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‘Education and action needed to combat Islamophobia’

Asia/ Turquia/ 17.04.2019/ Source: www.aa.com.tr.

Describing Islamophobia a “very very dangerous threat” not only to Muslims but to all of humanity, a group of scholars on Sunday insisted that Muslims need to educate themselves to fight this growing problem.

At the end of the third day of the Islamophobia international conference hosted by the Centre for Islam and Global Affairs (CIGA) at Istanbul Sabahattin Zaim University, the scholars said that the Muslim community also needs to look within and rectify mistakes.

Elsadig Elsheikh from the University of California said: “There is a need for intervention at multiple levels, including society, education, public policy, and how we tell our story.”

“We need to decolonize ourselves, and there is a need for a lot of work within ourselves and our societies,” he said.

The scholars said that Muslims need to engage with the systems «but with open eyes.”

«We need to display a robust Muslim identity,» said James Carr of the University of Limerick, Ireland.

Luwei Rose Luqui from Hong Kong University said that Muslims in China need to communicate and tell their stories with others in the country.

They should “not just complain and victimize but talk and communicate with people who are not familiar with your situation,” Luqui said about Muslims in China.

Correcting injustice

Khadijah Elshayyal, a researcher working among Muslims in Britain, said that the community needs to rectify mistakes among themselves.

“We have to support and amplify each other’s voices, however, there are injustices and racism [in Muslim community] and that needs to be corrected,” she asserted.

Moreover, she added, Muslims need to extend solidarity with others as well.

Asking scholars to translate their words into action, Shireen Rasheed from the U.S.’ Long Island University said Muslims must also build coalition with other communities.

Varsha Basheer from India said the Muslim community requires structural changes from within.

“Muslims need political power to dismantle the structures of inequality,” Basheer said, referring to India.

“We need power other than the intellect,” she added.

Talip Kucukcan from Istanbul’s Marmara University said a legal framework against Islamophobia is needed. “Otherwise whatever work we do, it will melt down,” he said.

Kucukcan, a former parliamentarian, added: “Politicians need to be involved in raising the issue of Islamophobia.”

The Organization of Islamic Cooperation (OIC) has 57 members, he said, and “this issue need to be raised and nation-states need to be engaged.”

Governments using Islamophobia

Anne Norton from the University of Pennsylvania said people need to protected from “the power of the state,” explaining: “People need to be saved from torture, hunger, separation from their families, and deprivation.”

Sami A. Al-Arian, the Centre for Islam and Global Affairs’s director, said the importance of the conference goes beyond academic interest.

“This conference tried to analyze all different aspects of Islamophobia, specifically the geopolitics and epistemological roots of Islamophobia that are affecting not only the Muslim world at large but Muslim minorities in the U.S., Europe, India and China,” he said.

He added: “We have some governments in the region, in the Muslim world, who are helping Islamophobes and empowering practitioners of Islamophobia in order to fight their own citizens and movements because they are trying to keep their privileges and autocratic regimes.”

He said: “Understanding Islamophobia at every level is important and needs to be confronted at all levels.”

“It is a very very dangerous threat just not to Muslims only but to all of humanity, and we need to educate and then act to confront Islamophobia,” he stressed.

Source of the notice: https://www.aa.com.tr/en/education/education-and-action-needed-to-combat-islamophobia-/1452159

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China ensue education destination for Pakistani students

Asia/ China/ 20.04.2019/ Source: www.technologytimes.pk.

 

China’s Ministry of Education released the proclamation that China has become the top education destination for international students. A total of 492,185 international students from 196 countries and regions studied in China.

According to a report, South Korea ranked first with 50,600 students and Pakistan ranked third with 28,023 students, followed by Thailand with 28,608 and the United States with 20,996 students.

The number of Pakistani students has risen in China mainly because of a chain of privileged policies offered by the Chinese government after the launch of China Pakistan Economic Corridor (CPEC), a channel project of Belt and Road Initiative.

Pakistani budding aspirants are studying Chinese language, engineering, medical, computer science and various other fields in china. Currently, 6,156 Pakistani students are studying in Ph.D., 3,600 in Masters, 11,100 in Bachelors and 3,000 in Short Term Exchange Programs across China.

Pakistani students take part in cultural activities organized by different universities across China. Pakistani students represent the country by setting up booths with traditional Pakistani stuff that depicting different social and cultural activities and historical places in Pakistan.

Source of the notice: https://www.technologytimes.pk/china-education-destination-pakistani/

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Special-needs children lose out on £1.2bn of support, says union

Europa/ United Kindow/ 16.04.2019/ Source: www.theguardian.com.

 

 

Children in England with special educational needs and disabilities (Send) have lost out on £1.2bn worth of services because government funding has failed to keep pace with soaring demand for additional support over the past four years, according to an analysis.

The number of children and young people with an education, health and care plan, a legal document detailing a child’s entitlement to support for special needs, has risen from 240,000 to 320,000 since 2015 – an increase of 33% – according to research by the National Education Union (NEU).

Yet central government funding paid into the “high-needs block” of councils’ education budgets to cover Send provision has only increased by 7% over the same period, from £5.6bn to £6bn in today’s prices, the NEU says, resulting in “massive” funding shortfalls in nine out of 10 local authorities.

As a result, families have endured increasing waiting times for Send assessments and cuts to specialist provision and support staff. In response, families have turned to tribunals to fight councils for their children’s rights to additional provision and are winning in the vast majority of cases.

A number of parents have also taken local authorities to the high court over Send funding decisions, and in June the government will find itself in court when its Send funding policy will be examined in a landmark judicial review.

The crisis in Send provision will be discussed during the NEU’s annual conference, which opens in Liverpool on Monday. Kevin Courtney, the union’s joint general secretary, said: “The funding shortfall for Send provision comes against the backdrop of the swingeing cuts to local authority budgets imposed by the Westminster government over the last nine years, which have left many councils on the brink.”

Courtney said that between 2010 and 2020, councils will have lost almost 60p out of every £1 the government once provided for Send services. “This is an appalling way to be addressing the education of some of our most vulnerable children and young people and is causing untold misery and worry for thousands of families.”

One of the key reasons for increased demand, and cost, is the extension of education, health and care plan provision to include young people with additional needs aged 19-25. Campaigners also highlight the drift of Send pupils away from mainstream schools to more expensive special school settings, accusing some of failing to be inclusive, either because of funding or accountability pressures.

Angela Rayner, the shadow education secretary, said: “Education is a right, not a privilege, and these cuts mean that in one of the richest countries in the world children with special educational needs are not receiving the support they need.”

Nadhim Zahawi, the minister for children and families, said it was wrong to imply that funding had been cut and that the government had increased spending on high needs from £5bn in 2013 to £6.3bn this year.

“We recognise the challenges facing local authorities and in December provided an extra £250m up to 2020 to help them manage high-needs cost pressures. We have also provided councils with an extra £100m funding to create more Send places in mainstream schools, colleges and special schools.”

Source of the notice: https://www.theguardian.com/education/2019/apr/15/special-needs-children-lose-out-on-12bn-of-support-says-union
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The culture war over ‘LGBT lessons’ is based on distortion. Here are the facts

By: .

 

If you are the parent of a school-aged child, you’ve probably heard that “primary sex ed” will be mandatory from September. Even if you aren’t a parent, you’ve likely heard of No Outsiders, the “LGBT curriculum” that has sparked protests by a number of Muslim parents at Parkfield community school in Birmingham, resulting in hundreds of children being withdrawn.

No Outsiders has been suspended, but the protests have spread throughout Birmingham and to Manchester, with hundreds more parents threatening to withdraw their children from schools. Two weeks ago, BBC Question Time brought this conflict to the nation at large by asking: “Is it morally right that five-year-old children learn about LGBTQ+ issues in school?”

The discussion has turned into a full-on culture war, with religious communities pitted against education experts. But this didn’t need to happen.

As one of the founders of a charity combating gender stereotypes at primary school – and aiming for all faiths, races and backgrounds to be able to access our message – I have followed these stories closely. And I have winced as those framing the debate have muddled up and sensationalised the conversation to the point that no one could blame parents for feeling confused about what their children will be learning.

So, let’s take a step back and get clear on what we’re actually talking about. No Outsiders teaches primary school pupils to celebrate diversity – including of race, religion, and sexual orientation. In other words, it teaches children to respect differences protected by the Equality Act. It is not a “LGBT curriculum”. It also isn’t what is being mandated for primary schools – it is one programme created by one teacher in Birmingham, which has been voluntarily taught by some schools.

Next, there is no mandatory “primary sex ed”. Parliament voted to approve a new primary school subject called “relationships education”, and there isn’t a bit of sex in it. The key teachings are about the importance of friendships, family and other relationships, as well as how to stay safe. This could just have easily have been called “life skills”.

But it wasn’t. It was grouped in with relationships and sex education (RSE) for secondary school pupils, which meant people started referring to “primary sex ed”. It’s also been conflated with No Outsiders, which much of the media has shorthanded as ‘LGBT lessons’. What is coming next year is now, to many, “pro-LGBT sex education for five-year-olds”, and of course this is a hard sell to some religious communities. I know my progressive but devout Muslim father would be reluctant to get on board with that.

Let me be clear – I am in favour of teaching our kids that diversity of sexuality is an asset to our society. But to a five-year-old, that means knowing that different types of families exist, can be caring and deserve respect. This is all that’s required by the new guidance, and I don’t think you would have gotten a heated national debate over that line. In fact, many schools already teach this as part of their duty to promote the British values of tolerance and individual liberty.

However, the fury provoked by No Outsiders and RSE shows us just how polarising anything related to sex is, which is why it’s really unhelpful that this topic was sexed up unnecessarily.

Well-organised forces looking for a fight have bolstered the recent protests, and there was blatant homophobia on display that shouldn’t be indulged. However, it wasn’t inevitable that the agitators would get such traction. The language initially used by those setting the terms – the government, media and education sector – mattered. Now the genie is largely out of the bottle. Schools across the country will have a harder time implementing the new guidance among communities that are dead set against it, but perhaps stand to benefit from it most.

Let’s remember why this is important: children need to know how people should treat each other so they understand consent later in life. Children need the tools to develop stable emotional bonds they can lean on for support. Children need to respect different types of families so fewer kids get bullied.

Confidence and tolerance aren’t just for the progressive middle classes. Next time, let’s think more about how we frame the debate for those families inclined to be sceptical – and let’s not take the culture-war bait.

 Janeen Hayat is a teacher and co-founder of You Be You, a charity working to combat gender stereotypes in primary schools

Source of the article: https://www.theguardian.com/commentisfree/2019/apr/12/culture-war-lgbt-lessons-relationship-education

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Education-technology boom transforms how children in India learn

Asia/ India/ 10.04.2019/ Source: www.straitstimes.com.

 

From a multi-billion-dollar education start-up to wired-up mannequins, technology is helping to revolutionise the way Indian schoolchildren are learning – provided their parents can afford it.

A host of online platforms are taking advantage of a surge in smartphone ownership to engage millions of youngsters with interactive games and animated video lessons.

India’s education system suffers from a lack of investment, and the apps aid students who want extra tuition away from overcrowded classrooms and crumbling schools.

Major foreign investors are ploughing funds into India’s growing «edtech» industry as they seek to capitalise on the world’s largest school-age population who face fierce competition for university places.

«I have been using Byju’s since last year and my performance has really improved. I understand mathematical concepts much better now,» 16-year-old Akshat Mugad said, referring to a Facebook-backed, Indian education app.

Byju’s has become one of the world’s largest online learning sites since it was founded in Bangalore in 2011, and is currently embarking on an ambitious overseas expansion.

It is just one of dozens of start-ups betting that children are eager to learn differently from rote memorisation techniques that are used across much of Asia.

Students meditate as a teaching virtual assistant mannequin fitted with Amazon’s «Alexa» plays instrumental music at the Ramakrishna Paramhansa Marg BMC school in Mumbai. PHOTO: AFP

Edtech platforms are also taking off in other Asian economies, notably China and Taiwan.

«We wanted to make education fun,» said Mr Manish Dhooper, the founder of New Delhi-based Planet Spark, which uses «gamified» teaching methods.

Ms Garima Dhir enrolled her six-year-old son into a Planet Spark programme to study maths and English because she wanted him to get used to using technology at a young age.

«With interactive classes, my son is picking concepts without any stress and enjoying the process without fear of failure,» she told AFP.

Robomate, Toppr, Simplilearn, Meritnation and Edureka are others in the market.

India has an estimated 270 million children aged between five and 17.

Its online education sector is projected to be worth US$2 billion (S$2.7 billion) to Asia’s third-largest economy by 2021, according to research published by accounting group KPMG two years ago.

With revenues heading for US$200 million, Byju’s says it has around 32 million users in India using its e-tutorials that feature animations, live classes and educational games to match India’s school curriculum.

It has raised more than US$1 billion in funding since the beginning of last year, including from Facebook founder Mark Zuckerberg, valuing the firm at around US$5.4 billion.

«We want to be the largest education company in the world,» founder Byju Raveendran, 39, whose stake in Byju’s is now thought to be worth almost US$2 billion, told AFP.

Analysts say technology has the power to transform education in India but note that, at the moment, it is largely the domain of middle-class families.

A year-long subscription to Byju’s can cost upwards of US$150 for example, a small fortune for the majority of Indians.

At a state-run school in Mumbai, teacher Pooja Prashant Sankhe is using technology in a rather different way to change how her pupils engage with lessons.

The 45-year-old hides an Amazon Echo device, known colloquially as «Alexa», in a shop window mannequin. When AFP visited, children aged 11 approached the mannequin and asked questions such as, «Alexa, how many states are there in India?»

They also did sums and then asked Alexa for the answer to find out if they had done them correctly. The device plays the Indian national anthem at the start of the school day and healing music during meditation sessions.

Indian media have carried reports of a teacher doing the same thing in another school in rural Maharashtra state, of which Mumbai is the capital.

«The kids get really excited when they ask her questions,» said Ms Sankhe, 45. «Pupils are coming to school more regularly now because of Alexa.»

Source of the notice: https://www.straitstimes.com/asia/south-asia/education-technology-boom-transforms-how-children-in-india-learn

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Zambia and UNICEF partner to introduce mobile teaching services

Africa/ Zambia/ 10.04.2019/ Source: africandailyvoice.com.

Zambia is set to introduce mobile teaching services, to provide education services to children in remote areas lacking teachers and education facilities, African Daily Voice has learnt.

This was recently disclosed by the Ministry of General Education Permanent Secretary, Jobbicks Kalumba when he addressed teachers in Kapiri Mposhi District during his interaction in the area.

According to Kalumba, the mobile education services will require teachers to set camp in particular areas lacking education services, in order to broaden access to education in the country.

“The ministry has already initiated discussions with cooperating partners that include United Nations Children’s Fund (UNICEF), in order to actualize the initiative,” said Kalumba.

“This initiative is one way of making children especially those that are in areas where we do not have presence and where there are inadequate numbers of teachers to equally access quality education. We will engage teachers who will be specifically employed to carry out mobile teaching services in various schools countrywide.”

Kalumba also revealed that his ministry will next year introduce subject specialisation among primary school teachers, to limit the number of subjects that each teacher will have to teach.

“The ministry is trying to get away from a situation where primary school teachers are compelled to teach over nine different subjects, from grade one to seven, which is creating an overload, thereby making them ineffective and inefficient.

“Primary School Teacher Specialization Policy will afford teachers enough time to prepare lessons, assess pupils and institute remedial measures to help learners having problems in a particular subject.

“It is not practical that a teacher should prepare lesson plans in nine subjects and because of this teachers at primary level are presenting work plans which are not genuine because they have to do that in nine subjects…. this is just compromising the delivery of education in the country and we should reform the system,” added Kalumba.

He further underlined that the policy will not require any resources to be rolled-out adding that affected teachers will be written to be assigned specific subjects they will be teaching.

Source of the notice: https://africandailyvoice.com/en/2019/04/05/zambia-unicef-partner-introduce-mobile-teaching-services/

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Japan: Education ministry urges local governments to promote school enrollment of foreign students

Asia/ Japan/ 10.04.2019/Por: Chisato Tanaka/  Source: www.japantimes.co.jp.

The education ministry urged local governments Monday to promote the school enrollment of foreign students, and to cooperate in the country’s planned April investigation regarding their enrollment.

The urging comes at a time before the arrival of a large number of foreign workers after the new visa system starts in April.

The ministry currently has no figures for the number of elementary- and junior-high-school-aged foreign children who are registered as residents and yet not enrolled in school. According to the Mainichi Shimbun, there are more than 16,000 foreign children who have not been confirmed as enrollees by the municipalities in which they reside.

“Expecting an influx of foreign workers from this April, the ministry considers this to be a good time to conduct research,” a ministry spokesman said.

A planned investigation will be conducted nationwide for the first time in April with the cooperation of each municipality and newly introduced immigration offices. The investigation would likely involve counting how many foreign children are enrolled versus how many are not.

In Japan, parents are obliged by law to send their children to school during their elementary and junior high school years, but that law is not currently applicable to foreign parents. The education ministry accepts foreign students who wish to enroll in school of their own free will under the International Covenants on Human Rights.

The notification that the ministry sent to local governments on Monday also requests that municipalities send school entry information to foreign parents and that schools be flexible on which grade children will be enrolled, and ensure that foreign students enroll in classes that meet their Japanese language abilities.

A similar notification was sent in 2012 after the amendment of the Immigration Control and Refugee Recognition Law came into effect — the time when the residence card system was newly introduced in Japan after the alien registration system had been abolished.

The notification’s goal was to make the handling of foreign students more coherent. Currently, support systems for foreign students vary widely in each municipality.

In Yokohama, for example, where more than 1,600 pupils are said to need Japanese-language assistance, schools with more than five students that have a low level of Japanese proficiency are required to attend a language assistance class called an “international class,” in which pupils learn Japanese, while their Japanese peers take classes that require high Japanese skills, such as literature and sociology.

Source of the notice: https://www.japantimes.co.jp/news/2019/03/18/national/education-ministry-urges-local-governments-promote-school-enrollment-foreign-students/#.XKimzFUzbIU

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