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Cash Transfer Programs Succeed for Zambia’s Poor, Offer Lessons for Battling African Poverty, AIR Finds

Fuente AIR / 8 de junio de 2016

Programs designed to alleviate hunger and increase food supply through cash transfers to some of Zambia’s poorest families achieved those goals and more, final evaluations conducted by the American Institutes for Research (AIR) revealed.

Overall, researchers found that a cash-transfer program geared toward families with at least one young child had effects that amounted to a net benefit of 1.5 kwacha—Zambia’s currency—for each kwacha transferred. A second program for households with fewer able-bodied people to farm had effects that amounted to a net benefit of 1.68 kwacha for each kwacha transferred.

Besides eating more meals and building more reliable food reserves, families used the money to improve their housing, buy additional necessities for their children, acquire more livestock and reduce debt.

The studies, commissioned by UNICEF, are likely to be closely watched as African nations increasingly embrace cash transfers to combat the continent’s cycle of poverty. South Africa’s program is the largest, with roughly 16.1 million people—about a third of its population—receiving some kind of social grant.

Notably, the two Zambian programs were unconditional—providing small, consistent sums of money with no strings attached on how they were spent. The programs bucked general criticisms that cash transfers spark dependency. Rather, the discretionary approach empowered families, who used the grants to improve their living standards in ways that made sense given their individual circumstances. At no point during the multiyear grants did alcohol consumption increase. Nor was there any impact on fertility, according to the evaluations.

“The unconditional approach worked,” said Stanfield Michelo, director of social welfare at Zambia’s Ministry of Community Development and Social Welfare. “And because it did, the region is making positive strides. Without a doubt, the changes would not have been possible without AIR’s rigorous evaluations.”

Animated infographic: Zambia cash transfer results

The evaluation of the Child Grant cash-transfer program (CGP) lasted four years, and the evaluation of the Multiple Category Targeting Grant (MCTG) lasted three years. Begun in 2010 in three of Zambia’s poorest districts, the CGP was open to all households with at least one child under age 4. Half were randomly assigned to receive cash transfers of 60 kwacha ($12) a month, and half to a control group that did not receive funds. The MCTG was aimed at poor households with fewer able-bodied people to farm, due largely to a “missing generation” of parents in their 30s and 40s and disproportionally high numbers of adolescents and orphans cared for by widows and grandparents. As with the CGP, half the MCTG participants received the equivalent of $12 a month and half were in a control group that didn’t.

The studies were notable not only for their duration, but also for their use of randomization and control groups to tease out the program’s true effects.

“Few evaluations of cash transfer programs can make such strong causal claims with as much certainty as these two evaluations,” said David Seidenfeld, AIR’s senior director of international research and evaluation and lead study author. “The design of the study, which extended over several years, allowed us to see that the beneficiaries do not grow complacent over time, but instead find ways to grow the value of the transfer beyond benefits related to food security and consumption.”

Although the studies revealed persistent successes, they also offered future researchers and policymakers an idea of cash transfers’ limitations. The studies did not show consistent successes in education or child nutrition, possibly due to large-scale infrastructure issues—namely, the supply of social services, access to clean water, and a lack of health care and education facilities.

Among the studies’ principal lessons, researchers found that the degree of positive impact depended largely on the participants’ characteristics. For example, the multiple-category grants had large impacts on schooling because participating households had more school-age children. Overall, school enrollment jumps of 8 percent for children ages 11–14 and 11 percent for children 15–17 were attributed to the program, and these age groups are at the greatest risk of dropping out in Zambia, according to the report. By contrast, four years into the program, the child grants had no enrollment or attendance impacts for children in three groups: ages 4–7, 8–10 and 15–17.

“Another lesson is that the unconditional nature of the grants gave participants the flexibility to use the money to combat principal life challenges,” said UNICEF Zambia Representative Hamid El-Bashir Ibrahim. “For example, the CGP significantly affected many indicators commonly associated with resiliency—the ability to manage and withstand shocks. Households with transfers significantly improved housing quality and tools, livestock procurement, and opportunities to diversify income-generating activities so they could better withstand emergencies.”

“The overall results demonstrate unequivocally that common perceptions about cash transfers—that they are handouts and cause dependency, or lead to alcohol and tobacco consumption, or increases in pregnancy—are not true in Zambia,” Seidenfeld said. “Quite the contrary. Due to the unconditional nature of the grants, households had the flexibility needed to meet their most pressing challenges head on.”

The final reports on the Child Grant cash transfer program and the Multiple Category Transfer Grant program can be found on AIR’s website. The site also features a video of David Seidenfeld discussing lessons learned from the multiyear studies.

About AIR
Established in 1946, with headquarters in Washington, D.C., the American Institutes for Research (AIR) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance both domestically and internationally in the areas of health, education and workforce productivity. For more information, visit www.air.org.

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Inglaterrra: Teaching assistants could take industrial action

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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España: Los alumnos de Cantabria tendrán vacaciones cada dos meses el curso que viene

Cantabria / 07 de junio de 2016 / Por: J.M. G/EPSantander / Fuente: http://www.abc.es/

La Mesa Sectorial de Educación aprueba una distribución de la carga lectiva en cinco bimestres, con cuatro evaluaciones

La Mesa Sectorial de Educación de Cantabria, presidida por el consejero del ramo, Ramón Ruiz, ha aprobado este martes 7 de junio, con el apoyo de toda la Junta de Personal Docente, el calendario escolar para el curso 2016-2017, que incluye una semana de vacaciones cada dos meses lectivos, con lo que se amplían a cuatro las evaluaciones, y lo que conlleva la supresión de los exámenes de septiembre en Educación Secundaria. En Bachillerato lo harán el siguiente curso.

El calendario escolar del curso 2016-17 en Cantabria romperá por completo con la tradición de las últimas décadas de tres trimestres e instaurará un modelo muy similar al que se sigue en la mayoría de países europeos. Se mantienen las mismas jornadas lectivas (175 días de clase), pero se distribuyen de forma diferente (en cinco bimestres) para que sean de, aproximadamente, la misma duración y para asegurar unos días de descanso para los alumnos cada, aproximadamente, dos meses de clase.

Centros abiertos en vacaciones

 Para atender a los alumnos en los periodos de vacaciones, la Consejería abrirá algunos centros como espacios lúdicos con comedor, que será gratuito para familias con pocos recursos, en línea con la experiencia puesta en marcha el pasado verano. Ruiz ha anunciado que, en tiempos no lectivos, la Consejería «hará un esfuerzo» para mantener abiertos los centros, que ofrecerán un programa lúdico y servicio de comedor, gratuito para los alumnos becados.

Además, la Mesa Sectorial ha aprobado otro acuerdo que incluye disminuir los horarios lectivos del profesorado de todos los cuerpos docentes. En Educación Secundaria se recuperará el horario del curso 2010-2011 durante el periodo 2016-2017; la referencia para el próximo curso será de 19 horas y en el siguiente se generalizará la reducción horaria a 18 lectivas. A lo largo del primer semestre del curso 2016-2017 se negociará una mejora general del horario lectivo del Cuerpo de Maestros.

Menos vacaciones de verano

Ruiz ha explicado que tanto su departamento como los sindicatos han coincidido en que las actuales vacaciones de verano son «excesivamente largas» y se ha decidido empezar «antes» el curso. Así, las clases acabarán el 23 de junio en los colegios y el 27 en los institutos y no habrá pruebas de septiembre para Secundaria. La excepción el próximo curso serán los alumnos de Bachillerato, que mantendrán los exámenes de septiembre, aunque por último año, ya que se erradicarán para el 2017-2018.

Tanto Consejería como sindicatos son partidarios de evaluaciones «intensas y más numerosas» en lugar de «trimestres tan largos», lo que además permitirá «reflexionar» sobre el aprendizaje de los alumnos, que actualmente soportan una carga lectiva diaria de 270 minutos, por encima de otros países europeos, ha señalado Ruiz.

Fuente noticia: http://www.abc.es/sociedad/abci-educacion-alumnos-cantabria-tendran-vacaciones-cada-meses-curso-viene-201606071810_noticia.html

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Universities should ask whether their academics work too much

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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Global Partnership: Good teachers are essential to achieve quality education

Fuente: globalpartnership.org / 8 de junio de 2016

Teachers are the essential link to delivering a quality education to all children. To achieve the goal of universal education, the world needs more, better trained and better supported teachers.

Teachers have the single biggest impact on children learning (John Hattie, Visible Learning).

The availability of well-trained, motivated and supported teachers, nurturing and stable learning environments and adequate learning materials are among the factors that lead to effective teaching and positive learning outcomes.

While student-teacher ratios have improved – mostly in richer countries – in recent years, many countries continue to have an average of 40 or more students per teacher, inadequate teacher training, and limited teaching resources.

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Venezuela: TUITAZO Mundial en contra del Arco Minero Miércoles 8 de junio 11am

Este Miércoles 8 de Junio les invitamos a un TUITAZO MUNDIAL a las 11:00 a.m.(hora de Venezuela) expresando el rechazo al Arco Minero del Orinoco.

Pueden participar utilizando el hashtag #‎NoAlArcoMinero‬.

  • Porque el Decreto del Arco Minero del Orinoco es totalmente inconstitucional, y además incumple la Ley orgánica del Ambiente , y tratados internacionales como el 169 de la OIT ‪#‎NoAlArcoMinero‬
  • Porque el Decreto del Arco Minero del Orinoco atenta contra las reservas de agua más grandes de Venezuela. #‎NoAlArcoMinero
  • Porque el Decreto del Arco Minero del Orinoco atenta contra los Pueblos Indígenas que habitan esa zona. #‎NoAlArcoMinero‬

Invita a tus seguidores a participar en el tuitazo haciéndoles mención en los tuits que emitas por esa red social.

Imagen destacada tomada de: https://2.bp.blogspot.com/-Hx8lC7BYTw0/VtymnMOKg8I/AAAAAAAABU8/ujFZNoIhD-A/s1600/untitled%2B%25281%2529.jpg

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Puerto Rico: Educación cerraría año fiscal con deuda a suplidores de $410 M.

Puerto Rico / 07 de junio de 2016 / Por: Sarah Vásquez / Fuente: http://www.metro.pr/

Hoy el secretario de Educación, Rafael Román, fue a la Cámara de Representantes a defender el presupuesto recomendado de la agencia.

El Departamento de Educación (DE) proyecta que al cierre  del año fiscal la deuda con sus suplidores alcanzará los $410 millones, así lo estableció hoy el titular de la agencia, Rafael Román, durante la vistas de presupuesto en la Legislatura.

Román detalló que, aunque esta es la proyección, ya tienen unos $250 millones en cheques. “Son los cheques que están consignados bajo el presupuesto. No obstante, hasta que el Departamento de Hacienda no identifique los fondos no se pueden liberar”, apuntó el secretario al tiempo que dijo que esta deuda corresponde a este año fiscal.

Entre los suplidores a los que Educación les debe están los terapistas de educación especial a través de remedio provisional y los transportistas.

A preguntas de los representantes, el funcionario advirtió que la aprobación de la reforma educativa propuesta por el senador Eduardo Bhatia, que permance en la Cámara de Representantes, impactaría el presupuesto que se contempla para el próximo año fiscal que arranca el 1ro de julio.

Por otra parte, la agencia está evaluando como puede disminuir la factura de la Autoridad de Energía Eléctrica (AEE), mientras que logró bajar en un 18 % la factura de  la Autoridad de Acueductos y Alcantarillados (AAA). De acuerdo con el memorial explicativo, una de las razones del ahorro fue el cierre de escuelas y la corrección de salideros de agua.

Durante su exposición para defender la asignación presupuestaria de $2, 846, 168, 000 destinada a la agencia, Román destacó el aumento en la distribución de notas A, B y C en todas las escuelas públicas.

Además, detalló que unos 33,708 estudiantes más, en comparación con el año 2012, tuvieron la oportunidad, durante el recién terminado curso escolar, de tomar la Prueba de Evaluación y Admisión Universitaria libre de costo. Esta acción redundó en mayores oportunidades para que los estudiantes pudieran ingresar a la universidad en los programas de estudio que representan su vocación.
“Según los datos provistos por College Board, los estudiantes de undécimo grado que tomaron la prueba  en el 2015 y que este año la tomaron por segunda vez lograron aumentar de forma significativa en todas las áreas sus puntuaciones. Esto es parte de nuestro plan de identificar las necesidades en undécimo grado y desarrollar intervenciones académicas de alto rigor para atender las mismas y preparar mejor a los estudiantes en la segunda administración del examen”, afirmó el funcionario.

El presidente de la Comisión de Hacienda y Presupuesto, Rafael “Tatito” Hernández, anticipó que no prevé recortes a esta agencia ya que educación es parte de los servicios esenciales que el Gobierno busca proteger.

Fuente noticia: http://www.metro.pr/noticias/educacion-cerraria-ano-fiscal-con-deuda-a-suplidores-de-410-m/pGXpfg!ZTEN8Ro2ITDA/

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