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Violence in the Schools: A Global Scourge

By: César Chelala.

 

“My big challenge is how to instil a sense of morality in my students,” says Eloísa Delmonte, a high school teacher in Gualeguay, Entre Ríos, Argentina.

“Yesterday, for example,” she tells me, “I reproached a student because he had been late for class. He apologized to me but told me that while he wakes up every day at 7 o’clock in the morning, a boy next door gets out of bed at noon, wears the most expensive clothes and buys everything he wants. How does he do it? Very simple, stealing.”

Crime inside the school and in the communities is often intertwined with violence among young people. A recent report by UNICEF: “A Daily Lesson: End Violence in Schools #ENDViolence,” provides troubling statistics.

Worldwide, almost half of students between 13 and 15 years (about 150 million) suffer violence from schoolmates. For many, school is no longer the place to study and grow in peace but filled with confrontation and danger.

In addition, the situation of war and violence in many countries translates into serious attacks against schools and students. According to United Nations figures, in 2017 there were 396 attacks on schools in the Democratic Republic of the Congo, 26 on schools in South Sudan, 67 on schools in the Syrian Arab Republic and 20 on schools in Yemen.

Effects on their future

As a result of these attacks, many children drop out of school and, as a result, their future education and work possibilities are seriously affected.

A report by the Office of the Special Representative of the UN Secretary-General on Violence Against Children describes four main forms of violence in schools: Harassment, physical violence, psychological violence and violence that includes a dimension outside the school and is related to the culture of the gangs.

The phenomenon of “bullying,” which can include sexual violence, has almost reached epidemic proportions worldwide. A study carried out in Mexico in 2013 showed that 7% of boys and 5% of girls in high school said they had suffered insults or attacks of a sexual nature from their peers. A smaller percentage of students stated that they had been forced into sexual behaviors.

Causes of violence

There are numerous causes that explain the current rise in violence, both in schools and outside them. Among the most traditional causes are poverty, marked economic and social inequalities and the vulnerability created by migration processes, particularly when they are forced.

Among the most recent causal phenomena is the massive dissemination of drugs, which creates harmful environments in schools for the growth and education of children. Related to this drug problem are the youth gangs called “maras” in Central American countries that act not only in those countries but also in the United States.

In 2013, according to the Centers for Disease Control and Prevention in the United States, 12% of students ages 12-18 reported that gangs were present at their school during the school year.

“Many times schools are behind the social changes that influence violence,” Professor Delmonte tells me. In addition, a new phenomenon is emerging, such as the great popularity of “youtubers” which often act as models of negative behavior among children at the most susceptible ages. “Nor should we forget”, she insists, that there are two types of violence: The general and the gender violence, and that both are equally terrible.”

The home environment

One shouldn’t rule out the influence of the home environment on children. They imitate the behaviors they see on a daily basis. Violence in homes teaches children that violence is permissible, and they may later act on this belief as adolescents and adults.

To these phenomena, we now have the problem of “cyberbullying,” defined by the Cyberbullying Research Center as “intentional and repeated damage perpetrated through computers, mobile phones and other electronic devices.”

It has been shown that victims who suffer from this modality are more likely to consume alcohol and drugs and to be absent from school.

Consequences of violence

There is a wide range of negative consequences as a result of violence in schools. They include bodily and psychological injuries that can lead to anxiety, depression and even suicide. In addition, in the short term, the academic performance of the students can be seriously affected, while their quality of life is affected in the long term.

Absenteeism can also affect the quality of their education. A study carried out in El Salvador, showed that 23% of students between 13 and 15 years old declared that in the last month of study they had been absent from school because of safety concerns.

Children affected by the phenomenon of “bullying” and cyberbullying are often left with serious psychological consequences that lead to a marked decrease in their self-esteem and that may lead some of them to take their own lives.

How to deal with the problem of violence

Some experts consider violence in schools, which also includes the growing phenomenon of violence against teachers, as a public health problem.

That is why the Center for Disease Control (CDC) uses a four-step approach to deal with this kind of problem. It consists of 1) Definition of the problem, 2) Identification of the risk and protective factors, 3) Development and testing of prevention strategies and 4) Ensuring their widespread adoption.

One of the difficulties in the treatment of this problem is the lack of reliable and up-to-date statistics, so this must be the first step in order to solve violence in the schools. In addition, many countries lack legislation to protect child victims of violence, which requires updating the relevant legislation related to this phenomenon.

It is necessary that parents, teachers and community organizations act in coordination to disseminate and try to find the most appropriate mechanisms to prevent and deal with violence. Only when all interested parties act together, will it be possible to address it effectively.

Source of the review:  https://www.theglobalist.com/school-violence-education-gang-violence/

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Primary teachers to start voting tomorrow on whether to strike in November

Oceania/New Zealand/ 16.10.2018/ Source: www.tvnz.co.nz.

Primary school teachers will begin voting tomorrow on whether to strike for a week in November.

The ballot follows the rejection of the Ministry of Education’s latest offers to teachers and principals in September.

NZEI Te Riu Roa members said the offers failed to address what Education Minister Chris Hipkins admitted was a crisis in education.

The secret online ballot will run from Tuesday 16 October to Thursday 25 October with members to vote on whether to undertake a week rolling one-day strikes from Monday 12 November to Friday 16 November.

Strike action would fall on different days throughout the country.

President Lynda Stuart said the Government could avert potential strike action with an improved offer.

«Strike action is always a last resort. If the Government comes back with an improved offer that our members feel genuinely addresses the education crisis, the disruption of a strike could be avoided,» Ms Stuart said.

«However, if teachers are forced to take strike action, it is clear that they continue to have the public’s strong support. Parents understand that ultimately this is all about the future of their children’s education.»

«Recruiting from overseas to fill the immediate shortfall will help, but it is a band-aid solution. The Ministry’s own research shows only 16 per cent of youth in New Zealand think teaching is an appealing profession. It’s clear that the only way to solve the shortage long-term will be to turn that around.»

Potential strike dates

Auckland Region – Monday 12 November

North Island (except Auckland and Wellington) – Tuesday 13 November

Wider Christchurch area (including Ellesmere, Ashley, Mid-Canterbury, Malvern, Hurunui) – Wednesday 14 November

South Island (except Christchurch) – Thursday 15 November

Wellington Region – Friday 16 November

Source of the notice: https://www.tvnz.co.nz/one-news/new-zealand/primary-teachers-start-voting-tomorrow-whether-strike-in-november

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Ghana: Education remains most powerful tool for economic transformation

Africa/ Ghana/ 16.10.2018/ Source: ghananewsagency.org.

Upper West Regional Minister Alhaji Sulemana Alhassan has urged young people to see education as a priority since it remains a potent weapon for economic transformation and the speedy development of every society.

“There is no society that can advance and be able to cope with the dictates of global trends without paying attention to its culture and education”.

He added that “culture and education are bed fellows in our contemporary world”.

Alhaji Alhassan was speaking during the celebration of 42nd “Kobine Festival” of the people and chiefs of Lawra.

He said the government had instituted pragmatic education policies and programmes to tackle challenges in the education sector.

It was poised to address the country’s physical infrastructure deficit in the education sector through construction and maintenance of classroom blocks as well as the supply of furniture and other logistics to schools.

The Minister said steps were being taken to make sure that the quality of education was not compromised with the introduction of the free Senior High School (SHS) policy.

The government had introduced a “Double Track System” to deal with the increased student admission following the introduction of free education policy in senior high schools in 2017.

Alhaji Alhassan said the Ghana School Feeding Programme was receiving much attention than before with school enrolment in the Lawra Municipality growing by 14,457 and covering almost all Primary and Kindergarten schools in the municipality.

Naa Puowele Karbo III, the Paramount Chief of Lawra Traditional Area, said quality education was the hallmark for human resource development in every community – a vehicle for achieving knowledge and skill development.

He expressed worry over falling standards of education in the area, saying that, “the declining standard of education in our municipality over the years has been a major concern to our development which needs to be tackled hands on”.

He was also unhappy about the neglect of parental responsibilities towards education of children as well as the lukewarm attitude of some chiefs and community leaders to school management.

Naa Karbo III called on stakeholders to play their expected roles well to lift education in the municipality and to ensure that no child was denied education.

Source of the notice: http://www.ghananewsagency.org/social/education-remains-most-powerful-tool-for-economic-transformation-140012

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Reeducation Camps for Muslims’? The Truth About Islam in China

Asia/ China/ 15.09.2018/ Source: sputniknews.com.

The Trump administration is considering sanctions against China for its alleged violations of human rights in the form of so-called «reeducation centers» for the predominantly Muslim Uyghur minority in northwestern China. But what’s the real situation like for Chinese Muslims? Do ‘reeducation camps’ for Muslims really exist? Sputnik explores.

Along with Buddhism, Taoism, Catholicism and Protestantism, Islam is one of the five religious denominations in China with the status of a «major religion,» with freedom of worship officially protected under the Chinese Constitution of 1982.

Earlier this year, the Chinese government published a white paper entitled «China’s Policies and Practices on Protecting Freedom of Religious Belief,» laying out state policy toward religion, including Islam. In this document, it’s estimated that China has a Muslim population of over 20 million, with 57,000 clerical personnel serving in 35,000 mosques throughout the country, as well as 10 Islamic religious schools.

The white paper emphasizes that Muslim customs, including those «regarding food and drink, clothing, festivals, marriages and funerals,» are fully respected, and that the Islamic Association of China, the official representative organ of Chinese Muslims, organizes pilgrimages to Saudi Arabia each year, with over 10,000 participants sponsored over the last decade.

Opposition to Religious Extremism & Foreign Interference

Pointing to efforts to combat religious extremism, the document emphasizes that China’s «Islamic community focuses on interpreting the thoughts in its religious doctrine of patriotism, peace, unity, tolerance and the Middle Path, serving to form correct belief, discerning right from wrong, opposing secession, and resisting religious extremism.» Multiple religious and academic seminars and conferences have been held with these issues in mind in recent years.

Finally, and crucially, the white paper notes that while the Chinese government «supports and encourages» religious organizations to develop ties with religious groups overseas, it will «resolutely oppose» any attempts to «interfere in China’s religious affairs» or «subvert the Chinese government and socialist system under the guise of religion.»

Ethnic Breakdown

About half of China’s Muslim population (or about 10.5 million people) consists of the Hui – ethnic Han Chinese and descendants of Arab and Persian merchants integrated into Chinese society and culture but practicing the Islamic faith, and concentrated in the provinces of Ningxia, Gansu and Yunnan in the country’s north and south.

The Uyghurs, a Turkic ethnic group concentrated in the country’s northwest, mainly in Xinjiang province, are the second-largest Muslim group, with an estimated population of about 10 million (although some estimates suggest it to be higher).The remainder of China’s population of Muslims consists mostly of settlers from Central Asia, including ethnic Uzbeks, Kazakhs and Tajiks, as well as immigrants from the Middle East and Africa, with the latter concentrated in China’s major cities.

In the years immediately following the communist victory in the Chinese civil war in 1949, all of China’s Muslim groups, like worshipers from all other religions, were subjected to repression, including violence, arrests, and the closure and destruction of mosques and Islamic schools. However, starting in 1978, two years after the death of Mao Zedong, the country’s leadership began to adopt a variety of acts guaranteeing human rights, including the freedom of worship.

The Uyghur Issue

In connection with the persistent threats of terrorism and separatism in Xinjiang motivated by Pan-Turkic and Uyghur nationalism as well as Islamist fanaticism, the Chinese government has taken a number of measures which some Uyghur activists and Western human rights organizations have deemed excessive.

From time to time, both in Xinjiang and other areas of China, Uyghur separatism and Islamism have spilled out into violence involving gun, bomb, knife and car ramming attacks. In 2009, Uyghur demonstrations and violence in Xinjiang’s capital of Urumqi over a civil disturbance by Uyghur factory workers in the south Chinese city of Shaoguan ended in over 1,500 arrests and at least 197 deaths. In the years before and since, China has faced a number of other terrorist incidents, including the 1992 and 1997 Urumqi bombings, the 2010 Aksu bombing, the 2011 Hotan attack, the 2011 Kashgar attacks, the 2014 Urumqi attack, the 2015 Guangzhou attacks, and the 2016 car ramming attack against the Chinese Embassy in neighboring Kyrgyzstan. In the war in Syria, an estimated 10,000 Uyghur Salafist jihadists, allied to the Nusra Front,* have been involved in the war against the Syrian government and its allies.

‘Reeducation Camps?’

In late 2017, an investigation by the Associated Press concluded that thousands or even tens of thousands of Uyghurs had been sent to detention camps for extremism, with such imprisonment lasting between three months and two years, during which time Uyghurs are forced to learn Mandarin (China’s lingua franca), as well as the principles of «ethnic unity, de-radicalization and patriotism.»Last month, a UN survey citing «credible reports» and expertise by Human Rights Watch, Amnesty International, the exiled World Uyghur Congress, and other groups, expanded the claims against China, estimating that over one million Uyghurs have been detained, and charging Beijing with racism and the unequal treatment of ethnic minorities.

According to the UN report, these «re-education camps for Muslims» subjected detainees to «brainwashing,» extreme surveillance, and even torture.

Chinese officials have refuted the report, telling the UN Panel on the Elimination of Racial Discrimination that the claims were «completely untrue» and emphasizing that there was no such thing as «reeducation centers» in China.

Officials did acknowledge that individuals who had been «deceived by religious extremism» were given mandatory vocational training, language, cultural, ideological, and legal lessons, as well as psychological counselling. However, it’s crucial to distinguish between efforts to rehabilitate those afflicted by extremism, and claims of a widespread discriminatory campaign specifically directed against Muslims. Furthermore, with Islamist and separatist extremism being issues which traditionally affect only a tiny minority of a given community, the idea that Chinese authorities could detain upwards of ten percent of the entire Uyghur population is absurd.

Last month, a Sputnik investigation revealed that the organization responsible for the creation of the initial UN report, the Uyghur Human Rights Project, was founded by the Uyghur American Association in 2004 with a supporting grant from the National Endowment for Democracy. The latter group, chaired by Arizona Senator John McCain from 1993 until his death in 2018, has been the vanguard of US-sponsored regime change, according to independent journalist Stephen Lendman. Other organizations contributing to the UN report, such as Human Rights Watch, have received donations from Hungarian-American billionaire George Soros, with other contributors, including Radio Liberty, being directly associated with the US government and intelligence services including the CIA.

Source of the notice: https://sputniknews.com/analysis/201810141068875304-islam-in-china-analysis/

 

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This Holocaust survivor is pushing schools to teach students about genocide

By Spencer Parlier and Christina Zdanowicz, CNN

He was the only one in his family to survive the Holocaust. Now Alter Wiener is committed to sharing his story with as many young people as he can.

The 92-year-old sat in front of the Oregon State Senate Education Committee this week to share his deep desire to educate, inspire and spread love throughout America.
«Be better, rather than bitter,» Wiener said.
His first big step is to convince Oregon state legislators to create and pass a bill that would mandate educators to teach students about the Holocaust and genocide.
Holocaust remembrance has fallen, especially in younger generations. A 2018 survey from The Conference on Jewish Material Claims Against Germany found that 22% of millennials «haven’t heard» or «are not sure if they have heard of the Holocaust.»
The survey also found that 31% of all Americans believe that 2 million Jews or less were killed during the Holocaust, when the actual numbers state that approximately 6 million Jews were put to death during the Holocaust.
Wiener was one of the few who survived. His tumultuous life included spending three years in concentration camps, including the infamous Auschwitz camp in Poland.
He has received approximately 88,000 letters in response to his life story, whether it was from people who heard him speak or read his autobiography.
Wiener isn’t the only one hoping to change things within the Oregon education system. Claire Sarnowski, a Lakeridge High School freshman pleaded her case as well. She met Wiener at one his speaking engagements.
«Each time I hear (Alter Wiener’s) story, walking away, I learn a different lesson — gratitude, love, appreciation, respect, compassion and most importantly, live life to the absolute fullest,» Sarnowski told the state Senate committee, holding back tears.
Along with the Holocaust, women’s suffrage and civil rights aren’t listed as a specific teaching requirements for high school educators, according to CNN affiliate KATU.
Wiener has made strides to change the law, and has met with nearly 1,000 groups to share his story.
«It’s alarming the amount that (teens) don’t know about the Holocaust or genocide. For me as a student, it is crazy to me that this is not common knowledge,» Sarnowski told KATU.
State Sen. Rob Wagner told CNN he is currently working on draft legislation regarding Wiener’s request. He hopes to introduce it in late January.
Not only was Wagner motivated by Wiener, who he describes as a «bright light» and «sharp as a tack,» he was also struck by some of the things his daughters saw in school.
«Where my children are in school, there were swastikas and anti-Jewish posters that were plastered in our schools,» Wagner told CNN. «That precipitated a conversation with my children, and really was (what lead to) the decision that I wanted to run to help change the culture in our schools.»
The state senator hopes his bill will become a statute in May 2019.
«If we’re teaching the history of the 20th century, we should not be glossing over the Holocaust,» Wagner said.
If passed, Oregon would join 10 states in the United States that have similar mandates. Some of those states are California, Florida, Kentucky, Michigan, and New York.
Fuente de la reseña: https://edition.cnn.com/2018/09/28/us/holocaust-taught-oregon-trnd/index.html
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The 15.3% budget allocation for Education will transform the sector-Mabumba

Africa/Zambia/10.10.2018/Source: www.lusakatimes.com.

 

General Education Minister, David Mabumba says the 2019 national budget says the proposed 2019 national budget focuses on reforming and transforming key components in the education system.

Mr. Mabumba cited industrialization as one key component that the budget will help to transform by supporting the local production and purchase of school items such as uniforms, linen and furniture.

The Minister told ZANIS in an interview that recapitalisation of the Zambia Education and publishing House (ZEPH) is another milestone in ensuring that production of books for pupils is localised.

Mr. Mabumba further said the budget will promote the construction of new secondary schools and upgrading of some primary institutions.

He explained that the move will help to cushion on the demand for secondary education because there are more primary than secondary schools in the country.

Minister of Finance, Margaret Mwanakatwe presented the K86.8 billion 2019 National Budget under the theme ‘Delivering Fiscal Consolidation for Sustainable and Inclusive Growth’.

She proposed to spend K13.3 billion in 2019 which translates into 15.3 percent of the budget allocation on education and skills training development.

Source of the notice: https://www.lusakatimes.com/2018/10/01/the-15-3-budget-allocation-for-education-will-transform-the-sector-mabumba/

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Education can help protect sawfishes in Mozambique and Madagascar

Africa/Madagascar/10-102018/Fuente: menafn.com.

Of all sharks and rays worldwide, sawfishes – related to stingrays and manta rays – are considered to be the family at greatest risk of extinction . The long, toothed saw – which gives them their unique appearance – also makes them extremely vulnerable to entanglement in fishing nets. Their numbers have fallen because they are caught accidentally in industrial fishing nets. In addition to that, they are targeted by some fishermen because their fins can fetch high prices.

There are five species of sawfish globally. Two can reach around seven metres in total length (including the saw), making them the third largest members of the shark and ray family.

Sawfishes were formerly common along both the west and east coasts of Africa. Until a few years ago there was no knowledge of whether they still inhabited these waters, or if populations had plummeted as they have done elsewhere.

I set about addressing this gap six years ago. Since then, I have interviewed more than 500 fishers in six different African countries. I collected information on when and where people last caught sawfishes, how they used them and what their local value was. My research showed that sawfishes are now locally extinct from many parts of West Africa, but are still encountered – at least occasionally – by fishers in Madagascar and northern Mozambique .

Working in fishing communities and engaging in the lives of fishers has provided me with some insights into how sawfishes can best be protected in countries like Madagascar, as well as an understanding of the approaches that won’t work.

In the two developed countries where sizeable sawfish populations still exist – Australia and the US – an important step in preventing further declines of these endangered species is to declare them protected under national law and to prohibit activities that threaten them. So catching and killing of sawfishes is banned.

This is an effective approach in countries with the capacity and funding to enforce such laws. But in developing countries, a different approach is needed – a ‘bottom-up’ approach in which communities take the lead. And for that to happen, scientists need to convey the implications of their research to the people who rely directly on the natural resources around them, in relevant, easy-to-digest ways.

The challenge

Sawfishes are not legally protected in most African nations. And even if they were, legislation is rarely an effective approach in countries with little or no capacity to enforce species protection laws.

In addition, fishers who catch sawfishes value them as sources of income (through the sale of their fins, meat, and occasionally other parts) and food. Artisanal fishers along the coasts of Madagascar and Mozambique are some of the poorest communities in these countries; they often live in remote rural areas and have few alternatives to fishing as a way to make a living.

Unless fishers are provided with livelihood alternatives, any efforts to prevent sawfish mortality could be considered to compromise their immediate wellbeing. Fishers are unlikely to sign up to an approach which will mean more hardship for them.

What can be done

We need to reduce the number of sawfishes being caught in fisheries, and ensure that their habitats, especially coastal waters and mangroves, are protected. These two steps would have far-reaching and long-term benefits.

But in my view, the only way to achieve these goals is by encouraging communities to become caretakers of the natural resources they rely on for their own survival. And to achieve this, they first need to understand why these goals should matter to them.

The right educational tools can be used to explain that freshwater and marine ecosystems, fished responsibly, provide food and saleable goods, while mangroves protect coastal communities from storm surge and erosion. The communities themselves can then understand the trade-off between short-term, personal gain and longer-term, communal value, and can choose which path they wish to take.

My insight from working in fishing communities is that as a scientist, I have a duty to explain my findings, their implications and encourage communities to engage in developing strategies to address conservation issues. This benefits the communities as well as the species and habitats that need protection.

To this end I developed a short educational film and a story book . These both aim to convey the importance of sharks and sawfishes as part of healthy marine and freshwater ecosystems. They also point out the many ways in which communities stand to benefit from the sustainable use of sawfishes and other aquatic resources.

The film was made in multiple languages for both Mozambican and Malagasy audiences to ensure it could reach the widest possible audience. These resources have also given audiences beyond Africa insight into the lives of fisherfolk and the specific challenges facing sawfish conservation in these places.

The experience has taught me that we may be missing opportunities to use stories built around our work, to inspire interest and change where it is most needed: at community level. Armed with the right knowledge and understanding of why protecting mangroves, coastal waters and their inhabitants is important, communities can be the caretakers of these natural resources, both for their own benefit and for the planet’s.

Fuente de la noticia: https://menafn.com/1097445836/Education-can-help-protect-sawfishes-in-Mozambique-and-Madagascar

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