Education

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United Kingdom: The gender gap is on course to close…. in 99 years

BBC Mundo

Europe/United Kingdom/25-12-2019/Author and Source: www.bbc.com

The gap between men and women, measured in terms of political influence, economic gain and health and education, has narrowed over the last year, but will take another century to disappear, the World Economic Forum (WEF) said.

In the WEF’s latest report the UK has slipped from 15th to 21st place.

The Swiss-based organisation tracks global progress in gender equality.

It said that while more women were entering government in many places, the economic gap has widened.

The WEF predicted it would take 99.5 years for women to be on an equal footing with men, despite women taking high-profile leadership roles at the European Central Bank and the World Bank, and at the head of several countries including Finland, Germany and New Zealand.

Progress in the political sphere remained slow, the WEF said, with women still holding only 21% of ministerial positions worldwide. But it hoped the «role model effect» would encourage faster change.

The organisation said the economic gender gap had grown compared to last year, partly because women are under-represented in almost all of the fastest-growing job sectors, such as cloud computing and AI. Women are more likely to be displaced by automation, it added.

UK slips

Britain’s new ranking leaves it behind a few developing countries and most rich ones, although it is ahead of the United States.

The WEF said the fall in 2019 in the UK’s position partly reflected a decline in the number of women in ministerial positions.

But the UK also has a persistent economic gender gap, putting the country at 58th in the rankings, due to big differences between men and women’s earned income. In the UK men dominate sectors such as AI, engineering and computing and many more women than men work part-time.

There are several specific areas where Britain is in joint first place, including literacy, enrolment in tertiary education and the proportion of professional and technical workers who are women, WEF found.

Finland's new government with new prime minister Sanna Marin centreImage copyrightGETTY IMAGES
Image captionFinland’s new government, led by prime minister Sanna Marin (centre), could provide role models

Iceland came in top place in the world ranking in 2019 as it did last year. Bottom of the list were Pakistan, Iraq and Yemen.

Top ten countries for gender equality

  1. Iceland
  2. Norway
  3. Finland
  4. Sweden
  5. Nicaragua
  6. New Zealand
  7. Ireland
  8. Spain
  9. Rwanda
  10. Germany

Last year the WEF’s report suggested it would take 108 years to close the inequality gap.

Klaus Schwab, founder of WEF, said the report highlighted the growing urgency for action.

«At the present rate of change, it will take nearly a century to achieve parity, a timeline we simply cannot accept in today’s globalised world, especially among younger generations who hold increasingly progressive views of gender equality,» he said.

Source and Image: https://www.bbc.com/news/business-50814765

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18,000 needy students to benefit from government scholarship

Noticias

Africa/Kenya/15-12-2019/Author(a): Christine Muchira/Source: www.kbc.co.ke

By: Christine Muchira

Education Cabinet Secretary, Prof George Magoha, says 9,000 Form One Students to benefit from Elimu Scholarship Programme in 2020.

The Ministry of Education has opened applications for the inaugural 2020 Elimu Scholarship Programme targeting 9,000 beneficiaries.

Eligible 2019 Kenya Certificate of Primary Education (KCPE) Examination candidates have until December 16, 2019 to apply for the scholarships that are funded by the Ministry of Education with support from the World Bank. They will be implemented through the Equity Group Foundation.

The Elimu Scholarship Programme, funded through the Secondary Education Quality Improvement Project (SEQIP), will benefit candidates from 110 targeted Sub-Counties and fifteen urban centres with informal settlements.

Announcing the start of the Elimu Scholarship, Education Cabinet Secretary Prof. George Magoha said the programme will boost the Government’s 100 per cent transition policy that was introduced last year.

“We are determined to utilize the Sh3 billion scholarship programme to further ensure that all the needy and vulnerable 2019 KCPE candidates are supported to gain admission to schools of their choice,” Prof Magoha said.

Equity Group Foundation Executive Chairman Dr. James Mwangi said the Foundation will ensure the selection is thorough and based on merit.

“Equity will deploy its massive infrastructure and its technical capacity to successfully implement the Elimu scholarship programme on behalf of the Ministry of Education in the selection of 18,000 needy beneficiaries of the Elimu Scholarship Programme over the next two years,” he said.

This year, Dr.  Mwangi said 9,000 Elimu Scholarship Programme beneficiaries will be selected while 1,125 beneficiaries will be picked under the Wings to Fly Programme, bringing the total number of scholarships to 10,125 this year.

“We welcome the Elimu Scholarship Programme as it widens the opportunities for more children to access secondary school education and increase their opportunities of a better future for themselves, their families and communities. We have seen the tremendous transformational opportunities that the Wings to Fly program has had on the beneficiaries with majority transitioning to universities locally and across the world including Ivy League schools.”

Under the programme, poor and vulnerable children from financially constrained backgrounds and who attained 280 marks and above in 2019 KCPE, will be considered. For affirmative action, candidates who are Orphans and/or from Vulnerable Communities and those with special needs and disabilities who attained below 280 marks may be considered.

Only candidates who sat for KCPE examinations in 2019 from public primary schools in the targeted areas will be eligible to apply for the inaugural cohort of 9,000 scholarships tenable in 2020.

The 110 targeted Sub-Counties are as per the National Government Administrative areas that existed in the year 2015. The list of the targeted Sub-counties and the fifteen urban centres with informal settlements can be accessed through the Ministry of Education and Equity Group Foundation websites; www.education.go.ke and https://egfdmis.equitybank.co.ke/register_elimu

Applicants of the Elimu Scholarship Programme must meet the following eligibility criteria:

  1. Candidates with special needs and disabilities (Physical, Hearing and Visual Impairments, Autism, Albinism, Learning Disabilities and Others); or

Orphans and vulnerable children; or

Candidates from vulnerable communities in the target Sub-Counties; or

Candidates from urban centres with informal settlements; or

Candidates:

  1. whose parents/guardians are living with disabilities that have compromised their ability to meet the financial obligations of their children
  2. whose families are affected by HIV/AIDS and other chronic illnesses with debilitating effects that could render parents and guardians destitute and unable to fend for their families
  3. whose families are affected by extreme poverty rendering them unable to educate their children
  4. Who have suffered from neglect, abuse and have no support to continue with their education.

Interested applicants are advised to collect the scholarship application forms from the nearest Equity Bank Branch or Equity Bank Agent. Application forms can also be downloaded from the Ministry of Education and Equity Group Foundation websites; www.education.go.ke and https://egfdmis.equitybank.co.ke/register_elimu

Duly completed application forms and supporting documents should be submitted to the nearest Equity Bank Branch by 16th December 2019. Shortlisted candidates accompanied by parents/guardians will be invited for interviews which will be conducted by the Community Scholarship Advisory Committees.

The scholarship caters for School fees, transport to and from school, learning materials and School kit for the beneficiaries for the four-year education period. Please note that ONLY the candidates who meet the requirements will be considered for the scholarship. Members of the public are urged to share this information widely.

Any grievances regarding the scholarship programme are to be addressed to: elimu@equitygroupfoundation.com  or elimu@education.go.ke

While the Wings to Fly programme is targeting students who scored at least 350 marks in the 2019 Kenya Certificate of Primary Education (KCPE), the Elimu Scholarship Programme cut off mark is 280 marks except in regions with vulnerable and marginalised communities and for children with disabilities where the cut off can be lowered.

The applications will be reviewed, and only shortlisted candidates will be invited for interviews by the respective scholarship selection boards. The number of boards has been increased to 207 from 119 to adequately cater for the increased numbers.

The boards comprise of at least 13 local community stakeholders including local administrative leaders, education officials, Equity Agent representatives, Vulnerable and marginalized communities representatives, religious and community leaders in the County.

Each board is chaired by the Deputy County Commissioner or the Sub-County Education Officer and coordinated by the respective Equity Bank Branch Managers.

Speaking on the application process, Dr. Mwangi urged administrative leaders and community leaders to use their offices to create awareness on the scholarships to ensure all eligible needy children take advantage of the opportunity. “I appeal to religious leaders to use church and mosque services to make announcements on the ongoing application process. Let all Kenyans of goodwill show their care by reaching out to potential candidates who can benefit from these scholarships,” he added.

The Wings to Fly programme which is now in its 11thyear supports bright but economically challenged pupils, who would otherwise not be able to join secondary school due to financial constraints. This is through funding from Equity Group, MasterCard Foundation and German Government through KfW.

The scholarship caters for tuition and boarding fees, books, uniform, and transport to and from school as well as pocket money for the four years of secondary school. To date, 16,168 scholars have benefitted from this programme.

Last year, the Equity Group Foundation received more than 26,000 applications from needy students who sat for their 2018 KCPE examinations and were unable to finance their secondary school educatio.

Source: https://www.kbc.co.ke/18000-needy-students-government-scholarship/

Image:  Rolf Dobberstein en Pixabay 

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Vídeo: Hair Love Short

Reseñas

By: Shalwah Evans.

 

Sony Pictures Animation has officially released the short film Hair Love on Instagram and YouTube on Thursday. Written by former NFL wide receiver Matthew A. Cherry, the six-minute animated film tells the story about a father learning to do his daughter’s Afro textured hair for the first time in the absence of her mother. It’s an inspirational little flick that will literally bring you to tears.

We’ve discussed the in the past how the ritual of doing a child’s hair is also an expression of love in the Black community. And we know it typically to be one passed down from mother to daughter. But more and more fathers are learning to style their little girls’ curls—they take pride in executing intricate and creative styles. This film wonderfully captures how that expression of love and the bond that can be created surpasses the fear of stepping into the unknown world of curls, clips, hair pins, and detangling combs.

“I have a lot of friends who are young fathers,” Cherry, who is not a father himself, said in an interview. “Black fathers get one of the worst raps in terms of stereotypes—we’re deadbeats, we’re not around. The people I know are extremely involved in their kids’ lives.”

Originally released as an opener for Angry Birds 2 this past summer, the short was funded through a Kickstarter campaign which attracted filmmakers Everett Downing Jr. and Bruce Smith. The film also has a children’s picture book companion that was illustrated by New York Times bestselling author Vashti Harrison, published through Penguin Kids in May.

Cherry told the New York Times this summer that while he hopes to continue the story of Zuri and her father Steven, he’s currently just enjoying the response to it. And the response has been nothing but love, appreciation, and positivity. Celebrity hairstylist Vernon Francois posted the short to his Instagram page. And fans sounded off on Sony’s page asking for a longer version of the film, saying that it’s “an image we need for our daughters.”

Jordan Peele also responded, saying, “Matthew leads the ranks of new creatives who are telling unique stories of the Black experience. We need this.”

“I think Hair Love is an important book for right now because of representation,” said Cherry in a YouTube interview with Penguin Kids. “I think anytime a young child can see themselves represented in any form of art, be that in literature, movies, film, television, I think that it does a great job of normalizing that look.”

Perhaps we can look forward to a Hair Love book series in 2020? We’ll be waiting and watching to see when we can get another dose of Zuri, Steven, and their inspirational experiences.

 

Source of review: https://www.youtube.com/watch?v=kNw8V_Fkw28

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Report: The intersections between education, migration and displacement are not gender-neutral

Noticias
Código del documento: ED/GEM/MRT/2019/WP1
Recopilación: 8 pages
Idioma: inglés
Año de publicación: 2019
Tipo de documento: documento de programa o de reunión
Reseña: Estar en movimiento, ya sea como migrante o como desplazado forzado , tiene implicaciones específicas de género tanto para las respuestas educativas como para los resultados educativos. En algunos casos, el movimiento crea oportunidades para liberarse de los moldes sociales, pero en otros, exacerba la vulnerabilidad basada en el género. Mientras tanto, la educación y las habilidades que las mujeres tienen o obtienen pueden afectar su capacidad de ejercer agencia o mitigar la vulnerabilidad en contextos de migración y desplazamiento. Esto requiere una lente de género para ser utilizada en los análisis de la educación.
Fuente: https://en.unesco.org/gem-report/node/2866
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El aumento del número de ataques a la libertad académica en todo el mundo es documentado por el informe de Scholars at Risk

Internacional de la Educación

Por: Internacional d ela Educación 

En respuesta a la publicación del informe anual de Scholars at Risk (Académicos en riesgo), que documenta y analiza los ataques contra las comunidades de educación superior de todo el mundo, la Internacional de la Educación denuncia firmemente los ataques a la libertad académica y reitera la necesidad de contrarrestar la falta de financiación, las precarias condiciones de empleo y la privatización y comercialización de la educación superior.

El informe Free to Think (Libre de pensar) de este año, publicado por Scholars at Risk, analiza 324 ataques contra las comunidades de educación superior en 56 países, frente a los 294 ataques del año pasado en 47 países. Los ataques tuvieron lugar entre el 1 de septiembre de 2018 y el 31 de agosto de 2019 e incluyeron ataques violentos dirigidos contra universidades; encarcelamientos y persecuciones de académicos y estudiantes, especialmente en China y Turquía; y un aumento de las tensiones en India, Sudán, Brasil y otros países. Estos ataques afectan a miles de personas y socavan la libertad académica y de expresión en comunidades enteras, lo que perjudica el desarrollo social, político, cultural y económico. 

“Los ataques contra las comunidades de educación superior –independientemente de su ubicación, escala o alcance– tienen consecuencias para las sociedades de todo el mundo”, declara Robert Quinn, Director Ejecutivo de Scholars at Risk. “En nuestro mundo cada vez más interconectado, estos ataques erosionan un espacio esencial y global en el que los académicos, los estudiantes y los ciudadanos en general pueden reunirse para comprender y resolver los problemas complejos que nos afectan a todos”. 

Scholars at Risk hace un llamamiento a los estados, a los líderes de la educación superior y a los ciudadanos para que reaccionen ante estos ataques, rechacen la violencia y la coacción destinadas a restringir la investigación y la expresión; protejan a los académicos, los estudiantes y las universidades; y reafirmen públicamente su compromiso con la libertad académica y los principios de que el discurso crítico no es deslealtad y que las ideas no son crímenes. 

El informe también proporciona medidas que pueden tomar las diversas partes interesadas –estados, instituciones de educación superior, asociaciones y sociedades, cuerpo docente, personal y estudiantes, medios de comunicación y el público en general– para promover y proteger la libertad académica. Entre ellas se incluyen los llamamiento para que un mayor número de estados respalde la Declaración de Escuelas Seguras; que las instituciones de educación superior ofrezcan plazas temporales de refugio académico para los académicos que se encuentran en situación de riesgo; y que el personal docente y los estudiantes participen en las clínicas jurídicas sobre la libertad académica (Academic Freedom Legal Clinics) y en los seminarios de cabildeo para estudiantes (Student Advocacy Seminars) de Scholars at Risk. 

Preocupaciones compartidas en el Caucus sobre Educación Superior durante el 8º Congreso Mundial de la IE 

Los altibajos de la educación superior también se analizaron en el 8º Congreso Mundial de la Internacional de la Educación (IE), celebrado en Bangkok (Tailandia) en julio de 2019. El Caucus sobre Educación Superior, que tuvo lugar el 20 de julio, reunió al personal de la educación superior y postsecundaria. 

“Aunque la función de las universidades en calidad de instituciones públicas sea servir al bien común, tienen que luchar por obtener fondos públicos y enfrentarse a la presión cada vez mayor que ejercen las fuerzas del mercado, lo cual tiene unas tremendas repercusiones en la libertad académica y las condiciones de empleo”, subrayó el Secretario General de la IE, David Edwards. 

También condenó el hecho de que “se desperdicie gran parte del potencial de nuestros estudiantes” e insistió en que “los estudiantes no son solo trabajadores, sino que son ciudadanos” y que “la educación, la investigación y la profesión docente son pilares de la democracia”, que actualmente se encuentran gravemente amenazados a nivel mundial. 

La Internacional de la Educación también hace un llamamiento a los gobiernos, a las organizaciones miembro y a los ciudadanos comprometidos a tomar medidas enérgicas para proteger la libertad académica en todo el mundo. La recomendación de la UNESCO de 1997 relativa a la Condición del Personal Docente de la Enseñanza Superior debe aplicarse plenamente. 

*Fuente: https://ei-ie.org/spa/detail/16564/el-aumento-del-n%c3%bamero-de-ataques-a-la-libertad-acad%c3%a9mica-en-todo-el-mundo-es-documentado-por-el-informe-de-scholars-at-risk

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50,000 children missing from school: Australia’s ‘hidden disaster’ revealed

Noticias

Oceania/ Australia/ 03.12.2019/ By: Fergus Hunter /Fuente: www.smh.com.au.

At least 50,000 Australian children are completely detached from formal education at any one time, a new report has found, challenging schools and governments to face up to a «hidden disaster» that is structurally entrenched and poorly understood.

The research from the University of Melbourne’s Graduate School of Education has sounded the alarm on children disappearing through «trap doors» in education systems that are failing to accommodate young people’s needs and embrace those who are struggling.

«Australia has a very serious educational problem that we seemingly do not want to acknowledge,» the researchers, Jim Watterston and Megan O’Connell, concluded. «It is an issue that needs to be brought out into the open and receive urgent attention.»

Through modelling based on internal education department data and statistics from multiple other sources, the report concluded 50,000 was a conservative estimate of the number of unaccounted school-age children who are completely disconnected from any form of education.

Some of the detached children may never have been enrolled in school while others fell out of the system along the way, having been expelled, dropped out, or moved home. The research emphasised this group of detached young people as distinct from students who are sporadically engaged at school.

«They’re not absent from school; they simply aren’t in one. We’ve allowed them to opt out and disappear through a range of different ‘trap doors’,» declared Dr Watterston, the dean of the Melbourne Graduate School of Education and a former teacher, principal and head of the Queensland and ACT education departments.

In the report – titled «Those who disappear: The Australian education problem nobody wants to talk about» – Dr Watterston and Ms O’Connell identified a number of drivers of detachment, including mental health issues, dysfunctional home lives, disabilities, behavioural disorders, bullying, and discrimination.

«These students either disappear or, worse still, are silently ushered out of the ‘back door’ by school leaders concerned about the reputational impact of these students on potentially lowered NAPLAN and ATAR scores or due to community concerns about their behaviour or ‘fit’,» the report found.

It lashed mainstream school systems for exhibiting hostility to students seen as problematic, who become «collateral damage» in a competitive school market focused on academic achievement.

The researchers have put forward a series of recommendations to tackle the issue. They called for a national approach led by the federal government, including early intervention and boosted support for accessible education programs and alternative environments to mainstream schools.

One student who has experienced disengagement and detachment from education, Eddie Wilkins, told The Age and The Sydney Morning Herald schools had failed to manage his personal circumstances.

Eddie, 16, has come from a difficult background and dealt with a number of behavioural issues. Having grown up in Bayswater in Melbourne’s east, he was excluded from the classroom for all of year 5, missed all of year 8 following surgery, only attended six hours a week in year 9 and was expelled in year 10.

«From my point of view, it was pretty unfair,» he said.

He said his teachers had been hostile to him because of his record and dismissive of his issues, including a sensory disorder that makes him sensitive to certain clothing.

«They’re pushing kids for better results – and I guess that’s a good thing – but the kids who aren’t getting good results are just ignored,» he said.

Eddie eventually ended up at Lynall Hall Community School in Richmond, an alternative setting that is significantly more accommodating to his needs. He is now more motivated to attend class.

«These kids exist right through the system,» said Dr Watterston. «It is time to take serious coordinated action to prevent our most vulnerable young people from falling through the cracks.

Source of the notice: https://www.smh.com.au/politics/federal/50-000-children-missing-from-school-australia-s-hidden-disaster-revealed-20191126-p53e5z.html

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Education Can’t Wait Invests In Ethiopia Refugees’ School

Noticias

Africa/ Ethiopia/ 03.12.2019/ Source: newbusinessethiopia.com.

Education Can’t Wait (ECW), a global fund dedicated to education in emergencies, invests in the construction of 84 classrooms for refugees in Gambella region of Ethiopia.

The classrooms inaugurated this week were constructed in Nguenyyiel, Terkidi, Kule, and Jewi refugee camps and will enable 8,500 refugee children, 38 per cent of them girls, to receive quality education on a double shift basis, according to the press statement from UN agency for children – UNICEF.

The classrooms have been constructed as part of a US $15 million two-year investment from Education Cannot Wait aimed at expanding education opportunities for children affected by emergencies and protracted humanitarian crisis in refugee camps and host communities in Gambella and Benishangul-Gumuz regions.

In addition to these classrooms, Education Cannot Wait is supporting the construction of three new inclusive model secondary schools and 41 classrooms in eight secondary schools to benefit 3,600 children from refugee camps and the surrounding host communities in the two regions. The schools will be fully fitted with water, toilets, and furniture.

Since April 2017, Education Cannot Wait’s investment has surpassed its targets and reached over 138,000 children in refugee and host communities in the two regions.

The support has included training of 683 teachers at certificate and diploma level, distribution of 500 education and recreation kits and provision of school grants to improve education quality, training refugee and host community teachers in child-centered teaching methods and conducting accelerated school readiness classes for over 12,000 out-of-school children aged between six and seven years.

Partners in the school construction project include the Ministry of Education, Regional Education Bureaus, the Agency for Refugee and Returnee Affairs, UNHCR, UNICEF, Plan International and the United Nations High Commission for Refugees.

ECW was launched by international humanitarian and development aid actors, along with public and private donors, to address the urgent education needs of 75 million children and youth in conflict and crisis settings. To date, ECW investments span more than 30 countries affected by armed conflict, disaster and forced displacement.

ECW’s investment modalities are designed to usher in a more collaborative approach ensuring relief and development organizations join forces to achieve education outcomes.

ECW is hosted by UNICEF. The Fund is administered under UNICEF’s financial, human resources and administrative rules and regulations, while operations are run by the Fund’s own independent governance structure.

Source of the notice: https://newbusinessethiopia.com/education/education-cant-wait-invests-in-ethiopia-refugees-school/

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