ciudad de Buenos Aires, Mar del Plata y Junín. En la capital bonaerense, estudiantes universitarios, terciarios y secundarios volvieron a marchar hasta la gobernación, acompañados por ATE y la Federación Nacional Docente, FND-CTA Autónoma para exigir la inmediata implementación del Boleto Educativo Provincial. Entre sus oradores, Francisco Torres, Sec. Gremial de la Federación Docente, reclamó la implementación de esta ley y que el boleto gratuito sea extensivo a docentes y auxiliares. 

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Concluye en Cuba encuentro internacional de educación especial

Noticias

Cento América  /Cuba/Junio de 2016/Noticias Internacionales/ http://prensa-latina.cu

La Habana, 30 jun (PL) El VII congreso internacional de Educación y Pedagogía Especial y el IV simposio de Educación Primaria concluyeron hoy aquí con el compromiso de los participantes de aunar esfuerzos y voluntades para una educación cada vez más inclusiva.

  • La familia, esencial en educación de niños con necesidades especiales

En la declaración final de ambos eventos, los directivos, docentes y familiares de niños con necesidades educativas especiales, reunidos desde el lunes en el capitalino Palacio de las Convenciones, abogaron por que las propuestas formativas se ajusten siempre a las necesidades de cada infante, y no a la inversa.

Solo así, reconociendo que la diferencia es la norma en una cultura de la diversidad, en la que todos cuentan, contribuiremos a que las personas en condiciones de discapacidad aprendan a hacer y ser en la sociedad, sostuvieron.

Precisamente, diversidad e inclusión fueron los temas cardinales durante los cónclaves, en los que participaron cerca de 250 delegados de 14 países.

En el acto de clausura, al que asistió la ministra cubana de Educación, Ena Elsa Velázquez, los organizadores destacaron que las cuatro jornadas del encuentro no solo fomentaron el debate e intercambio científico, sino que también facilitaron el compartir buenas prácticas y experiencias inclusivas.

Dedicadas al aniversario 55 de la educación especial en la mayor de las Antillas y al cumpleaños 90 del líder histórico de la Revolución cubana, Fidel castro, las citas permitieron además dialogar en torno a la preparación de los recursos humanos para la educación especial y su desempeño profesional.

Asimismo, fueron temas de discusión la formación laboral de los niños con necesidades educativas especiales, la organización escolar, el rol de la familia en el proceso educativo, y el empleo de la tecnología.

may/jgm

 

Fuente:http://prensa-latina.cu/index.php?option=com_content&task=view&idioma=1&id=5024171&Itemid=1

Fuente: http://prensa-latina.cu/images/stories/Fotos/2016/junio/30/congreso-educacion.jpg

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EEUU: Rauner is driving faculty, students from Illinois

Noticias

Fuente: chicagosuntimes.com / 4 de julio de 2016

A recent op-ed in the New York Times  [“Higher Education in Illinois is Dying,” June 3] has brought national attention to the shameful budget stalemate in Illinois, and its resulting devastation of our public universities.

By failing to secure a budget, Gov. Bruce Rauner has created a climate in which faculty and students alike have begun to flee, taking their talents and tuition dollars out of state. Springfield may think that our universities can sustain massive cuts to their operating budgets without lasting impact. As faculty at Illinois’ public universities, we come together here to say that they are wrong.

Education is the engine of economic growth in our state. The rapid decline in revenues that Illinois continues to experience will only worsen with disinvestment in the knowledge and skills of its citizens. All public servants, whether employed at the university or in state government, have a responsibility to fulfill. We cannot fulfill ours unless you fulfill yours. However we arrived at the current economic crisis, it cannot be bettered when compromise is only viewed as failure, and when precious state resources are used to further a political agenda. Inaction is not benign. The Illinois government is making a conscious decision that its public universities, the culmination of 150 years of state, federal, community, and private effort and investment, are expendable. This is unacceptable.

Article X of our state Constitution sets “the educational development of all persons” as a goal, promises “to provide for an efficient system of high quality educational institutions and services,” and assigns the state “the primary responsibility for financing the system of public education.” An engaged citizenry is the bedrock of democracy, and access to excellent and affordable public education is a civil right. Time is running out to ensure it.

Dana Rabin, LAS, University of Illinois at Urbana-Champaign
Catherine Prendergast, LAS, University of Illinois at Urbana-Champaign
Christopher Breu, CAS Illinois State University
Joyce Walker, CAS Illinois State University
Matt Felumlee, Department of English, Heartland Community College
Kerry O. Ferris, CLAS, Northern Illinois University
J.M. van der Laan, CAS, Illinois State University
Gary Weilbacher, CLAS, Illinois State University
Peter Ping Liu, School of Technology, Eastern Illinois University
Brian R. Horn, College of Education, Illinois State University
Claudia Janssen Danyi, College of Arts and Humanities, Eastern Illinois University
Susan Kalter, CAS, Illinois State University
Rebecca Saunders, CAS, Illinois State University
Amy Robillard, CAS, Illinois State University
James J. Pancrazio, CAS Illinois State University
Christopher C. De Santis, CAS, Illinois State University
Michael Day, CLAS, Northern Illinois University
Joe Amato, CAS, Illinois State University
Tania Ionin, LAS, University of Illinois at Urbana-Champaign
James Hye Suk Yoon, LAS, University of Illinois at Urbana-Champaign
Amy Rosenstein, College of Ed and Professional Studies, Eastern Illinois University
Ann Haugo, School of Theatre and Dance, Illinois State University
Deborah Wittman, College of Ed, Illinois State University
Sarah Hochstetler, CAS, Illinois State University
William Thomas McBride, CAS, Illinois State University
Jill Hallett, College of Education, University of Illinois at Chicago
Christina M. Borders, College of Education, Illinois State University
Phillip Eubanks, CLAS, Northern Illinois University
Olaya Landa-Vialard, College of Ed, Illinois State University
Lennard Davis, College of Medicine, University of Illinois at Chicago
Juliet Lynd, LAS, Illinois State University
Caroline Mallory, Mennonite College of Nursing, Illinois State University
E. Paula Crowley, College of Education, Illinois State University
Lea Cline, School of Art, Illinois State University
Jeff Rients, CAS, Illinois State University
Susan A Hildebrandt, CAS, Illinois State University
Rachel Shively, CAS, Illinois State University
Rick Hallett, CAS, Northeastern Illinois University
Russell Zanca, CAS, Northeastern Illinois University
Kathleen Renk, CLAS, Northern Illinois University
Diana Swanson, CLAS, Northern Illinois University
Richard Cameron, LAS, University of Illinois at Chicago
Marjorie Worthington, College of Arts and Humanities, Eastern Illinois University
Christine McCormick, College of Sciences, Eastern Illinois University
Robert Zordani, College of Arts and Humanities, Eastern Illinois University
Renee King, College of Arts and Humanities, Eastern Illinois University
Steve Brantley, Library, Eastern Illinois University
Angela Glaros, College of Sciences, Eastern Illinois University
Timothy N. Taylor, College of Arts and Humanities, Eastern Illinois University
Rena Shifflet, School of Teaching and Learning, Illinois State University.
Gabrielle M. Toth, Library Information Services, University of Illinois at Chicago
Diane Burns, College of Sciences, Eastern Illinois University
Jeannie Ludlow, College of Arts and Humanities, Eastern Illinois University
Edmund F. Wehrle, College of Arts and Humanities, Eastern Illinois University
Jennifer L. Stringfellow, College of Ed and Prof. Studies, Eastern Illinois University
Leila Porter, LAS, Northern Illinois University
Charles R. Foy, College of Arts and Humanities, Eastern Illinois University
Ann Brownson, Ballenger Teachers Center, Eastern Illinois University
Gary E. Aylesworth, College of Arts and Humanities, Eastern Illinois University
Marina Terkourafi, LAS, University of Illinois at Urbana-Champaign
Rosemary Buck, College of Arts and Humanities, Eastern Illinois University
Sonia Kline, College of Education, Illinois State University
Peter Andrews, College of Sciences, Eastern Illinois University
Robin L. Murray, College of Arts and Humanities, Eastern Illinois University
Ralph Cintron, LAS, University of Illinois at Chicago
Maria T. Pao, College of Arts and Sciences, Illinois State University
Gary Justis, College of Fine Arts, Illinois State University
Edward O. Stewart, College of Fine Arts, Illinois State University
Issam Nassar, College of Arts and Sciences, Illinois State University
Fern Kory, College of Arts and Humanities, Eastern Illinois University
Peter Hesterman, College of Arts and Sciences, Illinois State University
Marjorie Moretz Stinespring, College of Arts and Sciences, Chicago State University
Leroy Bryant, College of Arts and Sciences, Chicago State University
Carol Jean Dudley, College of Arts and Humanities, Eastern Illinois University
Jamie V. Ryan, College of Arts and Humanities, Eastern Illinois University
Jason Reblando, College of Fine Arts, Illinois State University
Ann Kuzdale, College of Arts and Sciences, Chicago State University
Shaila Christofferson, College of Arts and Sciences, Chicago State University
Fiona Ngo, LAS, University of Illinois at Urbana-Champaign
Mukti Upadhyay, College of Sciences, Eastern Illinois University
Michael Leddy, College of Arts and Humanities, Eastern Illinois University
Lee E. Patterson, College of Arts and Humanities, Eastern Illinois University
Steven E. Rowe, College of Arts and Sciences, Chicago State University
Kelly Harris, College of Arts and Sciences, Chicago State University
Iryce Baron, LAS, University of Illinois at Urbana-Champaign
Dennis Baron, LAS, University of Illinois at Urbana-Champaign
Eric Bollinger, College of Sciences, Eastern Illinois University
Amalia Pallares, LAS, University of Illinois at Chicago
Bill O’Donnell, College of Fine Arts, Illinois State University
Andreas Fischer, College of Fine Arts, Illinois State University
Scott Balcerzak, LAS, Northern Illinois University
Marcia Buell, College of Arts and Sciences, Northeastern Illinois University
Christina Bueno, College of Arts and Sciences, Northeastern Illinois University
Maureen Kelty, Daniel L Goodwin College of Education, Northeastern Illinois University
Brandon P. Bisbey, College of Arts and Sciences, Northeastern Illinois University
Lisa Wallis, Library, Northeastern Illinois University
Melanie Bujan, College of Arts and Sciences, Northeastern Illinois University
Lou Bohr, Daniel L Goodwin College of Education, Northeastern Illinois University
Alison Dover, Daniel L Goodwin College of Education, Northeastern Illinois University
Cyndi Moran, Professor, College of Arts and Sciences, Northeastern Illinois University
James Ball, Daniel L Goodwin, College of Education, Northeastern Illinois University
Kristin Carlson, College of Fine Arts, Illinois State University
Janet Halpin, College of Arts and Sciences, Chicago State University
James M. Skibo, College of Arts and Sciences, Illinois State University
Eric L. Peters, College of Arts and Sciences, Chicago State University
Katie Lewandowski, College of Sciences, Eastern Illinois University
James Stanlaw, College of Arts and Sciences, Illinois State University
Xóchitl Bada, LAS, University of Illinois at Chicago
Maria de los Angeles Torres, LAS, University of Illinois at Chicago
Richard Sullivan, College of Arts and Sciences, Illinois State University
Elizabeth A. Skinner, College of Education, Illinois State University
Eastern Illinois University, College of Arts and Sciences, Illinois State University
Grant C. Sterling, College of Arts and Humanities, Eastern Illinois University
Michael D. Gillespie, College of Sciences, Eastern Illinois University
Lauren M. Lowell, College of Fine Arts, Illinois State University
Víctor Alejandro Sorell, College of Arts and Sciences, Illinois State University
Therese Quinn, Architecture, Design, and the Arts, University of Illinois at Chicago
Cedric Johnson, LAS, University of Illinois at Chicago
Aleeca Bell, Nursing, University of Illinois at Chicago
Robert Johnston, LAS, University of Illinois at Chicago
Barbara DiEugenio, College of Engineering, University of Illinois at Chicago
John Abbott, LAS, University of Illinois at Chicago
Janet Smith, Urban Planning and Public Affairs, University of Illinois at Chicago
Joan Kennelly, College of Public Health, University of Illinois at Chicago
Aaron Krall, LAS, University of Illinois at Chicago
Laurie Quinn, Nursing, University of Illinois at Chicago
James Drown, LAS, University of Illinois at Chicago
Blake Simpson, Architecture, Design, and the Arts, University of Illinois at Chicago
Anthony Simon Laden, LAS, University of Illinois at Chicago
Laurie Schaffner, LAS, University of Illinois at Chicago
Paul Preissner, Architecture, Design, and the Arts, University of Illinois at Chicago
John Betancur, Urban Planning and Public Affairs
Jeffrey Sklansky, LAS, University of Illinois at Chicago
John D’Emilio, LAS, University of Illinois at Chicago
Marina Mogilner, LAS, University of Illinois at Chicago
Nicole Jordan, LAS, University of Illinois at Chicago
Laura Hostetler, LAS, University of Illinois at Chicago
Mark Liechty, LAS, University of Illinois at Chicago
Susan Hughes, Public Health, University of Illinois at Chicago
Susan Altfeld, Public Health, University of Illinois at Chicago
Joe Persky, LAS, University of Illinois at Chicago
John A. Jones, LAS, University of Illinois at Chicago
Renato Barahona, LAS, University of Illinois at Chicago
Jennifer Brier, LAS, University of Illinois at Chicago
Richard Levy, LAS, University of Illinois at Chicago
Kevin Schultz, LAS, University of Illinois at Chicago
Joseph Tabbi, LAS, University of Illinois at Chicago
Julie Peters, LAS, University of Illinois at Chicago
Rachel Weber, Urban Planning and Public Affairs, University of Illinois at Chicago
Jim Hansen, LAS, University of Illinois at Urbana-Champaign
Liv Stone, College of Arts and Sciences, Illinois State University
Frank McCormick, College of Arts and Humanities, Eastern Illinois University
Robert Zordani, College of Arts and Humanities, Eastern Illinois University
Joel Palka, LAS, University of Illinois at Chicago
Timothy Bell, College of Arts and Sciences, Chicago State University
Robert E. Bionaz, College of Arts and Sciences, Chicago State University
Melissa Ames, College of Arts and Humanities, Eastern Illinois University
Lucinda Berry, College of Arts and Humanities, Eastern Illinois University
John H. Bickford III, College of Ed and Prof. Studies, Eastern Illinois University
Deborah Olbert, College of Education, Eastern Illinois University
Valerie Garver, CLAS, Northern Illinois University
Erik Zdansky, College of Arts and Sciences, Illinois State University
Jennifer Slate, College of Arts and Sciences, Northeastern Illinois University
Thomas P. Crumpler, College of Education, Illinois State University
Maria Schmeeckle, College of Arts and Sciences, Illinois State University
Debra A. Reid, College of Arts and Humanities, Eastern Illinois University
Nobuko Adachi, College of Arts and Sciences, Illinois State University
Lisa Lee, Architecture, Design, and the Arts, University of Illinois at Chicago
Yann Robert, LAS, University of Illinois at Chicago
Barbara Ransby, LAS, University of Illinois at Chicago
Hannah Higgins, Architecture, Design, and the Arts, University of Illinois at Chicago
Michael Scott, Engineering, University of Illinois at Chicago
Judith Gardiner, LAS, University of Illinois at Chicago
Geraldine Gorman, Nursing, University of Illinois at Chicago
Carrol Smith, Nursing, University of Illinois at Chicago
Nick Hugget, LAS, University of Illinois at Chicago
Chris Boyer, LAS, University of Illinois at Chicago
John Polk, LAS, University of Illinois Urbana-Champaign
Lynn Kennell, Mennonite College of Nursing, Illinois State University
Teresa Novy, Mennonite College of Nursing, Illinois State University
Holly Dust, College of Sciences, Eastern Illinois University
Jeff Gore, LAS, University of Illinois at Chicago
Olivia Perlow, CAS, Northeastern Illinois University
Craig Kois, Northeastern Illinois University
James Barrett, LAS, University of Illinois at Urbana-Champaign
Martin Manalansin, LAS, University of Illinois at Urbana-Champaign
Hadi Salehi Esfahani, University of Illinois at Urbana-Champaign
Zohreh T. Sullivan, LAS, University of Illinois at Urbana-Champaign
Fred Hoxie, LAS, University of Illinois at Urbana-Champaign
Lauren Goodlad, LAS, University of Illinois at Urbana-Champaign
Zsuzsa Gille, LAS, University of Illinois at Urbana-Champaign
Isabel Molina-Guzmán, College of Media, University of Illinois at Urbana-Champaign
Gilberto Rosas, LAS, University of Illinois at Urbana-Champaign
Kathryn La Barre, Library and Information Sciences, University of Illinois at Urbana-Champaign
Carol Symes, LAS, University of Illinois at Urbana-Champaign
Bruce Rosenstock, LAS, University of Illinois at Urbana-Champaign
Craig Koslofsky, LAS, University of Illinois, Urbana-Champaign
Behrooz Ghamari-Tabrizi, LAS, University of Illinois at Urbana-Champaign
Jesse Ribot. LAS, University of Illinois at Urbana-Champaign
Jay Rosenstein, College of Media, University of Illinois at Urbana-Champaign
Gabriel Solis, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Stephen Jaeger, Emeritus, LAS, University of Illinois at Urbana-Champaign
Angharad Valdivia, College of Media, University of Illinois at Urbana-Champaign
Dennis Dullea, LAS, University of Illinois at Urbana-Champaign
Anna Westerstahl Stenport, LAS, University of Illinois at Urbana-Champaign
Lilya Kaganovsky, LAS, University of Illinois at Urbana-Champaign
Richared Ross, College of Law, University of Illinois at Urbana-Champaign
Charles F. Gammie, LAS and Engineering, University of Illinois at Urbana-Champaign
Kristin Hoganson, LAS, University of Illinois at Urbana-Champaign
Rebecca Ginsburg, College of Education, University of Illinois at Urbana-Champaign
Sarah Theule Lubienski, College of Education, University of Illinois at Urbana-Champaign
Patrick Smith, College of Education, University of Illinois at Urbana-Champaign
Allyson Purpura, Krannert Art Museum, University of Illinois at Urbana-Champaign
Marilyn Parsons, College of Education, University of Illinois at Urbana-Champaign
Kiel Christianson, Beckman Institute, University of Illinois at Urbana-Champaign
Elizabeth A L Stine-Morrow, Beckman Institute, University of Illinois at Urbana-Champaign
Adrienne D. Dixson, College of Education, University of Illinois at Urbana-Champaign
Jennifer Greene, College of Education, University of Illinois at Urbana-Champaign
Walter Feinberg, College of Education, University of Illinois at Urbana-Champaign
Dan Morrow, College of Education, University of Illinois at Urbana-Champaign
Erik S. McDuffie, LAS, University of Illinois at Urbana-Champaign
Diane Koenker, LAS, University of Illinois at Urbana-Champaign
William Sullivan, College of Fine and Applied Art, University of Illinois at Urbana-Champaign
Amita Sinha, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Harley Johnson, College of Engineering, University of Illinois at Urbana-Champaign
Carolyn J Anderson, College of Education, University of Illinois at Urbana-Champaign
Michael Rothberg, LAS, University of Illinois at Urbana-Champaign
Taher Saif, College of Engineering, University of Illinois at Urbana-Champaign
Michael LeRoy, College of Law, University of Illinois at Urbana-Champaign
Jacob Sosnoff, Applied Health Sciences, University of Illinois at Urbana-Champaign
Rochelle Gutiérrez, College of Education, University of Illinois at Urbana-Champaign
Gloriana González, College of Education, University of Illinois at Urbana-Champaign
Kirstin Wilcox, LAS, University of Illinois at Urbana-Champaign
D. Fairchild Ruggles, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Stephen Taylor, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Mary-alayne Hughes, College of Education, University of Illinois at Urbana-Champaign
Luz A. Murillo, College of Education, University of Illinois at Urbana-Champaign
Megan McLaughlin, Professor Emerita, LAS, University of Illinois at Urbana-Champaign
Anne Haas Dyson, College of Education, University of Illinois at Urbana-Champaign
Marcelo Bucheli, College of Business, University of Illinois at Urbana-Champaign
Susan Fowler, College of Education, University of Illinois at Urbana-Champaign
Celestina Savonius-Wroth, University Library, University of Illinois at Urbana-Champaign
Clare Crowston, LAS, University of Illinois at Urbana-Champaign
Albert J. Valocchi, College of Engineering, University of Illinois at Urbana-Champaign
Marc Snir, College of Engineering, University of Illinois at Urbana-Champaign
Bruce Reznick, LAS, University of Illinois at Urbana-Champaign
Richard Laugesen, LAS, University of Illinois at Urbana-Champaign
Amy L. Powell, Krannert Museum, University of Illinois at Urbana-Champaign
David O’Brien, College of Fine and Applied Arts, University of Illinois at Urbana-Champaign
Shawn Gilmore, LAS, University of Illinois at Urbana-Champaign
Linda Herrera, College of Education, University of Illinois at Urbana-Champaign
Katherine Ryan, College of Education, University of Illinois at Urbana-Champaign
Brett Ashley Kaplan, LAS, University of Illinois at Urbana-Champaign
Phillip Phillips, College of Engineering, University of Illinois at Urbana-Champaign
Renee Trilling, LAS, University of Illinois at Urbana-Champaign
Stephanie Foote, LAS, University of Illinois at Urbana-Champaign
Justine Summerhayes Murison, LAS, University of Illinois at Urbana-Champaign
Eleanor Courtemanche, LAS, University of Illinois at Urbana-Champaign
Ricky Rodriguez, LAS, University of Illinois at Urbana-Champaign
John S. Popovics, College of Engineering, University of Illinois atUrbana-Champaign
Kathryn Oberdeck, LAS, University of Illinois, Urbana-Champaign
Rosa Milagros Santos, College of Education, University of Illinois, Urbana-Champaign
Kate Clancy, LAS, University of Illinois, Urbana-Champaign

 

Enlace original: http://chicago.suntimes.com/opinion/monday-letters-rauner-is-driving-faculty-students-from-illinois/

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Argentina: Gremios estatales ratifican el paro del 12 de julio

Noticias

Fuente: agenciacta.org / 4 de julio de 2016

Gremios estatales realizaron una conferencia de prensa en la sede ATE nacional ratificando el paro provincial y la jornada de lucha para el próximo 12 de julio en todo el territorio de la provincia de Buenos Aires. Participaron ATE; SUTEBA; AJB; SOEME; CICOP; UDOCBA.

Al respecto, el secretario General de ATE y la CTA Autónoma de la provincia de Buenos Aires, Oscar de Isasi, explicó los motivos de la medida de fuerza y los alcances de la misma.

“En primer lugar, solicitamos un aumento salarial urgente y en el marco de la discusión paritaria, teniendo en cuenta que la fantasía del 25% anual de inflación fue echada por tierra por los mismos economistas del gobierno, ya que Prat Gay habló de una proyección inflacionaria del 42%».

Y agregó: «En segundo lugar, exigimos la derogación de las leyes de Emergencia Administrativa y de Reforma Tecnológica, que lo único que hacen es desguazar el Estado e impactar de manera negativa en la prestación de servicios, sobre todo aquellos dirigidos a los sectores más vulnerables de la sociedad. La derogación de los Decretos Nº 230, que otorga potestad a los ministros para hacer contrataciones directas y el Decreto Nº 618, que congela las vacantes y el pase a planta permanente del personal provincial”.

Asimismo, De Isasi señaló que “El gobierno provincial cada vez que decide una medida tiende a desguazar el estado y precarizar las relaciones laborales. La unidad y la masividad sigue siendo la clave para derrotar estas políticas del gobierno de Vidal”.

Estuvieron presentes en la conferencia de prensa, el secretario Adjunto del SUTEBA, Raúl Calamante; el secretario General de la AJB, Pablo Abramovich; la secretaria Adjunta del SOEME, Susana Laburu; el secretario General de la CICOP, Guillermo Pacagnini y el secretario General de UDOCBA, Miguel Díaz.

La medida de fuerza convocada por ATE, SOEME, UDOCBA y la Federación Nacional Docente (FND-CTA) se enmarca en la Jornada Provincial de Lucha a la que adhieren SUTEBA, AJB y CICOP, con quienes acordaron actividades en las distintas regiones, donde se va a poner en evidencia cómo se está vaciando el Estado, cómo faltan políticas en educación, en salud y en las áreas de niñez, entre otras.

Además, cada organización participante decidirá a través de sus cuerpos orgánicos la forma en que protagonizarán la jornada provincial de lucha.

Fuente: www.atepba.org.ar

* Equipo de Comunicación de la CTA de la provincia de Buenos Aires

 

Enlace original: http://www.agenciacta.org/spip.php?article20311

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Hungría: Two months to act

Noticias

Europa/Hungría/02 de Julio de 2016/Autor: Adam Janos/Fuente: The BudapestTime

RESUMEN: La Comisión Europea envió una carta de advertencia a Hungría el 26 de mayo sobre la segregación de los niños romaníes en el sistema de educación pública del país. La Comisión dio el gobierno del primer ministro Viktor Orbán dos meses para responder a la preocupación por el desproporcionado número de estudiantes romaníes en escuelas para discapacitados mentales, así como «un considerable grado de educación segregada en las escuelas regulares». El requerimiento se inicia un procedimiento de infracción contra Hungría, con el argumento de que esté en violación de la Directiva sobre igualdad racial de la Unión Europea.

The European Commission sent a letter of warning to Hungary on May 26 over the segregation of Roma children in the country’s public school system.  The Commission gave Prime Minister Viktor Orbán’s government two months to respond to concerns about the disproportionate number of Romani students in schools for the mentally disabled, as well as “a considerable degree of segregated education in mainstream schools”.

The formal notice begins an infringement procedure against Hungary, on the grounds that it is in violation of the European Union’s Racial Equality Directive.
The Commission’s letter echoed sentiments voiced in 2014 by the European Court of Human Rights in its judgment of Horváth and Kiss v. Hungary, a case involving the misdiagnosis of two young Roma men as mentally disabled.
In that unanimous judgment, the Strasbourg court noted that primary school children in Hungary were being diagnosed as mentally disabled more than twice as often as the European Union average, the result of a “systemic misdiagnosis of Roma children as…  a tool to segregate,” them from their non-Roma classmates in the Hungarian public school system, existent since “at least the 1970s”.
In response to the letter, Minister Overseeing the Prime Minister’s Office János Lázár said he had “no idea how the European Commission knows who is and isn’t a gypsy”, according to the daily Népszava.
Hungarian citizens are allowed to abstain from reporting their ethnicity in the nationwide census. This right, afforded by the Rights of National and Ethnic Minorities Act of 1993, was implemented so as to protect the privacy of Roma and other longstanding ethnic minorities in Hungary and thus safeguard them from potential discriminatory state policy.
In the 2011 census, 315,583 people reported themselves as Roma, about 3.7% of the country’s populace. Some scholars estimate the real number to be nearer to 700,000.
Without reliable demographic information, the extent of segregation in the educational system is impossible to measure. But Roma rights activists claim that the governmental response to the letter is a diversionary tactic which deliberately misses the forest for the trees.
“The existence of segregation of Roma schoolchildren in Hungarian schools… it just exists,” says Péter Molnár, a researcher at Central European University who has sued the Ministry of Human Capacities for allegedly withholding information from the public about governmental desegregation policy. “It’s probably not possible to get exact numbers, but… the existence of segregation: it’s not really possible to seriously question or challenge it.”
A report by sociologist Gábor Havas estimated that in 2004 “at least” 15% of Hungarian Roma primary school children were enrolled in special education classes, more than four times the national average.
Members of the Fidesz administration argue that the underperformance of Roma in school is intimately tied to the population’s deep poverty, which the party says it is striving to alleviate.
At a Roma Coordination Council meeting in Kaposvár in June, Minister of State for Social Affairs and Inclusion Károly Czibere said poverty rates among Hungarian Roma had dropped over the past three years. Czibere noted nationwide initiatives meant to assist Roma youth, such as compulsory kindergarten attendance and one free hot meal per day in schools.
But opponents see glaring setbacks, including a May 2015 decision by the Kúria, the country’s supreme court, to keep open a state-funded parochial school, operated by the Greek Catholic Church, in the city of Nyíregyháza.
The Chance for Children Foundation, a Roma educational rights group, sued to have the school closed in 2007 on the grounds that it was substandard and promoted Roma segregation. Electing not to challenge the lawsuit, the federal government instead allocated funds so as to bus the children to better schools in the city as part of a wider desegregation effort.
In 2010, the newly elected Fidesz administration reversed course on the decision and had the school reopened under the administration of the church, causing the foundation to once again bring litigation against the municipality and the church.
The Kúria ruled in favour of the church last May on the grounds that the school granted Roma children freedom of religion. Those at the Chance for Children Foundation say this parochial schooling is just a new avenue for Hungarian schools to segregate, and creates a dangerous precedent for other cities with Roma populations to follow suit.
“This model can be used in other places,” said Gábor Daróczi, a former chair of the board for the foundation, adding that the European Commission’s letter was a direct result of the court’s decision.
Roma rights activists add that the matter of segregation is exacerbated by Hungary’s system of free choice school enrollment, which grants students the right to attend any public school in the country, provided the school is not at full capacity and that the student’s family can afford to transport them to and from premises.
“The rich parents take their kids to wherever they want,” said Ernő Kadét, an editor at the Roma Press Centre, a news agency that covers Hungary’s Roma population. “Those who don’t have money… their kids get stuck in the schools where they live. And that’s how schools get polarised.”
Efforts to desegregate the school system are further complicated by pervasive anti-Roma sentiment nationwide. According to a 2014 Medián poll, 73% of Hungarians would not feel comfortable having a Roma living next door. A February Publicus Research poll found that 82% of Hungarians either “completely agree” or “mostly agree” that “the problems of most Roma would be solved if they would finally start working”. Those numbers hold steady regardless of the respondents’ political party allegiances.
Kadét, who worked at the Ministry of Education from 2005 to 2009 under the left-leaning MSZP-SZDSZ administration, said he saw firsthand the expediency of anti-Roma sentiment across the political spectrum, when in 2008 and 2009 “more than a dozen” MSZP mayors protested efforts by the ministry to desegregate and proportionally increase funding to neglected Roma schools through a National Roma Integration Strategy.
He says efforts to desegregate schools were hampered at the time by limitations on the federal government’s control over local school districts.
Since 2013, Hungary’s public schools have all fallen under the purview of one centralised body: the Klebelsberg Institution Maintenance Centre (KLIK).
“If there’s one central power, and everything’s in one hand, then if you want to take care of segregation in Hungarian schools, you can,” Kadét said. “The issue usually with segregation is that if you poke at it here, then it just shifts over there. But if it’s all in one central power’s hands… they could eliminate it if they wanted to. But they don’t.”

Fuente: http://budapesttimes.hu/2016/07/02/two-months-to-act/

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Estados Unidos: One Of The Nation’s Poorest Districts Has Found A Way To Help Immigrant Students

Noticias

América del Norte/Estados Unidos/02 de Julio de 2016/Autora: Tara García Mathewson/Fuente: Huffingtonpost

RESUMEN: La población de Bhután ha crecido hasta convertirse en un grupo floreciente, muy unido de cerca de 3.000 personas. Son parte de una población de refugiados sustancial desde el sur de Asia, África y Oriente Medio, que ha transformado la ciudad y sus escuelas. Los estudiantes en el Distrito Escolar de Syracuse hablan más de 70 idiomas diferentes y cuatro de los más comunes entre ellos son de Nepal, Karen, Somalia, y árabe. En 2010, para servir mejor a esta población, el Distrito Escolar de Syracuse creó una nueva posición – los trabajadores de nacionalidad – para servir como un puente entre las nuevas comunidades de inmigrantes y las escuelas. Dahal es uno de ellos, y una gran parte de su trabajo es la interpretación. Él ayuda a los padres inmigrantes comunican con los maestros de habla Inglés y los funcionarios del distrito y asegura que los padres tienen la oportunidad de ser escuchados.

SYRACUSE, N.Y. — When Dadhi Dahal first came to the United States in early 2009, the Bhutanese population in Syracuse, New York was quite small — the first refugees from Bhutan, fleeing ethnic cleansing policies in their home country, arrived in 2008, after they had spent years in refugee camps in Nepal.

Fast forward eight years. The Bhutanese population has grown into a flourishing, tightly knit group of about 3,000 people. They are part of a substantial refugee population from South Asia, Africa and the Middle East that has transformed the city and its schools. Students in the Syracuse City School District speak more than 70 different languages and four of the most common among them are Nepali, Karen, Somali, and Arabic.

In 2010, to better serve this population, the Syracuse City school District created a new position — nationality workers — to serve as a bridge between new immigrant communities and the schools. Dahal is one of them, and a big part of his job is interpretation. He helps immigrant parents communicate with English-speaking teachers and district officials and ensures that parents have an opportunity to be heard.

The district, one of the poorest in the country, works hard to maintain open channels of communication with parents — because it’s important to student success, and because it’s the law. A failure to communicate effectively with immigrant parents is a violation of their civil rights, considered discrimination based on national origin, which is prohibited by the Civil Rights Act of 1964. Without language services, non-English-speaking parents are considered to be blocked from equal access to school information and resources.

As refugees spread out across the U.S., settling in the Southeast, Midwest, and many rural areas that, before, were fairly insulated from large immigrant populations, schools are being forced to adapt to a new reality. Syracuse is one of the more proactive districts when it comes to providing language access. While it struggles, at times, to meet its obligations, districts in other cities and states have fared worse. Dozens have been investigated by the Office of Civil Rights or the Department of Justice in recent years following complaints that they did not provide interpreters or translated materials to parents who needed them. These schools are in Yuma, Arizona; New Orleans, Louisiana; Richmond, Virginia; Detroit, Michigan; Modesto, California; and Seattle, Washington, among others.

“Providing an interpreter is a fundamental responsibility of a district when they have children or parents who do not speak English,” said Roger Rosenthal, executive director of the Migrant Legal Action Program in Washington, D.C.

Rosenthal has been advocating on behalf of immigrant families for more than 30 years, and he has been glad to see the Obama administration turn up the pressure on districts that don’t meet their obligations to them.

The legal rationale for language access requirements has existed for decades, but the Obama administration has been more aggressive than others in holding schools accountable. While the Civil Rights Act doesn’t specifically require schools to offer interpretation and translation services to parents — or any special supports for their non-English-speaking children – it bars discrimination based on national origin in any program or activity receiving federal dollars. The courts have consistently relied on this rationale to require schools to provide these services, and a “Dear Colleague” letter from the Education Department’s Office of Civil Rights and the Department of Justice in 2015 went into explicit detail about what schools have to do to communicate with immigrant parents.

    Providing an interpreter is a fundamental responsibility of a district when they have children or parents who do not speak English. Roger Rosenthal, executive director of the Migrant Legal Action Program

The letter says that schools must have a process in place to identify parents who need language assistance and assign the resources to provide it. They must ensure interpreters and translators are trained in their roles and understand the ethics and confidentiality requirements involved. And their services must be offered for free by competent staff members or contracted individuals.

Fuente: http://www.huffingtonpost.com/entry/syracuse-schools-translator_us_5776b7cae4b04164640fe39b

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