Educación Universitaria

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Inglaterrra: Teaching assistants could take industrial action

Noticias

Fuente: tes.com / 8 de junio de 2016

GMB union to consult on a campaign against the ‘dismantling’ of terms and conditions

Teaching assistants in England are to be consulted by the GMB union over a campaign of action in a row about terms and conditions – a move that raises the prospect of coordinated industrial action by teachers and other staff.

The annual conference of the GMB in Bournemouth agreed to support efforts to retain «hard-fought» terms and conditions of school staff, including a campaign of industrial action if necessary.

The NUT teaching union is balloting its members over strike action against threats from academisation, deregulation of pay and funding cuts.

‘We will not stand by’

The GMB union said schools continued to be privatised, leading to the threat of cuts to the terms and conditions of staff. It is campaigning against schools being turned into academies.

An agreed motion read: «We will not stand by and let this Tory agenda dismantle our members’ terms and conditions brick by brick, class by class, where schools will be left with no alternative but to compete against one another.»

Enlace original: https://www.tes.com/news/school-news/breaking-news/teaching-assistants-could-take-industrial-action

 

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EEUU: Federal Data Show Unequal Access to Challenging Math and Science Courses

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Fuente: edweek / 8 de junio de 2016

By Catherine Gewertz

New federal civil rights data released Tuesday show that black and Latino high school students are being shortchanged in their access to high-level math and science courses that could prepare them for college.

An early preview of the latest U.S. Department of Education’s Civil Rights Data Collection, based on the 2013-14 school year, lays out sharp racial and ethnic disparities in access to challenging high school courses:

Calculus offered in:

  • 33 percent of high schools with high black and Latino enrollment
  • 56 percent of high schools with low black and Latino enrollment

Physics offered in:

  • 48 percent of high schools with high black and Latino enrollment
  • 67 percent of high schools with low black and Latino enrollment

Chemistry offered in:

  • 65 percent of high schools with high black and Latino enrollment
  • 78 percent of high schools with low black and Latino enrollment.

Algebra 2 offered in:

  • 71 percent of high schools with high black and Latino enrollment
  • 84 percent of high schools with low black and Latino enrollment.

Particular inequities emerge when looking at course access by race and ethnicity. But there are many neighborhoods where those courses aren’t available to anyone, the civil rights data show.Only 48 percent of the country’s high schools offer calculus, 60 percent offer physics, 72 offer chemistry, and 78 percent offer Algebra 2.

The numbers are among the first batch to emerge from the Civil Rights Data Collection, which is conducted every two years. The federal education department’s Office for Civil Rights released a 13-page preview of a small slice of the information it uncovers in mandatory surveys of a huge swath of the U.S. K-12 system: 99 percent of schools and districts, representing 50 million students.

For more from EdWeek on what this early batch of data found, see this story by Evie Blad and this post by Sarah Sparks. In addition to the findings on college readiness, today’s data covers school discipline, the use of restraint and seclusion, early learning, chronic absenteeism, teachers and staffing, and education in justice facilities.

Many more results of the survey, which is intended to gauge how well schools and districts are providing equal opportunity to education as required by federal law, will be released this summer. Much of it will update previous releases, such as the ones we brought you in 2014 (which included the question of access to high-level courses). But there will be new elements covered this time, too, such as student access to distance education, credit-recovery and dual enrollment programs.

Today’s data also shows patterns in Advanced Placement enrollment by race, ethnicity, disability, and native language. For instance: English-learners represent 5 percent of the students in schools that offer AP courses, but only 2 percent of those actually enrolled in one or more of AP courses, the federal data show.

Black and Latino students are 38 percent of the students in schools offering AP, but only 29 percent of those enrolled. Students with disabilities under the Individuals with Disabilities Education Act represent 11 percent of the students in schools offering AP, but less than 2 percent of those taking such a class.

The federal data also showed that students who are multiracial, black, Latino, Native American, Native Alaskan, or Native Hawaiian, are more likely than students of other racial or ethnic descent to be held back a grade in high school. Students with disabilities and English-learners are also held back disproportionately.

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High School & Beyond
About this blog:
Some of the biggest policy debates center on high school: college and career readiness, testing, dual enrollment, career-technical education, transitions to college and work. Explore them all here with veteran reporter Catherine Gewertz.
Enlace original: http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F179%2F%3Fuuid%3D58627&cmp=soc-edit-tw
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Universities should ask whether their academics work too much

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Fuente: Times Higher Education / 8 de junio de 2016

Scholars say they feel overwhelmed by demands, but there is scandalously little evidence on whether long hours make any sense for knowledge workers, finds David Matthews

Since I started reporting on research last summer, I’ve been surprised by how evidence-lite major bits of science policy seem to be.

For example, last November, I analysed the new Francis Crick Institute in London, a £700 million biomedical “superlab”. Its radically flat organisational structure and high levels of scientific freedom are based not on reams of experimental data on researcher productivity, but (at least in part) on the personal experiences of the chief executive, Sir Paul Nurse, in leading other institutions.

Read more: The Francis Crick Institute: science and serendipity 

Of course this isn’t to say the Crick won’t be a huge success, or that Sir Paul’s experiences aren’t useful guides. But, as I was told by Julia Lane, a professor of practice at New York University’s Center for Urban Science and Progress, “one of the things that gives one pause is that scientists don’t apply the scientific method to their own activities”.

This quote came to mind as I was writing an analysis that asks: how many hours a week should an academic work? It’s clear that faculty, particularly in the US, are putting in hours well above average (one recent study suggested 61 a week, including 10 on the weekend). Some are working even longer, as suggested by a recent blog that argued “you do not need to work 80 hours a week to succeed in academia”.

The research on optimum working hours is pretty patchy, particularly for knowledge workers (and if readers know of any relevant papers, please let me know). But there was nothing I could find that suggests someone toiling 80 hours a week can be as productive as a colleague doing half that, and plenty of research showing long hours leads to accidents and illness (see the conclusion of this paper).

Most gobsmacking of all was an ethnographic study of 100-hour-a-week Wall Street bankers by Alexandra Michel, a former Goldman Sachs employee herself, and now a professor at theUniversity of Pennsylvania.

Some of the quotes from bankers struggling to overcome the physical limits of their bodies in a never-ending work culture could have come straight from Patrick Bateman. Others are much more tragic.

‘‘I totally believe in mind over matter. There are no such things as physical needs. Tell me one physical need and I can tell you a culture in which they have controlled it,” one banker told Michel.

‘‘I fell on my way to a meeting. The leg changed color and I had pain but I chose not to think about it until after the meeting,” explained another. Her leg was broken in two places.

By year six, the latter banker had developed multiple new allergies, suffered from joint and back pain, heart problems and ovarian cancer, and had numerous unshakable colds and flu. Work forced her to miss the funeral of a beloved grandfather. ‘‘I feel like the creative juices are just gone,” she said. But she was still socialised by the bank’s culture: ‘‘I work hard because this work is who I am.’’

Academics can’t be blamed for overwork any more than can these bankers. Many surely feel trapped in a culture that lionises hyper-long hours, with anything else seen as a lack of commitment (Michel told me working at the weekend is seen as a “badge of honour” for faculty.)

Instead, it should be up to universities as employers to measure how long their faculty are working, and test whether there is any basis for them to work 50, let alone 80, hours a week.

You wouldn’t expect a Wall Street bank to do this. But the academy is supposed to adhere to higher standards of evidence. Understanding whether the nine-to-five (which is, after all, a hangover from the Fordist era of manufacturing) makes any economic or social sense in a knowledge economy strikes me as one of the most pressing research questions of our time.

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Times Higher Education: World University Rankings 2015-2016

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Fuente: timeshighereducation / 8 de junio de 2016

The Times Higher Education World University Rankings 2015-2016 list the best global universities and are the only international university performance tables to judge world class universities across all of their core missions – teaching, research, knowledge transfer and international outlook.

The top universities rankings employ 13 carefully calibrated performance indicators to provide the most comprehensive and balanced comparisons available, which are trusted by students, academics, university leaders, industry and governments. This year’s ranking includes 800 universities from 70 different countries, compared with the 400 universities from 41 countries in last year’s table. View the World University Rankings methodology here.

This year’s list of the best universities in the world features 147 of the top universities in the US – with 63 American universities making the top 200 of the list, including the California Institute of Technology (Caltech) as the world’s number one university, followed by Stanford University in third place, the Massachusetts Institute of Technology (MIT) in fifth andHarvard University in sixth. But the US has been losing its dominance of the tables, as institutions in Europe improve their performance, including those in the UK, Germany, the Netherlands and Switzerland. The UK is the second best represented country in the rankings, with 78 universities in the top 800, and 34 in the top 200. The UK’s Oxford University is ranked second in the world, with Cambridge University in fourth. This year’s ranking also marks the first time a university outside the US and the UK has made the top 10 for a decade. Discover more World University Rankings highlights here. Asia has seen a varied performance, with good news for Singapore, which now claims the top institution in the continent with National University of Singapore (NUS) in 26th place. China has two top fifty universities (Peking University and Tsinghua University) while Japan and South Korea have suffered declining performance.

Our list of the best global universities rankings include many performance indicators directly relevant to students and their families, to help them chose where to study, including faculty-student ratios, the university’s global reputation, its total resources, the international mix on campus, and its links to business. But a reason why the rankings are so widely respected is that they cover the full range of a university’s missions, including research excellence.

Key Statistics

The data shown under Key Statistics is that provided by the University itself in its submission to the Times Higher Education World University Rankings. It represents data from the 2013 academic year, and may vary from subsequent or earlier years.

Students

This is the number of full time equivalent students at the University.

Student:staff ratio

This is the ratio of full time equivalent students to the number of academic staff – those involved in teaching or research.

International students

The percentage of students originating from outside the country of the University.

Female:Male ratio

The ratio of female to male students at the University.

Editor notes – World University Rankings 2016

Times Higher Education is committed to transparency and accountability across all of its rankings.

The data used to create the THE World University Rankings and the portfolio of regional and specialist rankings comes from three sources: reputational data from THE’s annual Academic Reputation Survey, institutional data supplied to THE directly by the universities themselves through our secure data collection portal, and bibliometric data provided by Elsevier, from its Scopus database. These data combine to form the 13 performance indicators used to create the World University Rankings.

January 2016 Update

Following the publication of the 2015-16 World University Rankings, Aarhus University notified us that they had submitted inaccurate data. The data error, which was not picked up in our quality control processes, disadvantaged Aarhus in the rankings. We have corrected the data and recalculated the ranking, and this has resulted in Aarhus obtaining a position of joint 106th (up from joint 149th). We have moved Aarhus to the joint 106th position, but we have retained the original ranking places for all other institutions.

It has also emerged that incorrect bibliometric data were supplied to THE by Elsevier for University of Palermo, Argentina, and included some publication data for the University of Palermo, Italy. Unfortunately when using correct data the University of Palermo, Argentina, does not meet THE’s threshold for inclusion*. The data has now been corrected and the University of Palermo, Argentina, no longer appears in the rankings.

* Our bibliometrics threshold is 1,000 papers (and at least 200 papers a year) published in journals indexed by Scopus, between 2010 and 2014.

March 2016 Update

An error relating to the calculation of Purchasing Power Parity (PPP) in the financial data for a small number of institutions has been corrected, which has positively affected the ranking position of six institutions in the 2015-16 rankings.

We use PPP so that comparisons between universities in different countries are fairer. In total, 13 of the 1,126 institutions which submitted data for the 2015-16 rankings submitted financial data in a currency other than their own national currency, resulting in an incorrect PPP calculation. The correction led to a rankings position change for six of the 13 institutions.

An error was also identified for one other institution, meaning seven universities have changed position. We have corrected the data and recalculated the ranking, and this has resulted in changes for University of São Paulo, Technion Israel Institute of Technology, Boğaziçi University, Moscow Institute of Physics and Technology, National Research Nuclear University MePhI, University of Iceland, and Paris-Sorbonne University – Paris 4. No other 2015-16 Rankings positions have been affected.

World University Rankings 2015-2016

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Pakistán: El acoso sexual, una pesadilla para la educación superior.

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Asia/Pakistan/07.06.2016/Autor:Samina Qureshi/Fuente:http://tribune.com.pk/

Recientemente, ha habido un aumento en los informes sobre casos de acoso sexual en los campus. La naturaleza de la infracción, al menos, no se sienta bien con la idea de la educación superior, ya que se espera que sean iluminados suficiente para darse cuenta de la gravedad y ser parte de la solución, en lugar de un problema.

Institutos de educación superior están obligados a ofrecer un ambiente de libertad que igualmente puede ser ejercida por el profesor y el estudiante. Cualquier comportamiento obstruir esta libertad se traduce en poner en peligro la finalidad de la educación superior y perjudica a la santidad de toda la idea de reunirse para impartir y la creación de conocimiento.

Los casos de acoso sexual en los campus de profesores y de los estudiantes son de naturaleza altamente sensibles y necesitan ser examinado minuciosamente. A veces, supuestamente el motivo detrás de estas acusaciones es política y por lo tanto esfumarse. En otros, los casos de acoso sexual en el campus por personas con autoridad no sólo se han investigado y probado correcta, pero más tarde, en la práctica encontrado para ser resuelto y el delincuente impune.

Esto obliga a los intelectuales dentro y fuera del sector de la educación para pensar, si existen mecanismos para hacer frente a los casos auténticos de acoso sexual en los campus. Si los delincuentes ante la justicia y la víctima se le da la confianza para llevar a cabo tal como estaba.

El lamentable ignorancia:

Un error común es que la protección contra el acoso de las mujeres en el lugar de empleo de 2010 es sólo para los lugares de trabajo tales como fábricas y oficinas. Esto no es correcto, ya que cubre las instituciones educativas también. Sin embargo, la cuestión es si cubre los estudiantes o no. Para todos los efectos prácticos lo hace, ya que menciona, «acusado» significa un empleado o empleador de una organización contra la que ha sido presentada en esta Ley. «Demandante» significa una mujer o un hombre que se ha presentado una queja al Defensor del Pueblo o al Comité de Investigación en ser perjudicada por un acto de acoso. Está claro el demandante puede ser cualquiera y él / ella no necesita ser empleado dentro de la organización.

En las instituciones de educación superior tales quejas pueden ser presentadas a un comité de investigación, cuyo establecimiento es responsabilidad directa de las universidades. Esta forma explícita se ha esbozado en las directrices de la política contra el acoso sexual emitida por la Comisión de Educación Superior.

Por lo tanto, aparentemente los mecanismos están en su lugar. Pero, ¿están siendo utilizados? Realmente no. El problema radica en las etapas de ejecución y la voluntad institucional para llevarla a cabo. Una vez informado, sobre todo la primera reacción de la institución es de echar tierra para arriba. Si el demandante es persistente, es seguido a un ritmo muy lento. La mayor parte de los casos siguen sin resolverse, dejando a la víctima avergonzado y expuesto a los intentos repetidos de acoso.

El punto de preocupación es que los principales grupos de interés, la mayoría de las veces, también parecen desinteresados. El conocimiento de la existencia de tales mecanismos o una voluntad de buscar activamente información es prácticamente inexistente y la mayoría de los profesores y estudiantes son ignorantes de la existencia de una política de este tipo. También parecen ser indiferentes con el pretexto de que incluso si algo existe, la convicción de su entrada en vigor no lo hace.

Necesidad de la hora:

Las universidades tendrán que darse cuenta de que para restaurar el honor y la santidad unido a ellos, van a tener que hacer que los mecanismos transparente y conocido por todos. Todas las universidades deben incluir las orientaciones políticas y normas que rigen el acoso sexual en sus paquetes de orientación para los estudiantes y las mismas necesidades que hacer en sus sitios web.

Deben establecer células acoso reclamación eficaces y designar a las personas calificadas como oficiales de monitoreo con el acoso correcto de las instalaciones de mantenimiento de registros. Una vez que se recibe una queja se le debe dar una audiencia pronta y justa para establecer responsabilidades. Esto debe ser seguido por nombramiento inmediato de comisión de investigación con las personas imparciales. El comité no debe tomar mucho tiempo para convocar a ambas partes que más tiempo tarda mayores son las posibilidades de la víctima de ser presurizados en el silencio.

Las universidades deben sacar provecho de la disponibilidad de su personal altamente cualificado y hacerlos participar a converger en soluciones autóctonas. El reto, sin embargo, se mantendrá una fuerte voluntad para hacer justicia a todo el mundo. Con base en los casos anteriores, el fracaso institucional de las universidades para responder a los casos de acoso sexual de una manera sensibilizada ha sido establecida. Ahora necesitan testimonios fuertes para probar su punto de otra manera.

Fuente: http://tribune.com.pk/story/1117833/sexual-harassment-nightmare-higher-education/

Imagen:

http://i1.tribune.com.pk/wp-content/uploads/2016/06/1117833-KarachiUniversityKUEXPRESSMOHAMMADNOMAN-1465284745-832-640×480.jpg

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‘We are tough’: a rector’s fight against corruption in Kazakhstan

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Fuente: times higher education / 7 de junio de 2016

Krzysztof Rybiński on changing Narxoz University’s culture and the lure of ‘the best meat in the world’

Two years ago, Krzysztof Rybiński, a Polish economist leading a private university in Warsaw, was contacted by headhunters from Moscow.

They had spotted his profile on LinkedIn and wanted a Russian-speaking European university leader to reform the prominent Narxoz University in Almaty, a city in the far east of vast Kazakhstan, a few hours’ drive from the borders of north-western China.

Sixteen months into his job as rector, he told Times Higher Education about his efforts to root out cheating, plagiarism, corruption and staid teaching, which have led to the firing of hundreds of academics.

“I worked with clients in many places…I thought nothing would surprise me,” said Professor Rybiński, who is a former vice-president of Poland’s central bank. But even he was “shocked” at how different Kazakh culture was, with its very strong family ties and old Soviet practices.

Higher education in the country, although “changing very, very slowly”, still prioritises “testing and memorisation”, he said, even though Kazakhstan has “on paper” signed up to Europe’s Bologna Process, which focuses more on skills.

Corruption is everywhere, Professor Rybiński said. “The vast majority of universities in Central Asia…have these problems with corruption, plagiarism and cheating,” he added. “When the cheating culture is everywhere from primary school to PhD…you have to take tough measures.”

To counter cheating in exams at Narxoz – students routinely talked to each other, took in “cheat sheets” and tried to bring in smartphones, according to Professor Rybiński – the university installed cameras in exam halls.

In the past six months, Professor Rybiński estimates that between 100 and 200 students have been caught and forced to retake exams. Now the level of cheating is “much, much lower”, he insisted.

To tackle plagiarism, all first-year students must take an academic writing course that impresses on them how wrong the practice is, and the university has begun running essays through plagiarism-detection software.

Payments to lecturers to boost grades and to get exam papers in advance also plague Kazakh higher education, Professor Rybiński explained. “Wages of teachers and academics are very low, which forces them to seek additional income,” he said. At Narxoz, “we had a few cases, and these people were fired.”

To deter bribe-taking, Professor Rybiński has instituted a system of collective punishment. If an academic is caught taking money from a student, not only are they fired, but so is their immediate boss. Since this rule has been brought in, “there has not been a single case [of bribery]”, he said.

Asked whether this would incentivise deans to cover up their subordinates’ corruption, Professor Rybiński said that managers are not punished if they themselves come forward with evidence of bribery.

Exam questions are automatically randomised so that students cannot buy advance sight of them, he said. “Computers don’t take bribes,” he added.

Professor Rybiński has also crushed resistance by academics to the introduction of the “flipped classroom” method – where students learn from online material by themselves and solve problems in class with teachers – and the use of massive open online courses.

“A large percentage of our staff continued to conduct the courses in the old way, the Soviet way,” he said. “We said ‘goodbye’ to them.” In the past two years, more than 250 have been fired. “We are tough,” he added.

Other universities in Kazakhstan that also specialise in subjects such as accounting and economics will have to follow these reforms, Professor Rybiński explained, because Narxoz is designated as a leading university in these fields.

Concerns have long been raised about academic freedom in Kazakhstan, which has been ruled by President Nursultan Nazarbayev since 1991. Last year, a Dutch academic alleged that he had been edged out of Nazarbayev University – named after the president – after the Russian Embassy took issue with lectures about the fighting in Ukraine.

“In terms of academic freedom, it’s very different from the standard we are used to in the UK and the US,” Professor Rybiński acknowledged.

A quarter of any new course curriculum is still controlled by the Ministry of Education, although this is down from half, and in two years there should be full autonomy, he said.

Last year, Kazakhstan’s currency, the tenge, plummeted in value after it was allowed to float freely. This has halved Professor Rybiński’s budget for international recruitment this year, and so far just 10 faculty out of about 400 are from abroad, although he said that the overseas recruitment drive has only just begun.

Professor Rybiński hopes that overseas academics will be attracted by Kazakhstan’s stunning natural beauty, plentiful skiing opportunities and its promise of “the best meat in the world” – including horse.

david.matthews@tesglobal.com

 

Link original: https://www.timeshighereducation.com/news/we-are-tough-rectors-fight-against-corruption-kazakhstan

Foto: Almighty Almaty: Krzysztof Rybiński hopes scholars will be attracted by Kazakhstan’s stunning natural beauty

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Bolivia: Gradúan a maestros con nivel de maestría.

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Número de maestros en ejercicio en Bolivia alcanza a 144.053 y  en el departamento de Santa Cruz: 30.936. Los jubilados también celebran este día dedicado a ellos.

América del sur/Bolivia/Junio 2016/Autor:Carmela Delgado/Fuente:http://eju.tv/

En todo el país hay 144.053 maestros en ejercicio, y en Santa Cruz hay 30.936 que hoy celebran su día, según datos oficiales del Ministerio de Educación, aunque también hay maestros jubilados que no dejan pasar esta fecha, dado que dedicaron su vida a la enseñanza.

Precisamente hoy se gradúa la primera promoción de docentes con grado académico de maestría, en el marco de los homenajes por el Día del Maestro en un acto especial que se desarrolla en Cobija, Pando, con la presencia del presidente Evo Morales Ayma y el Ministro de Educación, Roberto Aguilar Gómez.

Este acontecimiento, según el Ministro de Educación, constituye una muestra de lo que en materia de formación de maestros se ha avanzado. “Podemos decir que la calidad de la formación de maestros ha mejorado sustancialmente y estructuralmente”, dijo Aguilar Gómez.

Se entrega los primeros títulos de Maestría en el Modelo Educativo Sociocomunitario Productivo en el marco del Profocom. Son la nueva generación de maestros”, manifestó la principal autoridad educativa del país.

Destacó, asimismo, que las exnormales, hoy Escuelas Superiores de Formación de Maestras y Maestros, ya cuentan con las dos primeras promociones de maestras y maestros con grado de licenciatura, quienes adquirieron formación en el transcurso de 5 años. “Hemos logrado pasar en la formación del maestro de 3 a 4 años, que tenía una equivalencia a un nivel de técnico superior, al nivel de licenciatura”, puntualizó Aguilar Gómez.

Son aproximadamente 80.000 docentes quienes ya cuentan con el título profesional de licenciatura, y se prevé que este año alcanzarán ese grado académico cerca de 30.000 más, y hasta 2017 serán 130.000 las maestras y maestros titulados, es decir, la práctica totalidad de los educadores de todo el país.

Por otra parte, el Ministerio de Educación logró reducir a niveles mínimos la cantidad de maestros interinos con la formación y profesionalización que se brindó a este sector.

“Para 2006 teníamos 18.000 docentes interinos, casi el 21% de la planilla; qué significa esto, que teníamos ese porcentaje de docentes improvisados. En este momento tenemos 2.000 maestros interinos; los otros 18.000 han sido formados durante dos años, y están haciendo además tres años en el Profocom, es decir, han sido formados hasta obtener su profesión, y se los especializará en el área en que trabajan”, complemento el Ministro de Educación.

Los actos oficiales de homenaje a las maestras y maestros bolivianos en su día se desarrollarán en la ciudad de Cobija, Pando, donde el Presidente del Estado, Evo Morales Ayma, y el Ministro de Educación, Roberto Aguilar Gómez, harán entrega de los primeros títulos académicos de maestría a 421 docentes que concluyeron con su formación postgradual en diferentes especialidades educativas.

Por qué se celebra de este día :

En 1924, bajo la administración del presidente Juan Bautista Saavedra, por decreto del 24 de mayo, fue declarado el 6 de junio Día del Maestro en Bolivia para hacer un homenaje a todos los docentes del país.

La fecha está asociada a dos hechos, el primero referido a la fundación en 1909 en la capital del país de la primera Escuela Normal de Profesores de la República ‘Mariscal Sucre’, durante la presidencia del general Ismael Montes.

El segundo hecho hace referencia a la fecha del nacimiento de Modesto Omiste Tinajeros, un pionero de la educación en el país, considerado “padre de la educación boliviana”.

Fuente: http://eju.tv/2016/06/graduan-maestros-nivel-maestria/

Imagen: http://i0.wp.com/eju.tv/wp-content/uploads/2016/06/57559fa7d4708.jpeg

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