Education

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Most SA schoolgoers aspire to University education

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Africa/ South Africa/ 28.11.2018/ Source: www.grocotts.co.za.

  • 85% of South African pupils aspire to go to university
  • Most still aspire to pursue traditional, well respected careers  as doctors, dentists, engineers and psychologist/psychiatrists
  • The study also explored areas such as technology in the classroom, teacher motivations, exams, students’ favourite subjects and celebrating success

According to new research by Cambridge International, 85% of South African school pupils aspire to continue their studies at university once they have left a school. In addition, many still aspire to go into the more traditional, highly respected careers like medicine and dentistry (13%), engineering (13%) and psychology and psychiatry (11%).

The first ever Global Education Census by education organisation Cambridge International aimed to find out what life is like in schools around the world today for pupils aged 12-19 and their teachers. The 2018 Census looked at other aspects of modern education including students’ favourite subjects, extracurricular activities offered by schools, homework and how schools celebrate success.

The census found the most popular subjects chosen by students in South Africa are English Language (95%), Maths (93%) and other languages (80%), followed by Accounting (29%) and Geography (17%). In fact, more South African students take Accounting and Geography than any other country surveyed.

In contrast, South African pupils’ favourite subject is actually Biology (40%), followed by Maths (37%) and English Language (26%). This is similar to the favourite subjects of students around the world who said their favourite subjects are Maths (38%), Biology (29%), Chemistry (23%) and Physics (23%).

School pupils in South Africa aspire to work for a well-established organisation after completing their tertiary education. They also lead the way with the highest number of students globally (8%) who plan to take a year off after finishing matric.

Juan Visser, Cambridge International’s Regional Director for Sub-Saharan Africa, said: “For a successful career, students need to work hard and be dedicated to their studies. Education is a very important tool for everyone to succeed in life, as it is no secret that a good education has the power to change a life. It is important that educators and counsellors equip students with good career advice to make the right subject choices ahead of applying to university.”

Wallace Isaacs, Deputy Director: Student Recruitment and Enrolment at the University of Pretoria, said:“Going to university after high school is a journey that is still expected for students in South Africa by many parents, educators and the students themselves. We do find a significant number of students aspire to pursue careers in what is considered more conventional but well respected fields like medicine and engineering. However, with the advance of technology and a globalisation, there are now a greater variety of professions that students can consider. For example the new Masters Programme in Information Technology: Big Data Science that didn’t exist a few years ago. It is however important that students plan well in advance to ensure they select the right subjects early in high school that will enable them to gain entry to their desired university course. It’s always advisable for students to seek advice from a career guidance counsellor at their school or contact the university of their choice to get the right information.”

 

Other key findings from South Africa include:

  • Career advice / university counselling:  Over half of teachers say their school provides careers advice (51%) to help support pupils to fulfil their aspirations. For students who take extra lessons and/or tutoring, Maths (81%), Physics (37%) and Chemistry (31%) are the most popular subjects
  • Homework: Over a third (35%) of South African school learners say they spend 2 -3 hours completing homework every day (35%), this is the same amount of time reported by most students globally (28%). Students in South Africa have varying amounts of homework at the weekend, with 20% saying they spend 2-3 hours on homework, and 18% reporting they spend 3-4 hours on it.
  • Exams: Interestingly, 45% of schools in South Africa have two sets of exams per year – the highest globally. This is mainly due to the fact that when students apply for university or college, the mid-year exams are used to gain provisional entry. Preparations for exams are never an easy task; therefore, many teachers use different methods. 70% of teachers in South Africa prefer teaching students how to respond to different questions, 69% provide students with extra lessons and 59% advise students to look at the mark allocation, as this will determine the length of the answer.
  • Technology in the classroom: Nearly half of school pupilss (48%) now use their smartphones as educational aids in lessons. However, traditional tools still have their place in education in South Africa with 70% of students saying that whiteboards are still used in their classroom (compared to 31% globally) and 89% saying they still use pen and paper. South Africa has the lowest proportion of laptop and desktop computer use – just 12% of students responding said they used these during lessons.

Allen van Blerk, Principal, St Charles College Pietermaritzburg, commented: “The key to success is the amount of time students spend with access to an enthusiastic, expert teacher. It is the quality of teaching and feedback on a daily basis, and the engagement of the student in pursuing conceptual understanding, that leads to deep subject understanding. The next revolution is harnessing technology to allow personalised learning to take place in traditional spaces. The challenge of providing students with personal, specialised assistance at the point when they reach a learning obstacle is the new frontier. I am pleased to find that we are finally on the verge of being able to use technology in simple ways that effectively help learning to proceed, without sacrificing rigor for entertainment.”

Globally, one of the most interesting findings of the report is that one in three school pupils does no exercise at school. This is despite growing concern by leading global health experts that childhood obesity and unhealthy lifestyles are on the rise.

More than a third of students (37%) worldwide don’t exercise at school. What’s more, girls are less likely than boys to play sport at school, with two in five female students (41%) saying they don’t take part in school sports, versus 28% of male students.

Source of the notice: https://www.grocotts.co.za/2018/11/22/most-sa-schoolgoers-aspire-to-university-education/

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90-year-old great-grandfather finally graduates from high school in Philippines

Reseñas

By: The Straits Times. 

It was in March 1941 when Jose Gaitan Gandecela graduated from A. Marisol Elementary School in Mandurriao, Iloilo City.

He was all set for continued studies – until the flames of World War II spread to the Asia-Pacific region in December that year.

His academics sidelined for 77 years, Mr Gandecela finally got to finish junior high school on Nov 17 this year, earning a certificate he can frame and proudly hang on his wall.

The Department of Education (DepEd) has confirmed that 90-year-old «Tatay Jose» was the oldest person to pass the accreditation and equivalency (A&E) test under the Alternative Learning System (ALS), the DepEd programme that provides an option for those who could not obtain formal education through regular attendance in schools.

Mr Gandecela went to an ALS class from January to October 2017 and took the A&E test on March 11 this year. With a score of 81.60 per cent – well above the overall passing percentage score of 60 per cent – he received a Certificate of Rating from the DepEd’s Bureau of Education Assessment.

The certificate states that he has met the basic requirements for Grade 10 and is now qualified for senior high school «subject to the admission policies of the accepting institution». The document serves as the equivalent of a report card under the formal school system.

LOCAL CELEBRITY

The announcement of Tatay Jose’s test results in the last week of September turned him into a celebrity of sorts in this part of Guimaras. Word quickly spread about the feat accomplished by this father of seven (now all professionals) and whose extended family includes 17 grandchildren and nine great-grandchildren.

«After the war, I married Eca (Francisca Angeles). Going back to school was out of the question (because of our growing family),» he recalled in an Inquirer interview.

The fisherman’s son earned a living by transporting cargo to Iloilo City, Negros Island and Roxas City in Capiz with six «batil» (wooden motorboats) that he owned. Later, he served as a «teniente del barrio», or village chief.

DEDICATED TO ECA

Last year, he was able to find an ALS schedule that allowed him to attend class only on Fridays at Dr. Catalino G. Nava Memorial High School in San Lorenzo town.

However, on March 3, a week before his crucial A&E test, Eca died after an eight-year battle with colon cancer.

His life upended and thrown into grief, the widower doubted if he could overcome the emotional stress enough to hurdle the exam.

But then he told himself: «(Eca) was the one who encouraged me to enroll in ALS.»

«I dedicate my achievement to her. If she were still alive, she would be so proud of me… so proud of me,» Mr Gandecela said, still swelling with affection at the mere mention of Eca’s name. The couple would have celebrated their 68th wedding anniversary on Nov 18.

«She took good care of me. I am very sad, but I tell myself that she just went away for a while and will come back. You realise someone’s true value when that person is gone. She would have enjoyed entertaining the people interviewing me (for my achievement). She was that friendly. She would have been so proud of me,» he said.

PUBLIC SERVANT

While he and Eca were busy raising their children, Mr Gandecela served as chief of Barangay Dolores for 29 years without salary.

He was first appointed teniente del barrio during the administration of President Diosdado Macapagal.

In 1959, after Congress passed a law that paved the way for the selection of village chiefs through the ballot, Tatay Jose won the polls hands down and became the first elected village chief of his community.

«At first, you just get appointed to that position by the mayor. By virtue of Republic Act No. 2370, an election was held. Then after about 10 years, Congress passed Republic Act No. 3590, changing the title of barrio lieutenant to barangay captain. You know, I memorised all that when I was still a barangay captain,» he recalled with a smile.

STILL SHARP

Mr Gandecela decided to retire from public service in 1989 – only to be requested by his constituents to take the position vacated by a barangay councillor. This gave him a second government stint that lasted from 1992 to 2002.

Ms Henrietta Dulay, Mr Gandecela’s eldest child, spoke reverently of the patriarch.

«Tatay was so strict when we were growing up, always reminding us of the importance of education. Today, he remains as sharp as he was 50 years ago. He asks me and my siblings to buy a newspaper for him whenever we go to the city so he can answer the crossword puzzle in English. He would leave the Filipino crossword for me.»

The newly minted ALS finisher wonders why there were still so many out-of-school young people in his community, considering the opportunity offered by the DepEd programme.

«Today, we have five high schools in Nueva Valencia, but I still see many of them (out-of-school youngsters),» he says.

«The youth should understand that they have it easy today. I wanted to study (when I was young), but there were no high schools here in Guimaras back then. I hope I can inspire them to go back to school.»

For Guimaras Schools Division superintendent Luz delos Reyes, Tatay Jose is more than qualified for that role.

«May this serve as an inspiration for the youth to never lose hope, to keep chasing their dreams. The experience of Tatay Jose is an example of perseverance, of not giving up. He may be the oldest among the ALS passers in the country, but his message is this: Given the best opportunities, access and support, anything is possible,» Ms delos Reyes said.

Source of the review: https://www.straitstimes.com/asia/se-asia/high-school-grad-at-90-wwii-stalled-his-studies-not-his-dreams

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Can Sturgeon’s bid to narrow the ‘educational gap’ survive austerity

Kevin McKenna

By: Kevin McKenna.

The first minister has praised the contribution of Catholic schools to ‘modern Scotland’

There was a time not very long ago – perhaps 25 years, maybe 30 – when Scotland wasn’t obsessed with how its education system was delivered.

This is not to suggest that education was ever deemed less than crucial to the nation’s future. It’s just that, until recently, you never had the sense that education on its own could destabilise governments. There was a received wisdom that Scotland possessed the finest education system in the world. This probably resonated for many years after it ceased to be true.

The intensity we now bring to any debate on the subject was also largely absent. The optimism inspired by Anthony Crosland’s expansion of the comprehensive education system in 1965 cannot be overstated. For tens of thousands of UK families, these stretched horizons and parted clouds. They held out the genuine prospect of “bettering” yourself. The vast deposits of emotional trust that working-class people invested in Harold Wilson’s Labour government as a result cannot be overstated.

This was an era when working-class people were still content to rent their homes from the local authority and the concept of home ownership – moving on, up and beyond the environs of your birthplace – was unknown. The idea of living in an area with a “good school” was also exotic. You simply took the school you were given; we all knew who the bright children were and who would start every day two goals down. The nature and quality of a school couldn’t change that.

In Scotland, as in the rest of the UK, remorseless free market capitalism began to undermine the concept of comprehensive education. Schools once considered to be excellent were soon deemed to be “rough”, as “aspirational” families moved from their traditional heartlands. The schools where they began to settle quickly had “desirable” status conferred upon them. As newspapers began to publish league tables of academic attainment, house prices rose and education became the main topic of conversation where the expanded middle classes gathered. To be caught short at the school gates on the details of the Herald’s academic league tables was to risk becoming a social pariah.

There was an increase in expectations of families who had once simply been grateful that the 11-plus system had been replaced with the much fairer comprehensive one. The concomitant pressure on successive Scottish governments to meet these heightened expectations has become almost unbearable. Initiatives have tumbled forth: Higher Still, Curriculum for Excellence and still the attainment gap between the disadvantaged and the affluent remains.

‘The medical school at Glasgow University has overseen an astonishing increase in the number of poorer students accessing medicine.’
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 ‘The medical school at Glasgow University has overseen an astonishing increase in the number of poorer students accessing medicine.’ Photograph: Alamy Stock Photo

Scottish Conservatives relish those times of the year when measures of attainment are published. They never consider the effects of punitive austerity in neighbourhoods left devastated by it. How does a child concentrate on his studies when he doesn’t know what will confront him when he gets home? When the question is not: “What’s for dinner?” but: “Will there be dinner?”, double maths takes a back seat.

Yet, Nicola Sturgeon has publicly – and repeatedly – staked her career on narrowing the gap. Some developments in the last few weeks have relieved the pressure on her. Scotland’s two greatest universities, Glasgow and Edinburgh, announced that their widening access programmes for children from disadvantaged communities have begun to bear rich fruit. In particular, the medical school at Glasgow University has overseen an astonishing increase in the number of poorer students accessing medicine, one of the most coveted and elite courses in the UK. Painstakingly constructed over 10 years, the initiatives that have delivered this success are also beginning to trickle down through entire year groups in schools within the target lowest 20% of MD (multiple deprivation) communities.

The first minister has also had cause to acknowledge another much older and well-established success story. Last week was the centenary of the passing of the 1918 Education (Scotland) Act, which paved the way for state-funded Catholic schools. In a speech this year, Sturgeon went further than any previous first minister in acknowledging and endorsing the hugely significant contribution Catholic schools have made to Scottish society.

As she unveiled an extra £100,000 of funding for Catholic teacher training, she said: “Catholic schools have made a tremendous contribution to Scottish education and this is something we want to see continue. We value the contribution that Catholic schools make to modern Scotland.” She is aware of the extraordinary academic results achieved by Catholic schools in deprived areas. If the educational attainment gap is to narrow then Catholic schools will be a key factor. She knows it and so does her government.

Of course, in enlightened, progressive and modern Scotland, you can still hear liberal voices, usually on phone-in shows on BBC Radio Scotland, offering opposition to these schools. Some have recently come from the scarecrow wing of the SNP’s Westminster group. Their manufactured tolerance comes with strings attached regarding some of the teachings of the Catholic church.

This is when they pretend to be concerned with “bigotry” and “sectarianism”. If they did, they might wonder why Catholics in Scotland are more likely to be the victims of hate crime than all other faiths combined. Must be those wretched Catholic schools encouraging their pupils to be Catholic and upsetting people.

Source of the article: https://www.theguardian.com/commentisfree/2018/nov/25/catholic-schools-improve-lot-poor-children

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Paula Tesoriero: Inclusive education produces better outcomes for all

Noticias

Oceania/ New Zeland/ 21.11.2018/ Source: www.nzherald.co.nz.

All children in New Zealand bring diverse backgrounds and needs to their education and every child deserves to have those differences acknowledged meaningfully. So it was disappointing to read last Wednesday’s editorial in this newspaper, «One in five pupils now need help with learning disorders«, which implied these children were a problem in schools.

Inclusive education means all children can attend the school of their first choice and receive the support they need to thrive alongside their peers – everyone is welcome and all students learn in a way that suits their individual needs. The system needs to change to fit individuals and not the other way around.

Internationally, it has been found that learning which benefits all students not just some, produces better outcomes for all. A 2017 review of 280 studies from 25 countries found clear and consistent evidence that inclusive educational settings can confer substantial short- and long-term benefits for students with and without disabilities. These include stronger skills in reading and mathematics, higher rates of attendance, reduced behavioural problems, and increased likelihood of students completing secondary school.

Disabled people make up 24 per cent of the population, but disabled children are not getting a fair go in the education system. That is a huge chunk of New Zealanders we are letting down. I continue to hear stories about disabled children being discriminated against in the classroom or not being able to access the resources they need.

Multiple reviews and reports over several years have shown the education system is not working for disabled students. Significant outstanding issues for the system include under-resourcing, a lack of good accountability mechanisms, lack of data and options and a lack of training and support for teachers. We’ve known this for a long while, New Zealand just has not addressed these issues meaningfully and comprehensively.

All this can result in low aspirations, discrimination, an underlying expectation that disabled students should be segregated or siloed or that they are taking resources away from others. Many children and their families have experience of the frustration of just wanting to access a quality education and having to fight for inclusion.

The Ministry of Education is leading big educational reforms at the moment. The recent announcement of 600 learning support co-ordinators in classrooms by 2020 is a small step in the right direction. But it does not go far enough.

I am really hoping these reforms shift the system-level issues. This is a critical time for our education system and the impact our system will have on future generations.

Rather than talking about young disabled people being the problem, New Zealand needs to make the most of these reforms and talk about how we create an education system that is fit for purpose for all children.

Source of the notice: https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12162766

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Supporting teachers in developing nations

Julia Gillard

Asia/ Mauritania/ 21.11.2018/ Source: www.teachermagazine.com.au.

Which career would I have chosen if not the law, followed by politics? I’ve been asked that many times over the years, and the answer is simple: teaching.

I enjoyed going to school – the learning, the playmates and, of course, the teachers. I respected them. I still do.

Great teachers can foster talent, instil confidence and help students to realise their full potential. A teacher’s enthusiasm for a particular subject can open doors in a student’s mind and set them on a pathway of lifelong learning. I experienced this from my own schooling, and some of the wonderful teachers who helped me forge my path in life.

While I ultimately chose a different career to teaching, I have remained interested in learning and teaching throughout my life.

Now I Chair the Global Partnership for Education (GPE), which is a catalyst for education investment, and works together with governments in developing countries to strengthen their education systems. Our goal at GPE is to ensure that every child in a developing country receives a quality education ­– and a quality education always starts with a great teacher.

Investing in teachers for better learning

Teachers are, and will always be, the backbone of the education system. It is why they constitute the largest single expenditure in education budgets around the world.

It would come as no surprise to those in the teaching profession that in a survey conducted by GPE with partner countries, ‘teacher competence’ rated as the most common cause of low learning outcomes for students.

So while it seems obvious that investing in teachers equals better learning; improving the overall quality of education is complex.

The learning process is affected by multiple factors that vary significantly amongst contexts and countries. This is why GPE is working in a number of different ways to ensure teachers in developing countries are equipped with the training and support that will set them on a path of success.

To date, we’ve had some pleasing results. The number of teachers trained with the support of GPE has more than doubled in recent years, going from around 98 000 teachers in 2014 to 238 000 in 2016. However, there remains many challenges to recruit, train and support teachers in developing nations.

What’s happening around the globe?

When recruiting teachers within a country where the rate of school completion is already low, it can be difficult to find candidates who have the baseline skills required. Take for example, the northwest African country of Mauritania, where decades of low learning outcomes meant something had to change.

The government began a structural reform of its education sector back in 1999. Now, with the support of GPE, World Bank and the French Development Agency, progress is being made to ensure those who train and go on to become teachers in Mauritania have the fundamental knowledge and capability to undertake the role.

These reforms have helped people like Mariam Mohamed Vall to realise her dream of becoming a teacher. Mariam always wanted to be a teacher but put her ambitions on hold to take care of her family. She took the entrance exam multiple times but failed, then two years ago she finally passed.

Together with other trainers, Mariam has helped to redesign the three-year program for training teachers. Now training is done with more practice in the classroom and regular evaluations, to ensure teachers are really qualified to empower the next generation of students.

We have to get teacher training right, but there is also the challenge of scale. It is estimated that 69 million primary and secondary school teachers need to be recruited by 2030 in order to meet demand, with the teacher shortages highest in Sub-Saharan Africa.

When teachers are in short supply, it is often the poorest children who miss out. GPE uses a framework to track the equitable distribution of teachers across education systems. We have found in many partner developing countries, the number of teachers in a school is not proportional to the number of students, with remote and disadvantaged areas receiving fewer teachers.

All these problems can be compounded by the fact that in many developing countries, the teaching profession is still considered to be of low status. This makes it difficult to recruit and retain good teachers.

There is never a one-size-fits-all solution to these complex problems. This is why GPE is continuing to support a diversity of programs in partner countries.

In the West African nation of Togo, the partnership is supporting teacher training on the new curriculum, the development of a new teacher training policy informed by an assessment of teacher competencies, as well as resources and equipment for the teacher training department and teacher training institutes.

In Niger, GPE is supporting the construction of three teacher training institutes, the training of trainers and the development of new training modules on reading.

A GPE funded program in Afghanistan includes social support systems and incentives for new female teachers working in challenging areas with low levels of girls participating in education.

Teachers will always play a critical role in helping to improve learning outcomes. GPE will continue to advocate on a global stage to fund programs that give teachers the training and resources they need.

A quality education can transform lives, communities and ultimately nations. That’s why an investment in teachers is an investment in our global future.

Source of the notice: https://www.teachermagazine.com.au/columnists/julia-gillard/supporting-teachers-in-developing-nations

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Fiji: UNICEF urges students to stand up for their rights

Noticias

Oceania/ Fiji/ 20.11.2018/ Source: www.fbc.com.fj.

UNICEF has urged students of Stella Maris Primary School to stand up and demand their rights.

In celebrating World Children’s Day, UNICEFrepresentative Sheldon Yett says the time for children to stand up and speak for themselves in now.

Yett says children are a minority and their voices should be heard.

“Today is World Children’s Day and Children should stand up for their rights and remind government that they have the right to education, the right to play, right to health care, and many other rights that is sanctify in that convention.”

Yett says parents and teachers also have crucial roles to play in ensuring the rights of a child is protected and they are safe.

Deputy Permanent Secretary for Education, Timoci Bure says student should make good use of the free education provided by the government.

Part of the celebrations were songs from various classes, action songs and meke.

 

Source of the notice: http://www.fbc.com.fj/fiji/71018/unicef-urges-students-to-stand-up-for-their-rights

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Iran pushes to influence Syria’s new generation through ‘educational invasion’

Noticias

Asia/ Irán/ 20.11.2018/ Fuente:english.alarabiya.net.

Tehran announced on Wednesday that it will open a new university in Syria, the Iran-based Tarbiat Modares University, as an addition to the several branches of universities and secondary schools they already established across the country.

In what many considered as a strategy by Tehran to promote their ideological and political agendas as well as gain heavy military involvement within the country, Iran has set up multiple educational facilities in Syria.

Strategically influencing new generations

According to the Islamic Republic News Agency, Tarbiat Modares will be the fifth Iran-based university to be established in Syria, including the Islamic Azad University and the College of Islamic Schools.

The Assad-backed news agency SANA did not elaborate on the agreement between the Bashar al-Assad regime and Tehran to open more Iranian universities in Syria.

However, SANA reported that the Chairman of Iran-Syria Parliamentary Friendship Group Hussein Ragheb al-Hussein proposed the establishment of a “center of studies” that combined the Syrian Ministry of Education and the Iranian Ministry of Science and Technology.

Experts note that Iran has strategically set up universities and schools across Syria as a means to spread its ideology onto the new generations through different curricula.

With the support of the Assad regime, Iran was able to set up five large universities that have the capability to accommodate a large number of students who they can then enforce their ideologies onto.

Fuente de la noticia: http://english.alarabiya.net/en/News/middle-east/2018/11/16/Iran-establishes-fifth-university-in-Syria-.html

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