Education

Page 43 of 144
1 … 41 42 43 44 45 … 144

In Ghana, Free High School Brings Opportunity and Grumbling

Noticias

Africa/ Ghana/ 25.06.2019/ Source: www.nytimes.com.

At dawn on a recent Tuesday, 18-year-old Jane Newornu pulled on her blue gingham school uniform, stuffed her books into her knapsack and grabbed a banana as she ran off to school.

Her twin sister, Jennifer, still in her pajamas, watched with a pang of envy. Instead of going to class, Jennifer was staying home from school on a two-month hiatus mandated by the government. The twins, like all high school students in Ghana, now must take turns.

The problem is the result of the tumultuous rollout of a new government program, intended to expand access to free secondary education. When President Nana Akufo-Addo took office in 2017, he made good on one of his chief campaign promises: tuition-free high school for all.

It was part of a broader effort to make Ghana internationally competitive in educational standards, agriculture, tourism and more. But the program has proved so popular — 430,000 students are enrolled this school year, up from 308,000 in 2016, according to the education ministry — that demand has overwhelmed capacity.

Comparte este contenido:
Leer más »

Higher education challenges in South Asia

Muhammad Murtaza Noor

By: Muhammad Murtaza Noor.

 

The southern region of the Asian continent is highly populated, diverse in nature and homeland for almost a quarter of the world population. Geographically diversity led to a variety of educational system based on national priorities. The Hollings Centre for International Dialogue assembled over fifty senior higher education leaders in Istanbul, Turkey, to comprehend the higher education dynamics of this highly populated region of the world. Importantly, delegates attending this meeting were both from South Asia as well as across the globe. The intended outcomes of four days deliberations and discussions were comprehending the higher education landscape in the region and how global partners can assist in a variety of areas related to the higher educational development of this region. The primary focus of this group was on curriculum development and reform, quality assurance, accreditation, e-learning, distance education, and building external relations with various stakeholders. The writer had an opportunity to participate in this group of academician as a member of Pakistani delegation and also shared ongoing efforts of Pakistani higher education in the areas selected for deliberations.

There was a consensus among the participants about the commonality of challenges in higher education sector not only in the South Asian region but also globally. These challenges need immediate attention, effective strategy, and collaborations inside and outside the countries. Exchange of ideas, expertise, and learning from best practices in the higher education sector, can be much helpful in addressing these common challenges in a more effective way.

South Asia is the most populous and the most densely populated geographical region in the world, with more than 1.891 billion people. It has a bulging youth population with more than 600 million under 18 years and accounts for around 25% of the world’s population and is one of the world’s fastest growing region, with growth rates approaching 7.0 percent in 2019. On average, one million people are added to the workforce each month, and the expected trend is escalating almost in the next decade. Collectively more than 1,375 higher education institutions exist in the region. Also, South Asia‘s industry and service sector are growing and creating jobs that require skilled human resources. To meet these growing challenges corroborating with population growth, there is dire need to strengthen higher education sector through increasing financial allocations, facilitating innovations, equipping youth with knowledge & essential skills and bringing higher education sector at par with international standards.

The delegates felt a need for a well-established, properly-regulated tertiary education system supported by technology like Open Educational Resources (OERs) and distance education modalities could increase access, equity, quality, and relevance, and narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. The provision of tertiary education should be progressively free, in line with existing international agreements.

The speakers and panelists emphasized the student-centric higher education policies. They were of the view that universities should provide quality education, required institutional resources, incentives, and facilities for active participation in extra-curricular activities to the students at the campuses. The students also need to be equipped with essential skills of leadership, teamwork, communication, critical thinking as well as problem-solving so that they may come up to the expectations of the community, society, and industry. The importance of role of universities was also highlighted in peace-building within the country and across the region.

The higher education institutions of the Southern Asia region should ensure a systematic approach for providing accessible and effective programs and services designed to provide opportunities for enrolled students to be successful in achieving their educational goals. The institutions should offer student services, including physical and mental health services, appropriate to their mission and the needs and intended purposes of their students.

It was also discussed that being hub of ideas, innovation, and knowledge-creation, universities’ vital role need to be reinforced in inculcating the values of responsible citizenship, leadership, peace, tolerance, harmony, pluralism, and co-existence among the youth. It will only be possible through ensuring academic, financial, administrative autonomy of the universities and academic freedom at the university campuses. Too much regulation has also adversely affected innovations and creatively in the higher education sector of South Asia. The concerned higher education bodies should play a facilitative and supportive role towards universities instead of becoming intrusive one. Following the best international practices, there is also dire need to separate the functions of quality assurance, ranking, and funding in the higher education sector. Accreditation process in South Asian higher education sector, should not be complicated, lengthy, and time-consuming. The higher education quality assurance and accreditation bodies should be autonomous so that these critical bodies may perform their functions independently without any external interference. To increase access to higher education, which is still very low as compared to even other Asian countries, South Asian countries need to encourage the role of the private sector and public-private sector partnerships.

Another critical common issue which was identified by the participants was employability challenge which is being faced by a large number of graduates of most South Asian higher education institutions due to a mismatch between the market & universities and disparity within and among the universities. It was suggested that close liaison should be created between academia & industry, and necessary modifications should be made in the curriculum along with equipping the students with essential soft skills.

The role of qualified and trained faculty was highlighted in effective functioning of universities. It was recommended that maximum investment should be made in the area of faculty development and pre-service as well as in-service trainings should be made mandatory in order to train the faculty in modern teaching and research techniques.

Under the 17 Sustainable Developments Goals (SDGs) adopted by United Nations (UN), now it is the responsibility of the respective countries to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education including universities. In this regard, South Asian countries would have to take immediate effective steps through prioritizing education and providing required funds & support for equipping youth with required knowledge and skills. At the same time, they also need to learn from regional/ international experiences and best practices in higher education sector through creating close collaborations and exchange of faculty/higher education leadership.

Source of the article: https://nation.com.pk/18-Jun-2019/higher-education-challenges-in-south-asia

Comparte este contenido:
Leer más »

The Global Refugee Forum and the case for education

Joseph Nhan-O’Reilly

By Joseph Nhan-O’Reilly.

 

In 2016, at the height of the European refugee crisis, the United Nations General Assembly unanimously adopted the New York Declaration for Refugees and Migrants. The declaration was hailed as the foundation of a new approach by the international community to large movements of refugees and migrants, as well as to protracted refugee situations.

The adoption of the declaration launched a two-year process that delivered the Global Compact on Refugees. It provides a blueprint for governments, international organizations, and other stakeholders to ensure that host communities get the support they need and that refugees can lead productive lives.

“The Global Refugee Forum provides a once-in-a-lifetime opportunity to set a plan to close the refugee education gap, delivering quality education to the world’s 9 million refugee children and improving the quality of education of their host community peers.”

The next step is for concrete pledges at the first-ever Global Refugee Forum — hosted by UNHCR this December in Geneva — to support the compact’s implementation.

The forum’s results will be a critical test of the international community’s commitment to the new ways of working envisaged by global compact. Failure to back the practical hospitality and policy commitments of the countries hosting large refugee populations will call into question the credibility of the compact’s promises and put wider humanitarian reform efforts at risk.

The excellent work of host countries, together with growing support for education in crises, means there is a real opportunity to ensure every refugee child has the chance to go to school. The compact promises to minimize the time refugee children spend out of education, with a target of no longer than three months after arrival in the country in which they have sought protection.

The case for education for refugees is clear: it’s the chief concern for refugee children and their parents. Speaking in Berlin on the urgent need to expand access to schooling for refugees, U.N. refugee chief Filippo Grandi said, “I have worked for refugees for 35 years and there is one constant message I hear from them — they want education, even before food.”

Refugees know that education provides the building blocks needed to recover, to create new lives in their host countries, and to gain vital knowledge and skills to take back to their country of origin, should they have the opportunity to return.

But the majority of refugee children face the double jeopardy of losing both their homes and their right to go to school.

Eighty-five percent of the world’s refugees live in developing countries, which face big challenges in delivering education to their own populations. Unsurprisingly when refugees do have access to school, the education they receive is often low quality.

It doesn’t have to be this way. The Global Refugee Forum provides a once-in-a-lifetime opportunity to set a plan to close the refugee education gap, delivering quality education to the world’s 9 million refugee children and improving the quality of education of their host community peers in the process.

How we can secure the future of school-aged refugees

This time last year we launched our call for a global refugee education action plan. It showed that we could deliver quality universal pre-primary, primary, and secondary education to the world’s refugees with just $11.9 billion in international assistance over five years.

While this looks like a lot of money, it is in fact a little more than two days of global military spending, which currently stands at $4.8 billion per day. For $1 million per day, we could secure the future of 7.5 million school-aged refugees.

“We must start by asking refugee hosting countries what they need and working out how we can get it to them.”

To do this, we need to clearly set out what refugee hosting countries need and secure pledges and contributions against those needs.

Without an agreed statement of needs, the Global Refugee Forum runs the risk of soliciting pledges of support, however worthy, which do not address the most critical needs on the ground.

In order to reduce the risk of existing funding being re-pledged, we must also establish the baseline of available financing and support, ensuring that new pledges are genuinely additional.

A global plan, based on need, would act as an advocacy tool, crowding in government, philanthropic, corporate, and civil society support. It would assist in developing and coordinating a global response that can be adequately monitored and hold stakeholders accountable for delivering.

In short, if the Global Refugee Forum is to achieve its goal, we need to ensure that new, tangible pledges are made in support of the education-related commitments in the global compact and that these align with agreed priority needs.

Education Cannot Wait’s replenishment in September is the perfect staging post, where donors will have the opportunity to support ECW’s innovative multi-year education plans, the majority of which will be in refugee hosting countries. These plans are the perfect instrument for agreeing what’s needed, providing catalytic funding, and then aligning financing.

Source of the article: https://www.devex.com/news/opinion-the-global-refugee-forum-and-the-case-for-education-95144

 

Comparte este contenido:
Leer más »

China’s Education Authority Calls for More Electives, Choice

Noticias

Asia/ China/ 24.06.2019/ By: Ni Dandan/ Fuente: www.sixthtone.com.

 

China wants more high schools to offer the elective courses known as “zouban” — literally “roaming classes” — in order to better meet students’ diverse developmental needs and interests, an official with the country’s top education authority said at a press conference Thursday.

The conference came a day after the State Council — China’s Cabinet — issued sweeping new guidelines on secondary education reform. According to a spokesperson for the Ministry of Education, the document is the first of its kind to be released since the start of the 21st century.

“Taking into account talent cultivation rules, university department admissions requirements, and students’ interests and strengths, as well as the specific conditions at each school, zouban systems should be implemented in an orderly fashion,” Lü Yugang, director of the Ministry of Education’s Department of Basic Education, said at the conference.

Local school districts around China have experimented with zouban electives to increase student choice for decades, but the system has become more widespread in recent years as provinces and municipalities continue to add elective sections to their college entrance examinations. The new guidelines represent the first time the central government has explicitly endorsed zouban and encouraged local authorities to implement the model.

In his remarks at the conference, Jia Wei, deputy director of Shanghai’s Municipal Education Commission, framed the move as a change from the current exam-oriented model of education to a more comprehensive approach. “The goal of high school studies will no longer be simply getting into a university, but also figuring out students’ interests in life and targets for their future career,” he said.

Currently, zouban implementation is carried out at the local level, meaning the systems in place and degree of choice they offer can vary. Shanghai schools require students to choose three elective zouban from a list of six potential options, with each subject corresponding to an elective section on the municipality’s college entrance exam.

In addition to advancing the zouban system, the new reform guidelines also call on schools to explore more “interactive, inspirational, and experiential teaching methods,” and state that teaching management should be optimized and student workloads eased by reducing the frequency of exams and banning schools from forcing students to take extracurricular classes.

Cao Bingsheng, a teacher at Nantong Normal College in eastern China, says he’s pessimistic as to whether the new guidelines will have the desired effect, especially if schools continue to be graded primarily on test scores.

“It’s highly difficult to ban extra classes as long as university admissions rates are still used to evaluate the performance of (secondary) education authorities,” Cao told Sixth Tone.

Education officials also used Thursday’s press conference to announce that work on new high school textbooks is almost complete. In late 2017, the Ministry of Education issued guidelines for revising the country’s textbooks, which included adding more content related to socialist core values and both traditional Chinese and “revolutionary” culture.

Source of the notice: https://www.sixthtone.com/news/1004162/chinas-education-authority-calls-for-more-electives%2C-choice#

Comparte este contenido:
Leer más »

Mozambique: Education Barriers for Children with Albinism

Noticias

Africa/ Mozambique/ 24.06.2019/ Fuente: www.hrw.org.

 

Children with albinism face insecurity and significant obstacles to accessing quality education in the Tete province of Mozambique, Human Rights Watch said in a report released today.

The report, «From Cradle to Grave”: Discrimination and Barriers to Education for Persons with Albinism in Tete Province, Mozambique is in the form of a special web feature with video and photos. Human Rights Watch found children living with albinism in the central Mozambican province of Tete to be widely discriminated against, stigmatized, and often rejected at school, in the community, and, at times, by their own families. They struggle to overcome barriers such as insecurity, bullying, and lack of reasonable adjustments in the classroom, which violates their right to education. Although the Mozambique government has taken important steps to better protect the rights of children with albinism, it needs to do more to ensure equal access to education.

“Children with albinism have the same right as everyone else to a quality education with reasonable support to facilitate their learning,” said Shantha Rau Barriga, disability rights director at Human Rights Watch. “Yet many children with albinism in Tete are relegated to the margins of the education system, and of society as a whole.”

Human Rights Watch interviewed over 60 people between July 2018 and May 2019 in Tete province and in Mozambique’s capital, Maputo. Interviewees included 42 children and young adults with albinism and their relatives; albinism and disability rights activists; community leaders; teachers and school principals; and representatives of international organizations. Human Rights Watch also met with government officials in May and reviewed relevant national and international legislation and policies.

Albinism is a relatively rare condition caused by a lack of melanin or pigmentation in the skin, hair, and eyes. People with albinism usually have a paler, whiter appearance than their relatives. While albinism affects one out of about every 17,000 to 20,000 people in Europe and North America, it is more widespread in Sub-Saharan Africa, with reports indicating that it affects one in 1,000 people in southern Africa, where Mozambique is located.

Although not everyone with albinism has a disability, the melanin deficit can result in low vision and an increased vulnerability to the sun’s ultra-violet rays. People with albinism living in Sub-Saharan Africa are about 1,000 times more likely to develop skin cancer than the general population.

In 2012, Mozambique ratified the United Nations Convention on the Rights of Persons with Disabilities (CRPD), which guarantees the right to inclusive, quality education. This entails ensuring that children with and without disabilities learn together in mainstream classes in an inclusive environment, with reasonable accommodations.

Fear of Violence

In late 2014, there was a surge of attacks on people with albinism in Mozambique, including kidnapping and trafficking. At the peak in 2015, the UN independent expert on the enjoyment of human rights by persons with albinism received reports from nongovernmental groups of over 100 attacks that year alone. A belief in witchcraft is one of the root causes of attacks, the independent expert said, with assailants believing that body parts from people with albinism can produce wealth and good luck.

Although the reports of attacks and abductions have receded, the families of children with albinism still live in fear, some keeping their children out of school. The most recent report of an attack was the abduction of an 11-year-old girl in May in Murrupula district in Nampula Province. She was later found dead with her limbs cut off.

Joao, a 19-year-old from the Angónia district, told Human Rights Watch that around 2015, he stopped going to school for fear of being kidnapped during the long walk from home. He said people would sometimes follow him. Others would call him “money” and “business,” referring to his valuable body parts. Joao’s family went to the police after assailants allegedly tried to recruit his friend to help abduct him.

“My dream was to become a teacher,” he said. “It’s good work. I still have the dream but I can’t go to school.” Today, Joao works in the fields with his father, planting beans and corn. The work is hard and painful, because the sun hurts his skin.

The Mozambique government should increase efforts to dispel deadly myths about albinism, including through workshops and at outdoor cinemas in the local language, particularly in rural and isolated communities – such as those across Tete – that may not have access to television and radio due to a lack of electricity.

 

Barriers at School

Children with albinism face numerous obstacles at school, including bullying by students and sometimes teachers, little to no reasonable accommodation for their low vision, and requirements to participate in physical education classes outside without proper protection from the sun.

Human Rights Watch found that in schools in Tete province, students with albinism who also have low vision lack access to appropriate learning materials, such as large-print textbooks, extra time for exams, or seating arrangements next to the blackboard.

Fatima, 20, said she dropped out of school in Grade 5 after insensitive teachers bullied her.

When she would try to sit in the front of the class to see the blackboard better, one teacher would yell, “You albino, you stay where you are,” she said. Her father complained to the school, but it only made things worse. “When the teacher would say those things to me, it allowed the students to do the same. There were no consequences for any of them,” Fatima said.

The government should ensure that all teachers in the public education system are sensitive to the needs of children with albinism and trained to adequately provide for their needs. Schools should have resources to meet their needs, including textbooks and exams with larger fonts, and assistive devices to read the blackboard, Human Rights Watch said.

Government Response

In recent years, the Mozambique government has taken important steps to protect people with albinism, including adopting a comprehensive Action Plan in 2015 to deal with violence against people with albinism. The plan includes measures to promote education and awareness of albinism among families and communities. However, human rights advocates in Maputo said that although they participated in drafting the plan, the government has left them out of implementation, reducing its effectiveness. They also remain concerned that the plan lacks a specific budget, which seriously impairs effective implementation.

At the Global Disability Summit in 2018 in Britain, Mozambique pledged to create inclusive education policies and plans, including carrying out a national strategy for inclusive education. The most recent draft strategy for inclusive education was silent on children with albinism, but the Education Ministry has promised to revise it to include language on albinism.

As a priority, Mozambique’s government should also carry out the recommendations outlined in the Regional Action Plan on Albinism in Africa, the first continental strategy to address violations against people with albinism. The plan, endorsed by the African Commission on Human and People’s Rights in 2017, contains a series of immediate to long-term measures focused on protection, prevention, accountability, and non-discrimination.

“By taking steps to make sure that children with albinism can get a meaningful education while continuing to investigate and prosecute those responsible for attacks, the Mozambique government has an opportunity to further show its commitment to ensuring safety, inclusion, and dignity for people with albinism,”  Barriga said.

Source of the notice: https://www.hrw.org/news/2019/06/13/mozambique-education-barriers-children-albinism

Comparte este contenido:
Leer más »

For effective regulation of the country’s education system

Anurag Behar

By: Anurag Behar.

 

Scepticism of India’s draft National Education Policy should be suspended until it is implemented

This is the second column in the series, Glimpses Of The Draft National Education Policy (NEP). The draft NEP has received widespread responses, ranging from thoughtful endorsement and insightful critique to good-faith criticism. Some of this is in the public domain, but a lot more seems to be happening in group consultations, feedback to the human resource development ministry, etc. The final policy will be richer for all this. I am extracting some of the salient features of the NEP, with the intent to address some of the issues raised in these responses, but specific knowledge of the responses is not necessary to read through these points.

The NEP is a clear and strong endorsement of the public education system. It envisions high-quality, equitable and universal education—in and through the public education system. This is as applicable to higher education as to school education (age 3-22 roughly). Public-spirited, not-for-profit private institutions will certainly have a role in the Indian education system. However, it is the obligation of the state to provide high-quality education, and all efforts shall be aligned with this goal.

Government spending on public education must rise from current 10% of national public expenditure to 20% in 10 years. These numbers are rough estimates that indicate the direction and scale of the change required. The NEP is what the name says. It is education policy and cannot substitute the government’s fiscal policy and financial strategy. The NEP highlights the financial needs of education and does not dwell on where the money will come from, which is the business of the state.

The Right to Education Act (RTE), 2009, remains a key bulwark of school education—especially in the context of the strong reaffirmation of the state’s obligation and centrality of public education. If anything, its importance becomes deeper and broader, since the extension of the RTE from age 3 to 18, from the current 6 to 14, is envisioned as a key to enabling early-childhood-education and secondary education. The NEP explicitly endorses the continuation of Continuous Comprehensive Evaluation and the No Detention Policy in schools, taking a stand against the recent (past two years) legislative and other actions that dilute or eliminate these educationally important steps. It also directs action on the stopping of misuses and malpractices, including of 12(1)(c), for example, seeking exemption from the RTE by claiming “minority status», inflating student numbers, misrepresenting the socio-economic background of students, etc. It also calls for improvement of the RTE based on a comprehensive review of the experience of its implementation in the past decade, particularly on the matter of being responsive to local infrastructure needs without compromising safety, security and a wholesome learning environment.

“India» and “Indian» are integrated in many parts of the NEP. Some of these matters are: Indian languages, Indian literature, Indian art, Indian music, Indian knowledge systems, Indian history and context, etc. How could it be otherwise? After all, this is an education policy for India. Especially when it doesn’t do all this at the cost of ignoring the “global/modern». I can appreciate the apprehensions of some: “Is there more to this?» If the NEP text is read with an open mind, it becomes clear that there is nothing more to it than an important and valid commitment to know, understand and value our own society. The NEP takes a clear stand for a scientific temper, critical thinking and associated capacities, and for our constitutional values.

The NEP has the vision to transform the regulation and governance of the education system. Three of the key underpinning principles for this transformation are: transparent public disclosure, maximal empowerment and autonomy for institutions, and separation of roles and powers of regulation, operations, standard-setting, etc. While these principles are common to higher and school education, their manifestations are different. School education would be regulated by a newly created quasi-judicial “State School Regulatory Authority», based on a robust accreditation system, and the states’ Directorate of School Education (or Public Instruction) will only be responsible for running and improving the public schooling system. An illustrative implication of this is, Block Education Officers will have no regulatory powers; they will be responsible only for running and improving public schools. This “accreditation system» is based on, and thus empowering of, local institutions such as peer schools, school management committees and panchayats.

I have had the privilege of a ringside view of the evolution of the NEP. That gives me confidence that the draft will be enriched and revised by the constructive responses to it. Some of those responses will be the topic of the third piece in this series. I have also seen negative reactions to it. Many of these are born of a deep scepticism that committees can do their work unhindered and uninfluenced. Clearly, the final test of any policy is in its implementation, but it is important to suspend such judgement and disbelief. The NEP offers ample energy for that optimism.

Source of the article: https://www.livemint.com/

Comparte este contenido:
Leer más »

Black education decline

Walter E. Williams
By: Walter Williams.

New York Mayor Bill de Blasio says that the city’s specialized high schools have a diversity problem. He’s joined by New York City Schools Chancellor Richard A. Carranza, educators, students and community leaders who want to fix the diversity problem. I bet you can easily guess what they will do to «improve» the racial mix of students (aka diversity). If you guessed they would propose eliminating the Specialized High Schools Admissions Test as the sole criterion for admissions, go to the head of the class. The Specialized High Schools Admissions Test is an examination that is administered to New York City’s eighth- and ninth-grade students. By state law, it is used to determine admission to all but one of the city’s nine specialized high schools.

It’s taken as axiomatic that the relatively few blacks admitted to these high-powered schools is somehow tied to racial discrimination. In a June 2, 2018, «Chalkbeat» article (https://tinyurl.com/y64delc3), de Blasio writes: «The problem is clear. Eight of our most renowned high schools – including Stuyvesant High School, Bronx High School of Science and Brooklyn Technical High School – rely on a single, high-stakes exam. The Specialized High School Admissions Test isn’t just flawed – it’s a roadblock to justice, progress and academic excellence.»

Let’s look at a bit of history to raise some questions about the mayor’s diversity hypothesis. Dr. Thomas Sowell provides some interesting statistics about Stuyvesant High School in his book «Wealth, Poverty and Politics.» He reports that, «In 1938, the proportion of blacks attending Stuyvesant High School, a specialized school, was almost as high as the proportion of blacks in the population of New York City.» Since then, it has spiraled downward. In 1979, blacks were 12.9% of students at Stuyvesant, falling to 4.8% in 1995. By 2012, The New York Times reported that blacks were 1.2% of the student body.

What explains the decline? None of the usual explanations for racial disparities make sense. In other words, would one want to argue that there was less racial discrimination in 1938? Or, argue that in 1938 the «legacy of slavery» had not taken effect whereby now it is in full bloom? Genetic or environmental arguments cannot explain why blacks of an earlier generation were able to meet the demanding mental test standards to get into an elite high school. Socioeconomic conditions for blacks have improved dramatically since 1938. The only other plausible reason for the decline in academic achievement is that there has been a change in black culture. It doesn’t take much to reach this conclusion. Simply look at school behavior today versus yesteryear.

An Education Week article reported that in the 2015-16 school year, «5.8% of the nation’s 3.8 million teachers were physically attacked by a student.» The Justice Department’s Bureau of Justice Statistics and the Department of Education’s National Center for Education Statistics show that in the 2011-12 academic year, there were a record 209,800 primary- and secondary-school teachers who reported being physically attacked by a student. Nationally, an average of 1,175 teachers and staff were physically attacked, including being knocked out, each day of that school year.

In the city of Baltimore, each school day in 2010, an average of four teachers and staff were assaulted. A National Center for Education Statistics study found that 18% of the nation’s schools accounted for 75% of the reported incidents of violence and 6.6% accounted for half of all reported incidents. These are schools with predominantly black student populations. It’s not only assaults on teachers but cursing and disorderly conduct that are the standard fare in so many predominantly black schools.

Here are questions that might be asked of de Blasio and others who want to «fix the diversity problem» at New York’s specialized schools: What has the triumph of egalitarian and diversity principles done for the rest of New York’s school system? Are their academic achievement scores better than students at New York’s specialized schools? The most important question for black parents: What has been allowed to happen to cripple black academic excellence?

Source of the article: https://www.theitem.com/stories/black-education-decline,329045

Comparte este contenido:
Leer más »
Page 43 of 144
1 … 41 42 43 44 45 … 144