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Uganda: Magufuli Stance a Setback On Girl-Child Education

Uganda/July 11, 2017//Source: http://allafrica.com

I am one of the African women deeply disappointed by the utterances made by Tanzania president John Pombe Magufuli that teenage mothers impregnated while still in school should not be allowed back to their studies.

Magufuli reasons that these girls may affect their colleagues if allowed to associate with them again.In a short time, Magufuli has gained popularity in East Africa and Africa in general as a result of the many positive things he has done and implemented, including the policy on free education.

When the famous president now comes up and thinks otherwise, it is a shock, a serious human rights violation and a setback to what many governments and organizations promoting girl child education and women empowerment have worked for in a long time.

One of the things that have caused early pregnancies among girl children is poverty. Many teenage girls coming from poor backgrounds get easily lured by men who come in their lives promising heaven and earth. As much as the president may be looking out for the interests of the rest of the girls not yet affected, I think stopping teenage girls from achieving their dreams after going through the unwanted pregnancy is double punishment.

Just last year, my neighbour’s daughter (in Ntungamo) who had been under the care of her paternal aunt in Ibanda district went through the same experience at 14 years old. She was ready to sit for her primary seven exams.

However, her dreams were cut short when a 35-year-old man got her pregnant. She could not go back to her aunt’s home or come back to her parents’ home for fear of the repercussions, including torture and discrimination. She, therefore, decided to stay with the man.

I remember cutting my Christmas break short after deciding that her uncle and I travel to Ibanda, investigate and report the matter to police!

While in Ibanda, this is what we discovered: That the aunt with whom the girl had been staying had not reported the matter to police for fear for her life and family as the man is said to be dangerous.

The community was aware of what the man had been doing to people’s children but was silent. From the local police station in Ibanda, we proceeded to another local police station on Entebbe road where the culprit works, according to the local sources. We reported the matter but, up to now, the case has not been taken to court.

In order to fight poverty in our continent, education remains paramount – more so the education of the girl child. Let us imagine the future of my neighbour’s daughter is at stake!

Pregnant at 14 years, she is now staying with the 35-year-old illiterate man, whose health status is not known and cannot even guarantee that he will stay and take care of her and the baby before he moves on another young girl. Does this young girl even know the values of marriage?

Does she understand what it means to be a mother? All she will be is a helpless woman with broken dreams and aspirations. Her parents cannot help much either, because they are also illiterate and only work for daily bread.

This girl was the hope of the family; probably after completing her education, she would have contributed to her siblings’ school fees. Unfortunately this is going to be the vicious cycle of poverty Uganda and Africa are facing.

We need to come up with lasting solutions that will not affect young girls’ education. Mr Magufuli and his government plus many other governments need to devise policies and strategies to address poverty and other social challenges which affect girl-child education in Africa.

It starts with family: parents ought to engage in serious talks with their children on matters of sex and its consequences. Make children your friends so that in times of confusion, they can feel free to share with you but also count on you for protection.

The law should provide severe punishments for defilers. Any person who collaborates with the culprits should face heavy punishment once found guilty.

Local leaders need to be pragmatic in ensuring the safety and wellbeing of the people in their communities, but should also share responsibility for any crimes committed against young girls. Civil society organisations working on girl empowerment issues should put in more effort in raising awareness.

In conclusion, teenage girls’ rights need to be protected and, therefore, we need combined efforts from all leaders. Alienating them is not a solution at all!

The author works with Advocates Coalition for Development and Environment (Acode).

Source:

http://allafrica.com/stories/201707100250.html

 

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Africa: Mauritius. Focus On Retention of Girls and Young Women in Education Systems

Africa/ July 11, 2017/Source: http://allafrica.com

The education of girls and young women should cease to be an eristic matter subject to controversy or disputation. The African Renaissance can only be built on the conviction that the story of African girls and young women should no more be narrated sotto voce.

The Minister of Education and Human Resources, Tertiary Education and Scientific Research, Mrs Leela Devi Dookun-Luchoomun, made this statement this morning at the launching of a Forum on Strategies for retention of girls and young women in educational systems, at the Intercontinental Hotel, in Balaclava. The forum is conducted by a panel of resource persons from the AU, CIEFFA, UNESCO, WomHub, and UNICEF. Some 70 foreign delegates and 50 Mauritian participants are attending.

In her opening address, the Minister Dookun-Luchoomun, spoke of the need for leveraged actions so that both, boys and girls have the possibility to be active participants in fashioning the destiny of our countries. Mauritius fully subscribes to the idea that any theme that places girls and young women at centre stage should sit high on the national agenda, she said.

Mauritius has made considerable progress in terms of access of girls to education, equity of treatment and inclusion. In Mauritius, we hardly need to talk of retention when girls are known to outperform boys and are self-motivated enough to pursue their education path to the hilt, she said. Mrs Dookun-Luchoomun enumerated some factors that contribute to this fact namely, the advantage of being a small country with a declining population; and the powerful demand for education universally seen as an instrument for social mobility and economic take-off.

However, the Minister conceded that Mauritius still faces numerous challenges as regards STEM (Science, Technology, Engineering, and Mathematics). The trend in Mauritius, as elsewhere in Africa, is the disproportionate number of women as compared to men, both in STEM subjects in academia and in employment. It is, therefore, important to come up with strategies to attract more girls and young women in the STEM and TVET fields and work towards ensuring gender parity in the field of science and sustaining that parity once it is attained, she pointed out.

 For her part, the Coordinator, African Union (AU), the International Centre for Girls’ and Women’s Education in Africa (CIEFFA), Dr Rita Bissoonauth, stressed that if gender equity and equality is to be achieved and if full participation of all segments of African human resources is to be ensured, all training fields should be mobilised and made accessible to all.

«We should accept the educational and professional choices of the women who wish to give themselves the capacity, knowledge and skills», she added.

About the Forum

The three-day event is organised jointly by the AU, the CIEFFA and the Ministry of Education and Human Resources, Tertiary Education and Scientific Research. The objectives are to address the challenges that impede the retention of girls and young women in education systems, and find solutions so as to bring about real and sustainable changes.

Discussions will focus on: accessibility of STEM (Science, Technology, Engineering, Mathematics) for girls and young women in Africa; women in STEM – challenges and perspectives; gender stereotyping in TVET – assessing the facts, challenging the myths; legal and institutional environment to support right to quality education for girls and young women; higher education and gender sensitivity to increase retention rate among young women and quality acquisition; identifying gender-sensitive contents in teaching and learning resources.

Source:

http://allafrica.com/stories/201707100691.html

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FAO and the Ministry of Education support school garden initiative for better nutrition in Sri Lanka

Sri Lanka/July 11, 2017/By Abdul Mujeeb/Source: http://www.elankanews.com

The Food and Agricultural Organization of the United Nations (FAO) together with the Ministry of Education hosted a ceremony on Tuesday, 4 July 2017 at Wijerama Maha Vidyalaya in Udahamulla, Nugegoda to highlight the importance of school gardens for child nutrition and life skills. The event took place in the context of the project on “Scaling up Nutrition through a Multi-Sector Approach”, jointly implemented by FAO and the World Food Programme (WFP) in collaboration with the Government of Sri Lanka.
 
Through this project, more than 6000 schools have been inspired to create their own organic and healthy garden within the school grounds. To support each school develops their own garden, FAO together with the Ministry of Education has facilitated a series of training workshops in all nine provinces, training 377 education officers.
 
Nina Brandstrup, FAO Representative for Sri Lanka and Maldives presents gardening equipment to principals of 22 schools in the Sri Jayawardenapura Education zone at the school garden ceremony.
Nina Brandstrup, FAO Representative for Sri Lanka and
Maldives presents gardening equipment to principals
of 22 schools in the Sri Jayawardenapura Education
zone at the school garden ceremony.
At these comprehensive two-day workshops, education specialists have learned the different aspects of establishing and managing school gardens, from selecting a location and deciding the type of beds to create, to identifying the best tools and equipment. They have also learned about fertilizing, pruning and pest control by utilizing plant extracts and modern technologies. The education specialists have acquired the skills to impart this knowledge to the school community within each province. They have been provided a guideline and manuals which teachers, parents, and children can use in establishing the school garden. As the project includes knowledge about child nutrition, health, and education, it encourages the children to directly apply what they learn in their school gardens and replicates the same healthy habits at home. FAO has distributed gardening tools and resources to participating schools across the island to support the project’s sustainability.
 
A manual available in both Sinhala and Tamil has been crucial to the success of the initiative and has reached over 300,000 children across the island. In many parts of the country that continue to struggle with food insecurity and undernutrition, this initiative has supported children to take responsibility for their diets and share their learnings with their families and the wider community.
 
Priyanthi Chandrasekera, Project Manager-Scaling up Nutrition through a Multi-Sector Approach, FAO plants a tree with a student of Wijerama Maha Vidyalaya.
Priyanthi Chandrasekera, Project Manager-
Scaling up Nutrition through a Multi-Sector Approach,
FAO plants a tree with a student of Wijerama Maha Vidyalaya.
Speaking at the event, the FAO Representative Nina Brandstrup highlighted school gardens as a key tool in teaching children the value of nutritious organic food and the importance of sustainable lifestyles. “School gardens can be used as a classroom by reconnecting children with the outdoors and the source of their food,” she said. “These gardens teach children about the importance of a balanced diet and nutrition while opening their eyes to new agriculture concepts. The gardens are also encouraging the children to increase their consumption of fruits and vegetables; no one can resist eating what they grew with their own hands!”
The Honorary Consul of Spain, Priyadarshini Jayawardena encouraged the promotion of school gardens to keep children safe and healthy while nurturing future generations to ensure a healthier and better tomorrow. “Gardens are of utmost importance to the development of the country. Well-nourished children are healthier and learn better, have improved opportunities for growth and contribute positively to society,” she said.
 
Commenting on the programme, Mr. Jayantha Wickramanayake, Director of National Schools said: “This project jointly implemented by the FAO and the Ministry of Education is a good solution to tackle health problems and the lack of awareness about the environment among school children. This programme really takes education beyond the classroom, guiding students to form a relationship with nature. I encourage all principals, teachers, and students to replicate this model in their schools. I have no doubt that this will help to create a healthier generation of youth and contribute towards minimizing the risk of natural disasters in the country with more awareness.”
 
Brenda Barton, Representative and Country Director of World Food Programme (WFP) highlighted that the school garden initiative ties in with the efforts of WFP to treat undernutrition in Sri Lanka. WFP distributes specialized fortified nutritious food to pregnant and nursing women and children aged between 6 months and 5 years and provides technical support to the Ministry of Health to enhance the impact of Thriposha – a nutritious and locally fortified blended food. “Our aim is to support behavioral changes through enhanced nutrition education and information on safe and nutritious foods, dietary diversity, nutrient deficiencies and their root causes,” she said. WFP also supports the Ministry of Health to conduct national nutrition surveys for pregnant and lactating women and for schoolchildren, to promote the linkage of health, nutrition, and food security as a national development priority.
 
The event concluded with the distribution of gardening tools to 22 school principals from the Sri Jayawardenapura Education zone of the Western Province, and the planting of a fruit tree followed by a visit to the school garden by guests and the school community.
 
School gardens are one aspect of the Scaling up Nutrition through a Multi-Sector Approach project, jointly implemented by FAO and WFP in collaboration with the Government of Sri Lanka. The project is part of the United Nations Sustainable Development Goals Fund, an international multi-agency and multi-donor development mechanism created in 2014 by The United Nation Development Programme (UNDP) funded through the Government of Spain. 
Source:
http://www.elankanews.com/2017/07/fao-and-ministry-of-education-support.html
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China Distance Education Hldgs : CDEL Announces Strategic Investment in Beijing Ruida

China/July 11, 2017/Source: http://www.4-traders.com

China Distance Education Holdings Limited (NYSE: DL) (‘CDEL’, or the ‘Company’), a leading provider of online education and value-added services for professionals and corporate clients in China, today announced that it signed a definitive agreement to acquire 40% equity interest in Beijing Ruida Chengtai Education Technology Co., Ltd. (‘Beijing Ruida’), a leading provider of exam preparation services for participants in China’s national judicial examination, for a total consideration of RMB192 million ($28.3 million), subject to adjustments under certain pre-agreed conditions. In addition, CDEL has the right, at its option, to further increase its equity interest in Beijing Ruida up to 60% before April 2019 under certain pre-agreed conditions. The acquisition of 40% equity interest in Beijing Ruida is an all-cash transaction, and is expected to close in the fourth quarter of fiscal 2017.

Mr. Zhengdong Zhu, Chairman and CEO of CDEL, said, ‘Our investment in Beijing Ruida is ideally aligned with our strategy to build industry-leading comprehensive lifelong education verticals. With this investment we immediately strengthen our legal education vertical by adding a prominent national judicial exam preparation provider to our portfolio of education services.’ Mr. Zhu added, ‘Beijing Ruida has enjoyed impressive growth since being launched last year due to its highly acclaimed instructors, best-of-breed educational content, and innovative new media marketing strategy. We welcome the Beijing Ruida team to the CDEL platform.’

Mr. Fengke Liu, Founder and Chairman of Beijing Ruida, said, ‘We are delighted to have CDEL as our strategic investor. CDEL and Beijing Ruida share the common goal of providing high-quality education services to help professionals advance in their careers. We believe our focus on delivering high-quality educational content and services for participants in China’s national judicial examination will further complement CDEL’s broad array of industry-leading exam preparation services.’

Safe Harbor Statement

This announcement contains forward-looking statements within the meaning of Section 27A of the Securities Act of 1933, as amended, and Section 21E of the Securities Exchange Act of 1934, as amended, and as defined in the U.S. Private Securities Litigation Reform Act of 1995. Forward-looking statements are not historical facts, but instead are predictions about future events. Future events are inherently uncertain, and our forward-looking statements may turn out to be incorrect. The Company may not realize the anticipated benefits of the investment in Beijing Ruida. The forward-looking statements in this press release speak only as of the date on which they are made, and we assume no obligation to update any forward-looking statements except as required by law.

About Beijing Ruida

Founded in 2016, Beijing Ruida was established by eight highly acclaimed instructors in China’s legal education industry. Beijing Ruida provides exam preparation services and products, including proprietary books and reference materials, for participants in China’s national judicial examination. Beijing Ruida delivers services and products at six campuses in China (Beijing, Shanghai, Nanjing, Hangzhou, Guangzhou, and Shenzhen) as well as through its online platform and a nationwide network of education partners.

About China Distance Education Holdings Limited

China Distance Education Holdings Limited is a leading provider of online education and value-added services for professionals and corporate clients in China. The courses offered by the Company through its websites are designed to help professionals seeking to obtain and maintain professional licenses and to enhance their job skills through our professional development courses in China in the areas of accounting, healthcare, engineering & construction, and other industries. The Company also offers professional education courses for participants in the national judicial examination, online test preparation courses for self-taught learners pursuing higher education diplomas or degrees, test preparation courses for university students intending to take the nationwide graduate school entrance exam, practical accounting training courses for college students and working professionals, as well as online language courses and third-party developed online courses. In addition, the Company provides business services to corporate clients, including but not limited to tax advisory and accounting outsourcing services. For further information, please visit http://ir.cdeledu.com

Source:

http://www.4-traders.com/CHINA-DISTANCE-EDUCATION-3860988/news/China-Distance-Education-Hldgs-CDEL-Announces-Strategic-Investment-in-Beijing-Ruida-24725738/

 

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Educational Android Apss for students with special needs / Aplicaciones android para Educación Especial

For those of you who haven’t seen it yet, below is a handy chart featuring some good Android apps for students with special needs. We have arranged the apps into three main categories: Android apps for learners with autism, android apps for learners with Dyslexia, and Android apps for the visually impaired. If you have other suggestions to add to the list, please share with us in our Facebook page.

Related: iPad apps for students with special needs

Categories Apps
Android Apps for Learners with Autism Let Me Talk

Speak Quietly

Autism

Talking Pictures

Birdhouse

Autism Solutions

Aiko and Ego Animation for Autism

myVoice Communicator

Social Skills for Autism

Sesame Street and Autism

Speech Assistant AAC

Autism Therapy with MITA

Android Apps for Learners with Dyslexia Google Text to Speech

Vocab Builder

Easy Text to Speech

Voice Dream Reader

Go Read

Eye Games, Dyslexia

Dyslexia Redefined

Spell 4 You

Talk- Text to Voice

Learning Ally Audio

OCR Instantly Pro

Gboard- The Google Keyboard

Android Apps for Vision Impaired TapTapSee

CamFind- Visual Search Engine

BeSpecular- Help The Blind

NewsSpeak

Eye-D-for Visually Impaired

Syntha Blind Visually Impaired

Big Notes Lite

Zeta Keyboard

Big Launcher

Ray App for Visually Impaired

ScanLife Barcode & QR Reader

Magnify

MessagEase Keyboard

Sources:

Google Play Dyslexia page

Google Play Autism page

Google Play visually impaired page

Android Apps for Learners with Dyslexia / Reading and Writing Difficulties

Autism Apps

12 Essential Android Apps for Dyslexic Students

Apps for Dyslexia and Learning Disabilities

 

From: http://www.educatorstechnology.com/2017/06/30-educational-android-apps-for.html

 

30 aplicaciones android para Educación Especial

http://www.educatorstechnology.com/2017/06/30-educational-android-apps-for.html?utm_source=bloglovin.com&utm_medium=feed&utm_campaign=Feed%3A+educatorstechnology%2FpDkK+%28Educational+Technology+and+Mobile+Learning%29

30 Educación aplicaciones para Android Estudiantes con necesidades especiales ~ Tecnología Educativa y Aprendizaje Móvil via kwout

Fuente: https://villaves56.blogspot.com.es/2017/06/30-aplicaciones-android-para-educacion.html?m=1

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EEUU: Education expert warns Washington state’s budget controversy isn’t over

08/07/2017.  By http://education.einnews.com
Erin Jones faced fellow Democrat Chris Reykdal for the role of superintendent for the Office of Public instruction. Reykdal won the 2016 election. (AP)
LISTEN: Education expert says the state budget controversy is not over

When Erin Jones saw Governor Jay Inslee’s proposed budget she made a prediction — the budget process was going to be lengthy.

In fact, she thought if any budget was going to pass, it would happen at the 11th hour. That’s exactly what happened as Washington lawmakers narrowly avoided a government shutdown during a third special session.

“His budget was so big D, big Democrat, that the Republicans would not be able to (work with) his budget,” Jones told KIRO Radio’s Dave Ross. “He had already put himself out there very clearly, this is a Democratic budget. And I know with the Senate being Republican that there’s way too much space between the two.”

RELATED: Erin Jones says Inslee’s budget is ‘dead on arrival’

Jones is a former candidate for state superintendent of public instruction and an education consultant. She has a new prediction: The Supreme Court isn’t going to like the budget that was passed in the nick of time. More specifically, she feels that the Legislature was strategic. It passed a budget that would keep the state running, but would place the controversial decision about education funding on the steps of the Supreme Court.

“I feel like that played itself out last week,” Jones said.

State lawmakers were tasked with adequately funding K-12 education after a landmark Supreme Court decision — the Legislature was basically ordered to do it. For years, Republicans and Democrats in Olympia have wrestled with how to accomplish it. The latest budget adds $7.3 billion to fund public education, paid for through a property tax. But Jones says it’s not that straightforward.

“What they’ve done is take money that was already in the system, the levies that are typically used in districts — it’s a swap,” Jones said. “That money was already out there, it’s not new revenue. I think a lot of Democrats are going to say, ‘We didn’t create any new revenue, we’re taking money that districts had already raised with levies and are now calling it ‘state money.’”

“In our Constitution, it says the paramount duty is to amply fund education,” she said. “But also, there is a clause that says it has to be a sustainable source of revenue. And I don’t think the source of revenue is regular and sustainable. I worry we are relying on levies, which are not sustainable, they are not predictable … my concern is that (the Supreme Court) will look at the funding source and say it’s not predictable enough.”

Jones said she doesn’t ultimately know how the Supreme Court will react to the new budget. The last time it fined the Legislature for not doing a good enough job of funding education. Beyond the court, Jones said there are still issues waiting to be addressed in Washington classrooms.

“I don’t think money is always the answer, but how we spend our money is really important,” Jones said. “Are we making sure we are training up teachers well? That’s something we haven’t had a conversation about. Are teachers prepared to teach? Are we preparing teachers for 2017 or are we preparing them for 1995?”

“They need to be able to use technology, they need to be able to navigate social media,” she said. “Not every kid is going to become a STEM kid, but they need to at least be exposed to that.”

From: http://education.einnews.com/article/391082127/5g-pXVh87OHcBsKP?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

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Education policy, classrooms are worlds apart

08/07/2017. By: http://education.einnews.com

It’s been nearly two years since the Tampa Bay Times published «Failure Factories,» the Pulitzer Prize-winning series focused on five struggling elementary schools in south St. Petersburg that were not provided the promised additional resources after they were resegregated. The series unleashed philosophical and political debates involving poverty and race, the responsibilities of parents and the government and the merits of public schools and privately operated schools. Yet there remains a simple truth that is too often minimized: Educating these children is hard, often heartbreaking work that occurs in the classroom without nearly enough public and financial support.

The Times’ Cara Fitzpatrick spent last year chronicling the progress and setbacks of the faculty and students at one of those five schools in the original series, Fairmount Park Elementary. Her reporting revealed real-life stories that rise above stereotypes and defy boilerplate solutions.

There was the perpetually upbeat principal who refused to surrender to low expectations. She deals with the same challenges facing high-poverty schools through the ages and the increased scrutiny of legislators who specialize in unintended consequences. The policies and legislation coming out of Tallahassee make experienced teachers wary of putting their job evaluations on the line in struggling schools, forcing principals to recruit straight off college campuses to fill spots in the most challenging classrooms.

There were the overextended parents who work multiple jobs and unconventional hours to keep the electricity on and food on the table. Parent meetings at Fairmount often were sparsely attended. But while lawmakers talk of parental responsibility, no child chooses to be born into a situation where money is tight and parental supervision is a challenge.

There were the teachers who volunteer to work in a more difficult setting, knowing their jobs are in greater jeopardy than most others due to the state’s fanaticism with standardized test scores and accountability. The stress and increased workload in struggling schools is so daunting that many experienced teachers are not swayed by a district’s offer of higher pay.

And there are the children. The few who misbehave, yes, but also the majority who are eager to learn. The ones who might get off to a slow start, then fall hopelessly between the cracks. The students so embarrassed by their shortcomings that they become adept at masking their weaknesses.

These are the stories everyone should remember. That includes legislators who are wedded to ideology and have little clue about the challenges in high-poverty schools. That includes teachers unions that too often protect their members at the expense of their students. That includes the rest of us who have no idea what life is like for an elementary student who comes to school in the morning with an empty belly and comes home in the afternoon to an empty house.

While the school grades for other elementaries in the original «Failure Factories» series improved, Fairmount Park dropped to an F despite the best efforts of the principal and her team. But the answer to narrowing the education gap will not be found in gimmicks or the state’s zealous pivot toward charter schools. It will require a sustained commitment of human and financial capital, and the willingness of school officials to tap into communities that stand ready to lend a hand. This is a societal challenge that deserves more thoughtful solutions than abandoning public education and handing the responsibility and public money over to privately run schools with less accountability.

From: http://education.einnews.com/article/391068005/g49GVhNMqt8gcau8?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

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