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Tanzania: School Pregnancies, Enrolment Go Up Fuelled By Free Education

Arusha — At least 333 students from both primary and secondary schools became pregnant in the period of two years between 2016 and December 2017.

This was said by the Arusha regional administrative secretary (RAS), Mr Richard Kwitega – noting that the incidence of early pregnancies is growing in the region and, as such, something needs to be done to surmount the malady.

Some 81 out of the 333 students who got pregnant are in primary schools, while the other 252 are secondary school students.

 «Despite reporting the matter to the police, no legal action is taken against a majority of the students,» Mr Kwitega said, stressing that this calls for remedial action, with a view to eradicating the problem root and branch!

In the related issue of ‘free’ education for students to the secondary school level, Mr Kwitega revealed that primary and secondary schools in the region have been provided with Sh1.9 billion every month since the year 2016.

«The access to universal basic education programme has increased the number of students enrolment at both primary and secondary schools,» he explained.

From: http://allafrica.com/stories/201803120235.html

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United Kingdom: School mental health problems extend to primary-age pupils amid cuts to support

United Kingdom/ 02.04.2018/ From: www.independent.co.uk.

Los niños de escuela primaria muestran signos de problemas de salud mental, como ansiedad, ataques de pánico y depresión, en medio de recortes al apoyo de especialistas, sugiere una nueva encuesta de docentes.

Primary school children are showing signs of mental health problems – including anxiety, panic attacks and depression – amid cuts to specialist support, a new survey of teachers suggests.

The vast majority (96 per cent) of teachers say they have come into contact with pupils of all ages experiencing mental health issues, according to research from the NASUWT teaching union.

Of these, around one in seven (14 per cent) said that pupils experiencing these difficulties were aged between four and seven, while over a quarter (27 per cent) said they were aged seven to 11.

One teacher spoke of an 8-year-old who climbed onto the roof and said they wanted to kill themselves.

They added the incident was “not deemed serious enough” to get support from Child and Adolescent Mental Health Services. “Access to mental health services is appalling for young children,” the teacher said.

The poll, of more than 1,300 teachers, found school staff were most likely to pupils aged 11 to 16 (68 per cent) experienced problems, making it harder for them to participate in class and to make friends.

Teachers said family problems (86 per cent), pressures of exams (66 per cent) and social media (64 per cent) were main causes of mental health problems such as self-harming, eating disorders and OCD.

The poll found that the majority (86 per cent) are aware of pupils sharing sexual messages, photos and videos with each other, and nearly four in 10 know students who have been sexually harassed by pupils.UK news in pictures.

One teacher said they had heard of pupils’ faces being photoshopped onto “pornographic images” by other students.

The survey also finds that a fifth teachers think children were moved on or excluded from a their school for unofficial reasons. Of those, almost half felt it was because of their low academic attainment affecting league tables and a third felt it was because the pupil has special needs.

Another teacher said: “I work with excluded pupils and feel that there is very little support for them on mental health issues – even though this may be the driving factor behind their exclusion, the expectation is still for them to achieve in line with GCSE targets.”

Chris Keates, general secretary of NASUWT, said: «Teachers have never before had to deal with such a complex range of pupil welfare issues as they do today.

«The pressure on teachers and headteachers is enormous and is putting at risk their own mental and physical health and wellbeing.»

She added: “These challenges are compounded by cuts to school staffing and to external specialist support. The government must bear responsibility for the position in which schools find themselves. It is a betrayal of staff and pupils to continue to expect schools alone to deal with all of these issues.”

A Department for Education spokesperson said: “We want all young people to grow up feeling confident about themselves and able to get the right mental health support when they need it.

“We have pledged £1.7bn to improve the mental health services on offer to children and young people. But we know there is more to be done to ensure progress in this area, which is why we have recently outlined proposals to improve links between the NHS and schools, provide quicker access to intensive support and more capacity to be able to intervene earlier.”

From: https://www.independent.co.uk/news/education/education-news/mental-health-primary-school-sexual-harassment-bullying-pupils-nasuwt-union-a8283876.htm

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EEUU: Muere Linda Brown, sí, la de «Brown v. Board of Education», que acabó con la segregación racial en escuelas.

Por: aztecaamerica.com/28-03-2018

Monroe School, 1949. Imagen: NPS

Linda Brown, una mujer de Kansas que en la década de 1950 puso nombre a un contencioso que prohibió la segregación racial en las escuelas estadounidenses, murió a los 76 años, según informaron este lunes medios locales.

Nacida en Topeka, la capital de Kansas, Brown tenía 9 años cuando su padre, el reverendo Oliver Brown, trató de inscribirla en 1950 en la escuela pública primaria más cercana a la vivienda familiar.

La negativa de la escuela Summer School a aceptarla por ser negra provocó cuatro años más tarde el histórico fallo «Brown v. Board of Education», con el que el Tribunal Supremopuso fin a la doctrina «segregada pero igual» que regía en la educación pública estadounidense desde 1896.

El Supremo determinó que «separar (a los niños negros) de otros de edad y calificaciones similares únicamente por su raza genera un sentimiento de inferioridad en cuanto a su posición en la comunidad que puede afectar a sus corazones y mentes de un modo improbable de revertir».

Concluyó, asimismo, que la segregación era una práctica que violaba la cláusula de «protección igualitaria» recogida en la Constitución.

Aunque Brown puso el nombre, el contencioso agrupaba numerosos casos recopilados por la Asociación Nacional para el Avance de la Gente de Color (NAACP, en inglés) de estudiantes afroamericanos rechazados en instituciones educativas alrededor del país.

Un portavoz de la funeraria de Topeka Peaceful Rest Funeral Chapel confirmó a medios estadounidenses que Brown murió este domingo por razones que no han trascendido.

En una entrevista con PBS en 1985, a raíz del 30 aniversario de la sentencia, Brown dijo «sentir» que la decisión del Supremo había tenido «un impacto en todas las facetas de la vida de las minorías en toda el país».

«Lo pienso en términos de lo que ha hecho para nuestros jóvenes, en la eliminación de ese sentimiento de ciudadanía de segunda clase. Creo que ha hecho que los sueños, las esperanzas y las aspiraciones de nuestros jóvenes sean hoy mayores», añadió.

Según The Washington Post, la escuela Summer School, que había rechazado su inscripción en 1950, intentó negársela de nuevo el mismo día de 1954 en el que el Supremo prohibió la segregación.

Aunque fue ella quien se convirtió en un icono de los derechos civiles, el «Brown» de la sentencia «Brown v. Board of Education» pertenece a su padre, que fue quien interpuso la demanda y que murió en 1961.

*Fuente: http://www.aztecaamerica.com/notas/noticias/279051/muere-linda-brown-si-la-de-brown-v-board-of-education-que-acabo-con-la-segregacion-racial-en-escuelas

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Thompson hosts northernmost March For Our Lives event in Canada

Por: thompsoncitizen.net/Kyle Darbyson-Thompson Citizen/28-03-2018

While the crowd size didn’t compare to the hundreds of thousands who converged on Washington, D.C., Thompson’s March For Our Lives event still managed to attract a small but dedicated group of participants.

Just like the other 845 sibling marchers that took place throughout the globe March 24, this local walk, which began at R.D. Parker Collegiate, was designed to stand in solidarity with victims of gun violence in the United States.

Given that this was the northernmost March For Our Lives event to take place in Canada, the three-kilometre loop around Thompson Drive and Cree Road was littered with ice and snow.

Thankfully, the over 50 students, parents, teachers and volunteers who showed up for this event all dressed appropriately for the weather and completed the route without any traffic-related incidents.

Of course, this worldwide movement against gun violence in the U.S. largely kicked off in the wake of the Marjory Stoneman Douglas High School shooting in Parkland, Florida on Feb. 14, which left 17 dead.

Much like the how the Stoneman Douglas students spearheaded the central rally in the American capital, a local high school group from RDPC was responsible for organizing the only March For Our Lives event to take place in Manitoba.

Even though this group, Students Offering Support (SOS), normally focus their mental health awareness campaigns on their own school, on Saturday they shone a light on the struggles of students south of the border.

“The students in the U.S. are exhausted, and they do not want one more child to be shot at school,” said SOS member Hayley Jenkins just before the start of Saturday’s march.

“They do not one more teacher to make the choice to jump in front of a firing assault rifle to save the lives of students … they are taking charge and we are supporting them because we must stop letting this become the normal.”

While some have been quick to dismiss a movement that is largely lead by teenagers, SOS member Rishwan Dherdi reminded everybody at the March 24 rally that this campaign has already managed to garner some results.

Not only did the Florida State Senate recently raise the legal age to buy a firearm from 18 to 21, but they’ve also banned the sale or possession of bump stocks, attachments that allow a semi-automatic rifle to fire at a quicker rate.

Fellow SOS member Lala Rukh also mentioned that these students who are marching in the U.S. will be able to transform all this rhetoric into votes in a very short time.

“Those students, who will be 18 as of November of this year, are registering right now to be able to vote for the mid-term election and select their members of Congress,” said Rukh. ”These students are also reminding President Trump and his government that they will be the ones selecting the new [president] in 2020 in the new election.”

After finishing the march on Saturday, School District of Mystery Lake trustee Leslie Tucker echoed her comments from a March 13 school board meeting by saying that she was immensely proud of the youth activism on display here in Thompson and around the world.

In fact, Tucker said that the last time she witnessed student-led activism on this scale was during the South African Anti-Apartheid Movement.

“I remember being much younger, because that was a long time ago, and just fighting and fighting and fighting and eventually it changed,” she said. “So that’s what we do here. It might not change overnight for Americans with respect to gun control, but the pressure has to be put on.”

*Fuente: http://www.thompsoncitizen.net/news/thompson/thompson-hosts-northernmost-march-for-our-lives-event-in-canada-1.23214050

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Canada: Specialty education programs can help students launch a successful career

Canada/March 27, 2018/By: ROSE O’LEARY/Source: https://www.theglobeandmail.com

Executive director, Canadian School of Natural Nutrition.

With the increasing demand for work-life balance, a great company culture and a flexible working schedule, many young Canadians are moving toward starting their own business.

Based on a recent study from Intuit Canada, the software company behind TurboTax and Quick Books, Michael Shulman of Yahoo Finance Canada determined that nearly half of Canada’s work force will be self-employed by 2020.

It is important that education in Canada adapts to meet these changing trends. Specialty post-secondary education programs provide the skills, tools and certifications required to fulfill these changing demands and for students to begin a successful career.

In addition to providing the skills for these new careers, there are many benefits of enrolling in specialty education programs with small class sizes and flexible learning schedules. The primary benefit is that students can obtain the tools, credibility and support they need to start their new career within a relatively short period of time.

For example, in 1994, the late Danielle Perrault, founder of the Canadian School of Natural Nutrition (CSNN), identified the need for a specialty holistic nutrition program taught in the classroom. Today, approximately 8,800 students have graduated from CSNN’s specialty Natural Nutrition diploma program, resulting in numerous entrepreneurs merging the worlds of self-employment and alternative medicine.

Tools: Those looking for a new career now – not later – may want to consider a specialty education program that provides them with the necessary tools and certification. A specialty education diploma program may not provide the traditional status of a degree; however, it does provide the knowledge and tools needed to start practicing tangible skills that will be used in the work force. This is very different from a four-year degree program that may additionally require graduation from a master’s program or an internship program before a career is able to begin.

Credibility: Finding the specialty education program that provides the necessary education, tools and certification to be credible is crucial in launching a new successful career. Certifications are only credible if students’ knowledge and skills have been adequately tested and screened with board exams. For example, in the holistic nutrition industry, the public looks to see that an author of a book or article is certified and has a designation from a reputable specialty education program before trusting what is written about nutrition and health. And holistic nutrition practitioners must be certified to obtain insurance in their private holistic nutrition practices. This could be true of any entrepreneurial industry where consumers are trusting individuals, relying on internet searches and word-of-mouth referrals for services.

Networking: As is true in any new career, those new to an industry benefit if they have continued support after graduating and access to those with industry experience. When researching specialty education programs, search for schools that offer these levels of support because, even with excellent skills training, some graduates may lack confidence in navigating a new industry.

The mandate of provincially regulated private career colleges is to provide the skills and tools graduates need to acquire jobs and self-employment opportunities. As a result, many specialty education programs have job boards for their graduates and work collaboratively with their alumni associations and industry associations that help graduates navigate the industry and find ways of attracting new clientele. The goal is to collectively help graduates be successful in their budding careers.

Canadians have a lot of choice when it comes to educational programs and careers, especially if entrepreneurship is desired. As new industries and careers emerge, and as the employment trend increasingly moves toward self-employment, specialty programs may be the right step to gain the tools, credibility and network needed to reach career goals.

Executives, educators and human resources experts contribute to the ongoing Leadership Lab series.

Source:

https://www.theglobeandmail.com/report-on-business/careers/leadership-lab/specialty-education-programs-can-help-students-launch-a-successful-career/article38319100/?cmpid=rss1

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Malaysia has clear education roadmap; on track to achieve TN50: Mahdzir

Malaysia/ March 27, 2018/By THARANYA ARUMUGAM/Source: https://www.nst.com.my

Education Minister Datuk Seri Mahdzir Khalid today took a swipe at critics who condemned the Malaysian education system and policies.

He said Malaysia has a clear and extensive education roadmap that serves as guideline to the ministry, schools, teachers and students.

«We are on the right track towards achieving the National Transformation 2050 (TN50) vision in propelling Malaysia into the world’s top 20 nations.

«The government prioritises quality education, hence the reason we have various frameworks and policies such as the Malaysia Education Blueprint 2013-2025, National Education Policy and English Language Roadmap 2015-2025.

«While there are many critics here (in Malaysia) condemning our education system and policies, we continue to strive to ensure our children receive quality education on par with the global standards.

«These critics fail to realise that Malaysia is on the right pathway. We also ensure all strata of society obtain equal education, such as continuing vernacular school system in the country,» he said at the SMK Kota Kemuning 2 groundbreaking ceremony in Kota Kemuning today.

Mahdzir cited Singapore and Indonesia as examples, where he said Singapore abolished vernacular schools and only developed English-medium schools, while Indonesia chose Bahasa Indonesia as its official language.

«But Malaysia as a multinational country continue to allocate funds to build more vernacular schools, catering to the needs of the people. Prime Minister Datuk Seri Najib Razak has also assured that this initiative will continue as long as Barisan Nasional remains the ruling government.

«The government allocated about RM50 million each for Chinese, Tamil, religious and missionary schools.

«But this has angered certain quarters saying that we should abolish vernacular schools to move forward.

«We are only finding ways to inculcate a sense of oneness among students to ensure unity remains in the community when they grow up. (Not to abolish vernacular schools).

«There is no need to involve politics in the education system. I am confident the people of Selangor can see the government’s efforts for themselves and make the right choices.

«Water is a necessity. How can you say it is a developed state if the people still suffer from water crisis? They (critics) should first address this before commenting about the education system.»

It was reported that as of March 31, 2016, there were 2,058 national schools, 578 Chinese vernacular schools, and 360 Tamil vernacular schools in Malaysia.

Based on an operational cost analysis, these schools need RM67,130.65 per student every year compared to RM5,321.84 annually per student in other schools.

Source:

https://www.nst.com.my/news/government-public-policy/2018/03/348505/malaysia-has-clear-education-roadmap-track-achieve-tn50

 

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Need to give quality education in India to students who fly overseas: Rajan

India/March 27, 2018/By: Anup Roy & Nikhat Hetavkar/Source: http://www.business-standard.com

We have fantastic institutions. But remember, we have so many young children coming in now, looking for admission into colleges, says Rajan.

Eminent economist and former Reserve Bank of India (RBI) governor Raghuram Rajan is part of an elite group that launched a unique undergraduate liberal arts private university. In an exclusive chat with Anup Roy and Nikhat Hetavkar, Rajan says there is a need to give quality education in India to students who fly overseas every year. Edited excerpts:You are on the advisory council of KREA University. Will you be teaching also? Just like I was previously associated with ISB (Indian School of Business), I go there once in a while, I taught a course there, and I visit classes. My wife teaches there now. So, there will be an engagement of course. I am working with the academic council and the board. It’s a bunch of people who have come together. I don’t want to occupy any bigger position than I am holding now. I am merely helping, along with a large group of very dedicated people.You are a product of an Indian education system.What do you think the system is lacking now? We have fantastic institutions. But remember, we have so many young children coming in now, looking for admission into colleges. And our system is inadequate in terms of numbers to serve all of them with high-quality education. And of course, every time there is an opportunity to rethink what the old institutions are doing. Can we do things differently? Is there room for something new even when the old continues? We need more institutions to meet the demand. We have 100,000 students going abroad every year. So, we have room for at least 100 universities of very high quality to service those 100,000 students. We have the freedom to create a new model and that’s what is exciting.Why is Dr Rajan, who is very much a public figure, not engaged in the public education system, and why do you have to branch out to the private sphere? It’s not much of private. The intention is to make it available to those who qualify. There will be scholarships for those who can’t afford to pay. There is far more flexibility in creating a new institution when you come together without the existing structures.

That’s why it’s important to try and experiment outside the formal public structure.But even then the fee is Rs 700,000-800,000 per annum for a four-year course. This is what it costs. When we talk about IITs, you will have to look at what the true cost per student the country is paying. Now that is buried somewhere in the government budget. And students are paying only a fraction of it. I paid a fraction of the cost it took the country to educate me. With private institutions, the cost is all out there. If you want quality, you want to pay your faculty a reasonable amount, you want buildings as places in which you feel like learning, you have to spend money. What we are trying to say is that we will try and ensure that anybody who is admitted can afford to pay. Certainly in this country we can’t subsidise education too much.

Education inflation was always a worrying factor for you. Now that if you have such a high fee structure for a premier institute, there is a good chance that other private institutions will hike their fees. I don’t think the intention is to make enormous amounts of money here. This is a not-for-profit institute. What we will try to do is to keep it as affordable as possible. But you have to ensure a certain quality of education. Now if this institution turns out to be overly expensive, alternatives will come up. Competition will always work, even in the education market. We have lots of entities that can provide quantity, but we need to ensure that we have at least some that can provide quality. As I said, there are institutions that are very respectable out there.

Will it have courses like monetary economics etc, where you could be engaged? I think there would be a course in economics. Any course in economics will certainly teach undergrads micro economics, macro-economics and so on. The extent to which it specializes into master’s level courses that will have to stage two or three down the line. Initially what we want to give is strong undergrad curriculum for the students who are coming in.

Source:

http://www.business-standard.com/article/economy-policy/need-to-give-quality-education-in-india-to-students-who-fly-overseas-rajan-118032400010_1.html

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