Education

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Two years after exodus, Myanmar’s ‘desperate’ Rohingya youth need education, skills: UNICEF

agosto 28, 2019agosto 27, 2019Noticias

Asia/ Bangladesh/ 28.08.2019/ By: Patrick Brown/ Source: news.un.org.

The daily struggle to survive for Myanmar’s Rohingya people in one of the world’s largest refugee settlements, has caused “overwhelming” despair and jeopardized the hopes of an entire generation, the head of the UN Children’s Fund (UNICEF), Henrietta Fore, said on Friday.

In a report marking two years since the arrival of around 745,000 Rohingya civilians in Bangladesh – after fleeing State-led persecution and violence in Myanmar – Executive Director Fore appealed for urgent investment in education and skills training.

‘Mere survival is not enough’

“For the Rohingya children and youth now in Bangladesh, mere survival is not enough,” she said. “It is absolutely critical that they are provided with the quality learning and skills development that they need to guarantee their long-term future.”

Without adequate learning opportunities, youngsters can fall prey to drug dealers and traffickers who offer to smuggle “desperate” ethnic Rohingya out of Bangladesh, the UN report warned.

Education ‘can help avoid risks’

Women and girls face harassment and abuse especially at night, UNICEF noted, while adding that one of the agency’s objectives through education is to give teenagers the skills they need to deal avoid “many risks”, including early marriage for girls.

In addition to Bangladesh’s Kutupalong camp, which is home to some 630,000 people, hundreds of thousands more, have found shelter in another dozen or so camps in the Cox’s Bazar region close to the Myanmar border.

Living conditions are often described as perilous by UN humanitarians, including UNICEF, which have issued frequent alerts about the devastating effects of monsoon rains on flimsy bamboo and tarpaulin shelters.

Between 21 April and 18 July this year, refugee camp authorities recorded 42 injuries and 10 fatalities, including six children, because of monsoon weather, according to UNICEF.

For the Rohingya children and youth now in Bangladesh, mere survival is not enough – UNICEF chief Henrietta Fore

Amid huge needs – and with conditions still unsuitable for the return of ethnic Rohingya to Myanmar, according to the UN Refugee Agency (UNHCR) – basic public services have been provided in Cox’s Bazar, including health care, nutrition, water, sanitation and hygiene, under the leadership of Bangladesh.

“But as the refugee crisis drags on, children and young people are clamouring for more than survival; they want quality education that can provide a path to a more hopeful future,” the UNICEF report insists.

According to the agency, around 280,000 children aged four to 14, now receive educational support. Of this number, 192,000 of them are in 2,167 learning centres, but more than 25,000 children “are not attending any learning programmes”, the agency noted.

Most 15 to 18-year-olds miss out on school

More worrying still, nearly all 15 to 18-year-olds are “not attending any type of educational facility”, UNICEF said, before highlighting the case of one Kutupalong resident, Abdullah, 18.

“I studied six subjects back in Myanmar,” Abdullah says. “But when I arrived here, there was no way I could continue. If we do not get education in the camps, I think our situation is going to be dire.”

In an appeal to the Governments of Bangladesh and Myanmar, UNICEF and other agencies are calling for the use of national educational resources – curricula, training manuals and assessment methods – to help provide more structured learning for Rohingya children.

“Providing learning and training materials is a huge task and can only be realized with the full backing of a range of partners,” UNICEF chief Ms. Fore said. “But the hopes of a generation of children and adolescents are at stake. We cannot afford to fail them.”

Source of the notice: https://news.un.org/en/story/2019/08/1044321

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South Australia reforms Education Act, giving new protections to preschool staff

agosto 28, 2019agosto 27, 2019Noticias

Oceania/ Australia/ 28.08.2019/ Source: thesector.com.au.

The South Australian Department for Education has announced that the Education and Children’s Services Act 2019 will replace the Education Act 1972 and the Children’s Services Act 1985.

The new Act will come into operation during 2020, and includes a number of changes relevant to the early childhood education and care (ECEC) sector.

New protections for school and preschool staff and tougher penalties for those who abuse teachers and principals

The first change for the new Act is tougher penalties against those who use abusive, threatening or insulting language or behave in an offensive or threatening manner to a Department for Education staff member acting in the course of their duties, with maximum fines increased to $2,500.

The rules which allow Department for Education sites to bar individuals for bad behaviour have been extended so that government preschools, and non-government schools, preschools and all children’s services can do the same, with the maximum fine for breaching a barring order lifted from $200 to $2,500.

New information sharing guidelines

The revised Act gives site leaders the right to request reports from a child’s previous school or preschool on academic progress and other relevant information so they can support the safety and wellbeing of the student and others.

The Department, government agencies, schools, preschools and children’s services are now explicitly permitted to share information on the education, health, safety, welfare and wellbeing of a child to support their education journey.

The Department can now require parents/ carers to provide information, including medical and other details about a child, to help a school or preschool cater to their needs.

Addressing bullying and serious assaults

One of the Acts powers is that the Chief Executive of the Department for Education now has ‘circuit-breaking’ power to direct that a child be enrolled at a different preschool or school for the health, safety and welfare of them or other students and staff in response to serial bullying or a serious assault.

Governing councils fund to dispute Department for Education

An independent fund for governing councils to use to pay for the costs of legal advice in relation to disputes with the Department has been introduced as part of the reforms.

The rules in relation to Governing councils have also been “tightened” so that the presiding member of a governing council will need to be a parent/ carer of a student unless no parent/ carer is willing to do the job.

Clearer rules for religious and cultural activities

Principals and preschool site leaders are now required to give notice to parents/ carers of a religious or cultural activity so they can make informed decisions about their child’s involvement.

Children who don’t participate must now be offered an appropriate alternative activity and not suffer any detriment for not participating.

Modernised employment provisions

The Department will now be able to directly employ a broader range of staff in preschools and schools, including nurses, social workers, youth workers, psychologists and other professionals that an education community may need.

The Department will be able to offer special remuneration to attract and retain highly skilled school and preschool leaders and teachers.

Source of the notice:https://thesector.com.au/2019/08/26/south-australia-reforms-education-act-giving-new-protections-to-preschool-staff/

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‘Quash’ convictions and release women jailed for protesting against wearing veils in Iran, urge UN rights experts

agosto 27, 2019agosto 27, 2019Noticias

Asia/ Iran/ 27.08.2019/ Source: news.un.org.

Decades-long prison sentences handed down to three women protesting the strictly enforced wearing of veils in Iran, have drawn alarm and condemnation from six United Nations independent human rights experts.

“We are alarmed that the arrest and lengthy sentences handed to these women are directly related to the peaceful exercise of their rights to freedom of expression and assembly in the pursuit of gender equality in Iran,” the experts said in a joint statement on Friday.

They called upon the Iranian authorities to quash the convictions and “immediately release all human rights defenders who have been arbitrarily detained for their work in advocating women’s rights, and to ensure full respect for the rights of women to freedom of opinion and expression, peaceful assembly and non-discrimination.”

Respect and support for women rights defenders’ activities are essential to the overall enjoyment of human rights, according to the experts.

Mojgan Keshavarz was given a sentence of 23 years and six months, while Monireh Arabshahi and her daughter Yasaman Aryani were each sentenced to 16 years of incarceration.

All three were convicted of assembly and collusion in acts against national security, propaganda against the State and “encouraging and providing for [moral] corruption and prostitution”.

Ms. Keshavarz was also convicted on a charge of “insulting the sacred”.

The charges were brought after an online video showed the three women handing out flowers on the Tehran metro on 8 March, International Women’s Day.

The human rights defenders, who themselves were not wearing the hijab, peacefully protested Iran’s compulsory veiling laws and advocated for a woman’s right to choose what to wear.

After the video surfaced, the women were detained in April and “disappeared” without friends or family being able to contact them, for several weeks.

women human rights defenders challenging the imposition of a compulsory dress code on women, are acting in defense of universally guaranteed human rights — UN human rights experts

During the initial investigation stage, they were denied access to lawyers and during the trial their legal representatives were reportedly prohibited from representing them – sparking the express concern of the rights experts, who said this appeared to contravene their right to a fair trial.

“We remind the Iranian authorities that women human rights defenders challenging the imposition of a compulsory dress code on women, are acting in defense of universally guaranteed human rights”, the statement continued. “The use of repressive legislation to criminalize the exercise of freedom of expression and peaceful assembly is incompatible with Iran’s obligations under international human rights law”.

These women join the ranks of other Iranian human rights defenders who have been detained and convicted on national security-related charges for promoting women’s rights.

According to news reports, since January 2018, at least 32 people have been arrested and at least 10 imprisoned for protesting the mandatory wearing of the hijab.

Arrests of women’s rights activists have reportedly increased in recent weeks, and an official warning has been made that others protesting against the compulsory wearing of the veil may be charged with national security offences.

Although the UN experts notified Iran of their concerns, the Government replied that the three women had been arrested on charges relating to morality and national security offences.

Special Rapporteurs and independent experts are appointed by the Geneva-based UN Human Rights Council to examine and report back on a specific human rights theme or a country situation. The positions are honorary, and the experts are not UN staff, nor are they paid for their work.

The UN experts who made the statement are Javaid Rehman, Special Rapporteur on the situation of human rights in the Islamic Republic of Iran; Dubravka Šimonović, Special Rapporteur on violence against women, its causes and consequences; Michel Forst, Special Rapporteur on the situation of human rights defenders; Meskerem Geset Techane, Chair, Working Group on discrimination against women and girls; David Kaye, Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression; Ahmed Shaheed, Special Rapporteur on freedom of religion or belief.

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Displaced by DR Congo violence, survivors’ testimonies highlight brutality of armed militia

agosto 27, 2019agosto 27, 2019Noticias

Africa/ Congo/ 27.08.2019/ Source: news.un.org.

Two months since hundreds of thousands of people fled violence in north-eastern Democratic Republic of the Congo (DRC), UN humanitarians warned on Friday that armed militia continue to make their safe return impossible.

Briefing journalists in Geneva, UN Refugee Agency (UNHCR) Spokesperson Babar Baloch, said that staff had heard numerous testimonies from people whose family members had been killed in Ituri province.

Severe underfunding for aid work and insecurity involving the Hema and Lendu groups have meant that increasing numbers are vulnerable and unable even to go home to pick up essentials, he added.

“These people are not even able to return,” Mr. Baloch said. “Many of them have reported people who have tried – or relatives who have tried – to return to their villages and to their homes have been reportedly attacked and killed.”

Ebola efforts hindered by mass displacement of people ‘on the run’

According to the World Health Organization (WHO), the mass displacement of people “on the run” has also hindered efforts to tackle the year-old Ebola virus outbreak.

Latest data from the UN health agency published on Thursday indicated a total of 2,842 Ebola infections and 1,905 deaths in DRC’s Ituri and Nord Kivu provinces, with an overall fatality rate of 67 per cent.

“The (Ebola) treatment centres are operational and the scenario of people – a highly mobile population on the run – is something that has been underlying in this response since the beginning, which is why it is so difficult to end it,” said WHO spokesperson Christian Lindmeier.

Evidence of beheadings, several massacres

The Hema and Lendu communities have a history of extreme violence in Ituri.

In late June, the UN Human Rights office, OHCHR, reported attacks on “multiple villages” in Djugu and Mahagi territories, where investigators found evidence of several massacres where some victims had been beheaded.

Information gathered by the UN “seems to indicate that despite the attackers reportedly belong to one community, and the victims to others, there appear to be additional political and economic motives underlying the assaults”, OHCHR said in a statement at the time.

In the latest violence, attacks and counter-attacks forced people to flee Djugu territory, UNHCR said, adding that both communities had reportedly formed self-defence groups and carried out revenge killings.

“In the last three weeks of June alone, more than 145,000 newly displaced people sought safety and assistance in the displacement sites across Ituri, while 215,000 were estimated to have fled to the neighbouring areas,” Mr. Baloch said, in line with UNHCR’s earlier statements highlighting widespread displacement in late 2017 and early 2018 in three of Ituri’s five administrative territories: Djugu, Mahagi and Irumu.

“Difficulties with access in some places and the large area from which people have fled means the real figure is difficult to verify,” the UNHCR official warned. “Thousands have continued to flee since, although at lower rates.”

While most of the displaced have found shelter with host communities, tens of thousands have been forced to find shelter where they can.

Squalid camps, where fear rules

“Fear and squalor” prevail in displacement camps, Mr. Baloch insisted, adding that many “are forced to sleep in the open”.

In Drodro, a relatively small town that has seen its population triple in just a few weeks, “local schools and churches have transformed into large, squalid dormitories,” he said, noting that UNHCR has built emergency hangars for those sleeping in the open, and individual shelters for the most vulnerable.

Funding for this humanitarian crisis remains critically low, however, and UNHCR is appealing to the international community to come forward with further funding and allow humanitarian organizations to provide basic, life-saving assistance.

So far this year, UNHCR has received only 32 per cent of the $150 million needed for its operation

Source of the notice: https://news.un.org/en/story/2019/08/1044341

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Bringing Japanese Educational Approaches to Egyptian Schools

agosto 27, 2019agosto 26, 2019Saitō Katsuhisa

By: Saitō Katsuhisa.

A World First

Under the Egypt-Japan Education Partnership administered by the Japan International Cooperation Agency, Egypt is the first country in the world to adopt tokkatsu, an integral part of Japanese education, throughout its school system.

Egypt, a leading Arab nation, is famed for its pyramids, but its education system is rife with problems. Teachers are poorly paid and frequently moonlight as tutors or cram school operators, practices that parents have complained about. Under pressure to excel academically, students may fail to develop well-rounded personalities. Since there are too few schools to meet demand, classes with 70 or 80 pupils are not unusual, and school graduates are increasingly failing to find jobs. Given these myriad issues, the government decided that the time was ripe for educational reforms.

Egypt’s president, Abdel-Fattah el-Sisi, has always been highly impressed by punctual, industrious Japanese, whom he has called “a walking embodiment of the Quran.” In the Arab world, it is commonly believed that Japan’s education system has been key to its success as an advanced nation. Sisi, visiting Japan in 2016, concluded the EJEP agreement with Japan to introduce elements of Japanese schooling into all levels of the Egyptian education system.

Egypt-Japan Schools Opened

Egypt’s education authorities saw tokkatsu—activities outside of school subjects intended to foster children’s all-round development—in Japanese elementary schools as a way of nurturing well-rounded individuals in Egypt. Tokkatsu including class meetings were introduced on a trial basis in 12 public schools, and 35 brand-new Egypt-Japan Schools opened in September 2018. At these schools, tokkatsu are part of the school day, and the schools follow Japanese operational methods. Kakehashi Tarō, an assistant director in JICA’s Basic Education Group, says that 45 minutes per week of tokkatsuactivities were incorporated into the curriculum for first graders at all elementary schools in the country at the same time.

Tokkatsu includes a number of key activities. Class meetings, where pupils discuss and decide on topics for schoolwide events, help them learn to express their ideas and respect those of others. Guidance consists of helping pupils to acquire good habits like washing their hands and brushing their teeth, training them to give proper greetings, and encouraging them to be considerate of others. All pupils take the role of class leader of the day in turn; this teaches children leadership and gives them the experience of leading the class. Egypt’s education system has never included activities like tokkatsubefore, so this has been a novel experience.

Children brushing their teeth after lunch. This activity is part of overall guidance to promote good hygiene. More children are now participating voluntarily.

Unlike schools for Japanese children living abroad, EJS institutions are tokkatsu model public schools attended by local children. The schools have introduced practices common in Japan, such as study periods and classroom cleaning by pupils, intramural seminars where teachers observe each others’ classes and offer teaching hints, and school staff meetings.

Children Cleaning Classrooms: A Novel Experience

One tokkatsu practice that raised issues was cleaning. In Japanese schools, pupils clean their classrooms and other parts of their schools as a matter of course. In Egypt, though, cleaning is viewed as a menial task carried out by the lower classes, and children and their parents alike were shocked that they were expected to clean. Some pupils initially refused to participate, and parents also protested, saying they were not sending their children to an EJS to clean. But the idea of everyone working together to keep classrooms and other spaces clean is starting to take hold. Some pupils started cleaning, and others, seeing their friends doing so, eventually joined in. Everyone learned to keep their desks neat and tidy too.

Classroom cleaning. Some pupils disliked the idea at first, but now most participate in this activity meant to teach teamwork.

JICA education experts make the rounds of EJSs and continue to offer advice. Up to now, 42 people, including school principals and teachers in charge of introducing tokkatsu, have participated in month-long training sessions in Japan that include a first-hand look at Japanese schools in action. Over the next four years, JICA envisages bringing a total of about 700 teachers to Japan for similar training.

These schools have been in operation for barely a year now but are already showing results. For example, EJS attendees have shown solid progress in listening to what their classmates are saying and respecting their ideas. Tardiness is also less of a problem now, children are quarreling less at school, and more children are helping with chores at home.

Egypt-Japan Schools offer a pleasant environment: The buildings are new and class sizes, at around 35 to 40 pupils, are about half the size of classes at other public schools. Tuition, however, is expensive, costing the equivalent of ¥60,000 to ¥70,000 yearly, which is 5 to 10 times the tuition at regular schools. According to JICA’s Kakehashi, “There are no EJS entrance examinations, but we have asked the Egyptian authorities to ensure that the schools don’t turn into places just for children from high-income families. We hope the government will offer more scholarships and make it easier for those who want to enter EJS institutions to do so.”

Developing Human Resources

Ayman Ali Kamel, Egypt’s ambassador to Japan, says that through the EJS program, “Egypt hopes to learn from Japan’s experience to contribute to social progress and effect comprehensive reforms to the education system. We view classrooms and elementary schools as miniature societies, and we hope that these societies will inculcate a sense of morality in our children and help mold their personalities.”

Hany Helal, Egypt’s former minister of higher education and scientific research, who worked as a coordinator between Egypt and Japan to set up the EJEP and other projects, comments: “The most important issue for Egypt is developing high-quality human resources, which has been difficult to accomplish with our existing education system. We hope to improve our learning environment by introducing features of Japanese education like tokkatsu to nurture the upcoming generation driving our country’s future.”

Source of article: https://www.nippon.com/en/japan-topics/g00727/bringing-japanese-educational-approaches-to-egyptian-schools.html

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Teaching degrees miss the mark on reading instruction

agosto 27, 2019agosto 26, 2019Pallavi Singhal

By: Pallavi Singhal.

All primary school teaching degrees in Australia are missing fundamental components on teaching children to read, which is leading to as many as one in five students falling behind by year 4.

Only 4 per cent of university units have a specific focus on early reading instruction, while 70 per cent do not mention any of the five key elements of reading instruction that are recognised by the NSW Department of Education, a new analysis of 116 literacy units in 66 degrees at 38 universities across the country has found.

‘I suspect it’s a big factor in why we have a large number of children not meeting reading and writing benchmarks,’ said Jennifer Buckingham, the lead author of a new study.

Nearly one in five students and as many as one in four students in some states and territories didn’t meet the country’s proficient standard for reading by year 4, the results of the latest Progress in International Reading Literacy Study show.

«University education faculties just have not updated their courses to reflect enormous developments in cognitive science and reading research over the last 30 or 40 years,» said Jennifer Buckingham, the lead author of the study and a senior research fellow at literacy instruction provider MultiLit.

«I suspect that’s a big factor in why we have a large number of children not meeting reading and writing benchmarks.

«Principals are saying it takes a few years to catch teachers up who haven’t been given this knowledge base as part of their training.»

However, the head of one education faculty said that universities teach all three components of English that are outlined in the Australian curriculum, which covers reading instruction, and teaching graduates meet Australian Institute for Teaching and School Leadership standards.

«If I showed you all the slides from powerpoints and lectures, you’d find that all those elements of reading instruction are in there, they just don’t always get packaged up exactly like that,» associate head of the school of education at the University of South Australia Sue Nichols said.

«I can tell you that we teach those things categorically. What I’d like to see is more connectivity between schools and teacher education so they can come in and see exactly what we’re doing.»

The new report finds that in some university courses, literacy isn’t taught beyond the second year and that about 9 per cent of teachers graduating in 2018 did not pass the literacy component of a compulsory test introduced by the federal government.

Paul McDermott, principal at Blue Haven Public School on NSW’s Central Coast, said there is an «enormous gap» between university students’ knowledge of reading instruction and the teaching strategies used by top-performing schools.

«It’s not just new teachers, we spend a lot of time training and retraining staff,» he said.

«We’re quite authentic to the research around reading and our results reflect that. [Teachers] are up and running very quickly but it does take them time to catch up to what we do as a school.»

Blue Haven Public has gone from improving student results in NAPLAN reading tests at well below the improvement rate of similar schools between 2012 and 2014 to having significantly above-average gains between 2016 and 2018.

Mr McDermott attributed the improvement to their use of evidence-based reading instruction, including a focus on the five essential elements of phonemic awareness, phonics, fluency, vocabulary and comprehension, which should be taught explicitly according to literacy researchers and the NSW Department of Education’s Centre for Education Statistics and Evaluation.

«They’re taught very little of that at university and a lot of schools out there probably don’t have the systems in place to teach these things,» Mr McDermott said.

«If teachers came in highly trained in the evidence, that would certainly make a massive difference to kids.»

The report recommends that all initial teacher education programs be required to demonstrate that they include evidence-based reading instruction techniques in adequate depth to be accredited, that literacy units be included in every year of teaching courses to «prevent a long gap between study and practice» and that ability to teach reading be included in graduate standards.

Peak body Universities Australia did not respond to requests for comment.

Source of the article: https://www.smh.com.au/education/teaching-degrees-miss-the-mark-on-reading-instruction-20190710-p525ww.html

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Educación Sexual Integral, un desafío para los educadores

agosto 27, 2019agosto 26, 2019Noticias

La conferencia de MELE abordó esta temática desde los aspectos legales, psicológicos, socioeducativos y pedagógicos.

Organizada por Medios en la Educación de Los Andes, el pasado jueves 22 de agosto se desarrolló en el Auditorio “Dr. Adolfo Calle” la tercera conferencia del Ciclo 2019 sobre “Educación Sexual Integral, Logros y Desafíos de su implementación”, a cargo de Germán Gregorio Morassutti, Daniel Di Giuseppe, Claudio Pilot y Ana María Vega, profesionales que, desde diferentes perspectivas, acercaron sus aportes ante un atento público.

La sexualidad como construcción

El encuentro comenzó con la intervención del psicólogo y sexólogo Germán Gregorio Morassutti, quien partió diferenciando los conceptos entre sexualidad y sexo: “Según la Organización Mundial de la Salud, la sexualidad se define como un aspecto central del ser humano que está presente a lo largo de su vida, y abarca el sexo, las identidades, el género, el erotismo, el placer, la intimidad, la reproducción y la orientación sexual. Es una dimensión fundamental del hecho de ser humano y se practica y se expresa en todo lo que somos, sentimos, pensamos y hacemos. Esta sexualidad está relacionada con lo biológico, lo psicológico, lo social y lo espiritual” -puntualizó el disertante-.

Morassutti también abordó aspectos del desarrollo psicosexual, exponiendo conceptos como identidad y expresión de género, sexo biológico y orientación sexual, y especificó los ejes y las dimensiones de la Educación Sexual Integral (ESI) para trabajarlos con alumnos, los mitos y realidades de su implementación, junto con los materiales didácticos disponibles. “El docente puede tener su propia creencia sobre sexualidad, y es algo totalmente valido, pero cuando va a impartir conocimientos tiene que apoyarse en información científica, actualizada y apropiada a cada edad. Los materiales de ESI están pensados y estructurados para brindarle apoyo al educador, de modo que pueda trabajarlos pedagógicamente. Tenemos una doble tarea, la de educar en la escuela, y está bueno incorporar a la familia en estos aprendizajes” –precisó el especialista-

Marco legal y educativo de la ESI

El panel que presentó los abordajes legales y educativos de la ESI dio inicio con la propuesta del abogado Daniel Di Giuseppe, a cargo de la Delegación Mendoza del Instituto Nacional contra la Discriminación, la Xenofobia y el Racismo (Inadi), quien sostuvo que “la Ley Nacional 26150 sancionada en 2006 tiene 11 artículos y entre algunos de sus puntos importantes encontramos, en el artículo 1, que todos los educandos tienen el derecho a recibir ESI en los establecimientos educativos públicos, de gestión estatal y privada. Uno de los proyectos que plantea la modificación de esta ley elimina el término ‘educando’ y propone hablar de género, diversidad y de las y los estudiantes. El artículo 2 plantea la creación del Programa Nacional de ESI a partir del cumplimiento de distintos marcos normativos como la Convención de los Derechos del Niño y otras leyes generales. Hay legislaciones posteriores a la Ley 26150, entre las que se encuentran la Ley Nacional de Educación, de Protección Integral de la Mujer, de Matrimonio Igualitario, de Identidad de género y la resolución del Consejo Federal de Educación que da el marco para la creación del Programa Nacional. El artículo 5 plantea la obligatoriedad. ¿Por qué es importante la ESI? Entre otras realidades, para evitar embarazos adolescentes, suicidios, abusos o entender los derechos de una persona al momento de sufrir discriminación como el bullying, o de tipo institucional”.

La exposición del psicólogo y sexólogo Claudio Pilot abordó cómo garantizar el derecho a la ESI desde el rol docente: “Ante la ESI debemos preguntarnos dónde posicionarnos. Un modo de explicación es desde el pensamiento mágico y la mitología, que son conocimientos que se crean para dar alguna explicación a hechos, sucesos o acontecimientos pero lo llamativo es que no parten de un fundamento científico, sino que son imposiciones que se sostuvieron y se proyectaron en el tiempo. Actualmente hay muchos mitos vinculados a la sexualidad que, si los indagamos, no tienen ninguna lógica. Hay una diferencia entre, por ejemplo, las religiones intentando explicar qué es la sexualidad (vinculada, principalmente, a lo reproductivo) y la Organización Mundial de la Salud, que es un único organismo, y que explica muchos otros aspectos para entenderla. El otro modo de explicación de la sexualidad es basarnos en la ciencia, los derechos y las leyes. La información, los conocimientos válidos, para el educador, son lo básico, no solo a nivel escolar sino, también, para toda la comunidad en general”.

La comunicadora y formadora en ESI Ana María Vega cerró el panel sobre la experiencia de la formación, en las instituciones, sobre el tema: “Los ejes de la ESI (reconocer la perspectiva de género, el respeto a la diversidad, el valor de la afectividad, el ejercicio de nuestros derechos y el cuidado del cuerpo y la salud) abarcan todo lo que nos pasa a las personas adultas y a nuestros niños, niñas y adolescentes y no se pueden analizar de forma aislada, ya que somos personas con una sexualidad que se expresa de una manera distinta. ¿Quién se puede arrogar la capacidad absoluta de decir ‘yo soy normal y todos los demás son raros’? ¿No será que ‘lo normal’ es la diversidad? Las niñas y los niños no pueden aprender a poner en palabras lo que les pasa si nosotros, como adultos, no los habilitamos, acompañamos e interpretamos su emocionalidad. La ESI tiene que servir para acercar, también, a las familias, a la escuela, como garantes de derechos, y brindarles estos conocimientos con aval científico y legal, y acompañarlas en la crianza desde esta perspectiva”. Vega cerró su intervención compartiendo su experiencia en el Nivel Superior, en formación continua y profesional y en sindicatos: “Tiene que haber voluntad política con presupuesto para la formación docente, no solo a través de plataformas, sino de modo vivencial”.

Opiniones de los asistentes

El público evaluó este encuentro destacando la importancia de generar espacios para que se siga trabajando y aprendiendo sobre ESI: “Fue una jornada positiva, ya que se brindó información, como así también modos de acercarla a diferentes contextos, enfatizando el derecho que todos tenemos a su acceso, lo cual me parece una herramienta sumamente importante de conocer”, opinó una de las asistentes.

“Excelente conferencia, de gran interés educativo. Los temas fueron muy bien abordados y fue excelente el espacio para las preguntas y los profesionales que respondieron a las mismas. Lo mejor de todo es que haya sido gratuita”, fue otra evaluación de una docente participante. “Hubo explicaciones conceptuales muy claras y coherentes, con adecuado manejo del lenguaje y el tiempo. Las presentaciones de cada uno de los expositores fueron excelentes”, destacó otra docente.

Un trabajo permanente en la escuela

La Nº 26150 la Ley de Educación Sexual Integral fue promulgada en 2006 y su aplicación, aún, es parcial. La ESI, a través de un conjunto de actividades que se realizan en la escuela promueve que los chicos y las chicas, de acuerdo con sus edades, aprendan a conocer su propio cuerpo, asumir valores y actitudes responsables relacionadas con la sexualidad, conocer y respetar el derecho a la identidad, la no discriminación y el buen trato. El acceso a esta información es un derecho humano y el Estado y las instituciones educativas tienen la obligación de garantizarlo, para ayudar a pensar críticamente las costumbres que las escuelas conservan y naturalizan, y acompañar en el abordaje de los episodios que, no siempre, es sencillo trabajar desde esta perspectiva.

El próximo encuentro será el viernes 27 de setiembre sobre “Bienestar docente, trastornos del sueño y estrés”, a cargo de reconocidos profesionales en el tema.

Fuente de la noticia: https://www.losandes.com.ar/article/view?slug=educacion-sexual-integral-un-desafio-para-los-educadores

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