Escuelas

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Kenia: Teachers’ appraisal system has improved curriculum delivery

Noticias

Kenia / 26 de abril de 2017 / Por: NANCY MACHARIA / Fuente: http://www.nation.co.ke

Amid the heightened political activities in the preparation for elections, performance contracting for the heads of institutions and teacher appraisal reforms are gradually transforming delivery of education to children.

The Teachers Service Commission (TSC) introduced the two performance management tools in January last year to enhance the quality of teaching and ultimately improve learning in primary, and secondary schools and tertiary institutions.

MANAGEMENT AREAS

The reforms are intended to build a performance-oriented culture and instil accountability in public learning institutions.

In performance contracting (PC), the heads of institutions are assessed against negotiated targets in the key management areas that have a direct impact on the quality of education offered.

They include teaching standards; curriculum organisation and implementation; supervision of staff; teaching and learning infrastructure.

Others are financial management and compliance with the law.

In teacher performance appraisal and development (TPAD), they are evaluated on pedagogy, particularly preparation and use of schemes of work, lesson plans and notes, and maintenance of learners’ progress and assessment records.

REDUCED ABSENTEEISM

Other important areas are innovation in curriculum delivery such as integration of information communication technology, implementation of learners’ welfare programmes, participation of teachers in co-curricular activities and collaboration with parents and guardians.

From a survey carried out by the TSC recently, it is evident that save for teething challenges such as slow uptake of technology, poor Internet coverage in some areas and resource constraints, performance contracting and teacher appraisals are already having a major impact on teaching and learning in public schools and colleges.

First, there is improved time management. Because heads and other teachers have targets to achieve, and report on at the end of every term, absenteeism has considerably reduced.

Heads have become more rigorous in supervision because their targets cannot be met without teachers first delivering on their own.

FEEDBACK

They are now regularly verifying professional documents for teachers and promoting teamwork.

Even when assignments outside school or illness lead to missed classes, systems are now in place to ensure the lessons are made up for.

Learners providing feedback on attendance by teachers motivates them not to miss classes.

Every day, student leaders compile a daily summary on attendance by all teachers for accountability.

This is used by the administration to reconcile attendance records for all teachers, including the heads.

As a result, teachers are becoming increasingly sensitive to the needs of learners as their primary clients.

ACCOUNTABILITY

More teachers are preparing and using crucial professional documents such as schemes of work, lesson plans and notes and teaching aids.

Learners’ progress records are well-maintained.

There is also increased integration of information communication technology in teaching, sourcing of appropriate teaching and learning materials from the Internet, and sometimes through mobile phones.

There is evidence that a collaborative culture is developing in schools where teachers involve parents and guardians in the management of learner behaviour.

Equally important, accountability structures in the management of institutional resources have improved.

IMPROVING TEACHING

Compliance with public procurement and disposal of assets laws and regulations, through tendering, evaluation, awarding and disposal procedures is becoming entrenched.

This ensures prudent use of financial resources.

Although it is still early to tell, some heads of institutions are convinced performance contracting and appraisal is the reason for their improvement in examinations.

In order to address the teething problems cited, the commission will commit more resources to induction, training, supervision and communication infrastructure to ease implementation.

Ms Macharia is the Chief Executive Officer, Teachers Service Commission

Fuente noticia: http://www.nation.co.ke/oped/Opinion/Teachers–appraisal-system–improved-curriculum/440808-3902374-128smg2z/index.html

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Portugal: Governo investe 200 milhões de fundos comunitários nas escolas

Noticias

Portugal / 26 de abril de 2017 / Fuente: http://www.portugal.gov.pt

O Ministro da Educação, Tiago Brandão Rodrigues, afirmou que foram celebrados mais de cem protocolos com as autarquias nos últimos seis a sete meses «para que estes 200 milhões de euros de fundos comunitários, do Portugal 2020» cheguem às escolas.

Em Vizela, após ter assinado um protocolo que prevê o investimento de três milhões de euros na escola secundária, o Ministro referiu que o valor servirá para que a escola «possa ser requalificada e para que o projeto pedagógico se possa cumprir ainda com mais eficácia e eficiência».

O caso de Vizela é, para Tiago Brandão Rodrigues, «um claro exemplo do que está a ser feito um pouco por todo o País». O Ministro acrescentou que «a maioria dos acordos já foram celebrados» mas que o Governo continua a trabalhar para que mais investimentos possam ser feitos, numa parceria entre a Educação e os municípios.

O Ministro referiu que este tipo de protocolos prevê que a comparticipação nacional seja assumida, em partes iguais, pela administração central e pelos municípios.

«Existe ainda um conjunto de municípios que estão, neste momento, em negociação para que se possa celebrar os acordos», acrescentou.

Fuente noticia: http://www.portugal.gov.pt/pt/ministerios/medu/noticias/20170424-medu-investimento-escolas.aspx

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Estados Unidos: Education First, U.S. Based Liberians’ Initiative Improving Education In Liberia

Noticias

Estados Unidos / 26 de abril de 2017 / Por: Cholo Brooks / Fuente: http://gnnliberia.com

Officially registered in the United States as a not-for-profit organization with the planned objective of helping to improving Africa’s oldest Republic Liberia educational system and to nurture its youthful population as its future leaders, the Education First was born.

The dreams and aspiration of the foundation of this NGO came to spotlight when in 2008 its Executive Director and Founder, Dr. Blidi Stemn, who has been in the field of education for more than two decades came to Liberia in a bid to mold the minds of the Country’s future leaders.

While in Liberia, Dr. Stemn extensively traveled across the country noticing the overcrowding of Liberian school classrooms with children who are ambitious of sound education sitting on lumber supported by cement blocks as they wrote with their notebooks on their laps. Most of the schools visited by Dr. Stemn were staffed with under qualified and untrained teachers who taught at grade levels they themselves had barely achieved.

In spite of the surmounting problems faced by schools and teachers as a result of the 14 years of civil unrest, Dr. Stemn came across some dedicated teachers with limited to no resources teaching in abandoned buildings and open areas. These teachers were making the best of the limited resources available to them at the time.

At the end of his visit to Liberia, this humanitarian and educator, Dr. Stemn established what is now called ‘Education First Academy’ in 2012 to provide quality education to children and youths in under-served communities particularly in southeastern Liberia, specific in Harper, Maryland County.

According to information gathered, in September 2012, Education First Academy started with 40 children from the early per-kindergarten to grade 2. Since its establishment, approximately 300 children are receiving quality education and the primary education program has been extended to include grade 3 through 6. Other programs include after-school remedial sessions, technology literacy, summer camps, and extracurricular activities are also offered at this unique educational setting.

Being aware that education is a treasure that can never be taken away, it must also be noted that it is one of the soundest predictors of well-being and economic stability; as Communities can flourish when families have access to quality early childhood education, high-performing schools and enrichment activities for their children, and when adults can get the skills training and continuing education they need to land and advance in living wage jobs.

Unfortunately, education continues to be the victim in post war Liberia with most of the better facilities found mainly in the capital Monrovia and its environs. According to recent report, approximately 62% of the children in Liberia are not enrolled in any form of primary education program. That’s why promoting educational opportunity is at the foundation of our work in under-served communities in Liberia.

In order to do more for the children of Liberia, Education First, Inc. is soliciting funding to construct its own facility to house Education First Academy in Harper, Liberia.  The enrollment at our current facility, which is privately owned, has increased its enrollment from 40 students in 2012 to 300 in 2016.

This $300,000 (United States Dollars) facility when completed will enable the founders to better provide quality education to approximately 500 students from pee-kindergarten through secondary school. Specifically, the facility will have an early childhood center, a primary school and a secondary school.

In addition, the facility will have administrative offices, school health and wellness center, a multimedia center, library, science and technology lab, multipurpose building for indoor activities, and a cafeteria for the school feeding program. The school will also provide community-based programs for adults, particularly women, outside of regular school hours.

The founders of Education First believe and are of the conviction that there are many people who could immensely wish to contribute to the cause of the future leaders in order for a safe and reliable conduit will be provided for people who want to help Liberia’s children from under-served and rural communities aspire to a brighter future, through access to a good education.

For the betterment and in the interest of the children of Liberia, the founders of Education First have vowed to guarantee donors and supporters who are of the desirous to contribute to the cause that every penny donated to this NGO will go towards the construction of this Education Complex.

Fuente noticia: http://gnnliberia.com/2017/04/24/education-first-u-s-based-liberian-initiative-improving-education-liberia/

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Estados Unidos: Tech Is Dominating Efforts To Educate Syrian Refugees

Noticias

Estados Unidos / 19 de abril de 2017 / Por: ANYA KAMENETZ / Fuente: http://hpr2.org/

The crisis in Syria has displaced around 1.4 million children and teenagers from their homes. An estimated 900,000 of them are not in school.

Historically, in conflict zones, education has taken a backseat to immediate needs like food, shelter and medical care. But more recently, there has been a movement in the international aid community to provide better «education in emergencies.»

Many private companies and nonprofits are stepping up to do just this — but their efforts are not always well balanced or well coordinated, a new report claims.

Would-be students have many immediate needs. They have universally experienced some form of trauma. There is a lack of schools, teachers, books, uniforms and food. Yet, according to this study, nearly half of the donors have chosen to supply educational technology, far more than are building schools, providing basic books and materials or employing teachers.

«Many of these companies are based in Silicon Valley, and they do not have a very clear picture of the context they are delivering to,» says Zeena Zakharia at the University of Massachusetts Boston, the coauthor of the report.

Zakharia has been researching education in Middle East conflict zones for over a decade, and she noted the growing role taken by the private sector, both philanthropies and corporations. «I was like, isn’t this interesting!» she tells NPR Ed. At the same time, her colleague Francine Menashy, whose research focuses on the privatization of education, had noticed the same phenomenon.

The two collaborated on research, interviewing more than two dozen people dealing with the education of Syrian refugees in Lebanon, Turkey and Jordan. Education International, a global federation of teachers’ unions, released the report.

Zakharia and Menashy catalogued a recent, and overwhelming surge of interest among donors in supporting education for refugee children.

This survey doesn’t capture every form of aid available to Syrian refugees, who are assisted by international governments and nonprofits like the Red Cross and Doctors Without Borders. The authors were trying to get a sense of what the private sector was up to. They counted 46 businesses, such as Accenture, Bridge International Academies, Goldman Sachs, Hewlett Packard, IBM, McKinsey & Co, Microsoft and Pearson Education, with money or projects in the area. In addition they counted 15 philanthropies, such as the Bill & Melinda Gates Foundation, IKEA Foundation, Open Society Foundation, and Vitol Foundation. (The Gates Foundation and Open Society Foundation also fund NPR).

These private organizations often back more than one type of educational activity, but there are clear trends. The authors found that 1 percent of organizations focused resources on social and emotional skills; 5 percent on extracurriculars such as sports; while fully half were focused on providing education technology. To oversimplify a bit, for every donor funding a soccer ball there are 10 backing tablets, educational games, online courses or learning platforms.

She says one school leader in Lebanon told her she was approached «every week» with offers of technology.

«And I say, ‘Oh great, come visit us, see how we operate. And they do not.’ «

This is a problem, Zakharia says, because based on her interviews, ed-tech isn’t necessarily what existing schools need or are asking for.

For example, in many settings with Syrian refugee children, there is electricity one hour a day at best, so keeping devices charged can be a problem. «If you don’t have the resources to build latrines or to pay teachers, I mean … investing in technology isn’t well placed,» another interviewee told the researchers.

In addition to the desire to help, many of the business donors Zakharia interviewed talked about the financial motivations behind their initiatives, such as improving their brand image, breaking into the lucrative, untapped Middle East market, and testing new innovations. The idea of dual motivation is nothing new for corporate philanthropy, of course. But, says Zakharia, there is always a risk when these business motives come into play.

«What happens when the initiative is not seen as profitable? Education is a very long-term commitment.»

Fuente noticia: http://hpr2.org/post/tech-dominating-efforts-educate-syrian-refugees

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Bolivia: Presidente Evo Morales recomendó evitar uso del celular en clases

Noticias

Villa Tunari / 19 de abril de 2017 / Fuente: http://www.minedu.gob.bo

El presidente Evo Morales en un acto de entrega de unidad educativa, pidió a los profesores y directores de establecimientos educativos controlar y decomisar aparatos celulares que sean utilizados por estudiantes dentro del aula para evitar que los estudiantes se distraigan.

Durante la entrega de la Unidad Educativa “San Francisco” en Villa Tunari, Cochabamba, el presidente del Estado reflexionó a los estudiantes y pidió a profesores y  directores de todo el país prohibir el uso de celulares en las aulas.

“Mi recomendación al director: en las clases prohibido usar el celular. Si algún chico o chica, pasando clases con su celular bajo el guardapolvo, mi pedido, se decomise ese celular. Tienen derecho a comunicarse, y recibir llamadas de emergencia, pero no en las clases. En clases deben estar concentrados, escuchando al profesor”, manifestó.

Recapacitó a los estudiantes para que éstos puedan tener una mayor  responsabilidad con su familia y la región. “La lucha de los padres y de los gobiernos municipal, departamental, nacional es para todos y todas los estudiantes, y cómo los estudiantes podrían defraudar ese esfuerzo”, dijo.

El primer mandatario sostuvo que el pedido no es solamente para la unidad educativa “San Francisco”, sino para los estudiantes y maestros de toda Bolivia, “es para que ese nuevo hombre y mujer tengan más conciencia social y responsabilidad con la región y con el país”, concluyó.

Fuente noticia: http://www.minedu.gob.bo/index.php/todas-las-noticias/1526-presidente-evo-morales-recomendo-evitar-uso-del-celular-en-clases

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Kenia: Schools urged to allow learners participate in co-curricular activities

Noticias

Kenia / 19 de abril de 2017 / Por: OUMA WANZALA / Fuente: http://www.nation.co.ke

School heads have been asked to give students opportunities to fully participate in co-curricular activities.

Education Principal Secretary Belio Kipsang said children had untapped and undeveloped potential and schools should provide opportunities for them to realise culture, arts and sporting activities.

Dr Kipsang cautioned the institutions against hiring strangers to represent their schools thereby denying their learners opportunities to exploit their talents and abilities.

“The planned curriculum will aim at nurturing the potential of every student,” said Dr Kipsang during this year’s Kenya Drama Festival (gala) winners’ concert at Tom Mboya Labour College.

The PS said the curriculum aims at developing the intellectual, social and emotional growth of the child, hence the importance of the arts, sports and culture.

He challenged media houses to tap into the creative abilities and displays of Kenyan children had shown in drama and music festival and air them in their media platforms.

“Let’s have the good news of our people appreciated by media audiences of our media houses,” Dr Kipsang noted.

Kisumu County Commissioner Maalim Mohamed said such activities help to instil right values in the learners.

Kakamega High School scooped this first position in the Play category for secondary schools; Kenya Institute of Mass Communication monopolised first position among the Technical Training Institutions in play, narrative solo verse and modern dance categories.

Lions Primary School in Kisumu scooped first position in the play category among primary schools while Thogoto Teachers Training College (TTC) scooped first position in the Cultural Dance category.

Fuente noticia: http://www.nation.co.ke/news/education/Schools-urged-co-curricular-activities/2643604-3893174-2leqj9z/index.html

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Josep María Carbó: “Lo realmente importante es el currículum oculto”

Entrevistas

19 de abril de 2017 / Fuente: http://blog.tiching.com

Josep María Carbó

Afirma que la escuela es una herramienta del sistema para asimilar individuos, ¿es cierto?
Exacto. Me parece que es un hecho objetivo. Como la policía sirve para mantener el orden público y la sanidad para atender las enfermedades, la escuela sirve para socializar a los individuos y asimilarlos al sistema.

¿Considera importante lo que se enseña en las escuelas?
Es importantísimo. La socialización es muy importante, fundamental. Aunque lo que se enseña en los centros educativos no es nada importante para mí, y lo que sí es realmente importante es el currículum oculto. Todos los hábitos de sumisión a la autoridad, la conciencia de que para aprender dependes de otros, que hay una autoridad que hay que obedecer, etcétera. Esos objetivos son los realmente interesantes y los que con gran eficacia transmite la escuela.

Entonces, ¿el currículum escolar no le parece interesante?
No, en absoluto. Me parece que es prescindible totalmente. La verdad es que es donde se centra la atención, pero, a mi modo de ver, en la relación educativa lo importante es la interacción entre el profesor y el alumno y qué tipo de intercambio se da, qué tipo de movimiento interior se produce cuando entran en contacto. Sobre qué están hablando es intrascendente. La mayoría de conocimientos que necesitamos para vivir los aprenderíamos fuera de la escuela, y seguro que incluso mejor.

¿Considera entonces el papel de la escuela como algo positivo o negativo?
Positivo. Muy positivo porque socializa a las personas y esto es muy importante. Es imprescindible.

¿Podría ahondar un poco más en su visión de la escuela?
La escuela es conservadora, asimiladora. Y esto es fundamental. Ninguna sociedad podría sobrevivir si no tuviera este elemento. Lo que a mí me parece un poco chocante e irónico es que se hable de “escuela innovadora”. La escuela no es innovadora, sino conservadora por naturaleza.

En tal caso, ¿cree que se podría transformar el concepto de la escuela a uno realmente innovador o no tiene cabida pensar en una escuela que no sea conservadora?
No tiene cabida. El cambio social, si realmente lo necesitamos, no puede venir de una sola de las instituciones. Pensamos que la escuela pública sí lo puede hacer por el mero hecho de que trabajamos con niños y pensamos que tenemos un poder muy grande sobre ellos. Pero es absurdo.

¿No ve posible un modelo de educación que haga realmente más libre al individuo y lo empodere individualmente?
Sí. La contemplo, la idealizo y la imagino. Pero no sería una relación educativa digamos ejercida por los funcionarios sobre los individuos obligatoriamente, todos al mismo tiempo y de la misma forma.

Cuéntenos un poco más.
Las personas transitamos por distintas fases de evolución. Hay diferentes estadios, y el tránsito de uno a otro requiere un trabajo emocional. Y esto solo puede conducirlo quien sabe dónde está él y dónde está el aprendiz. Este sería para mí el maestro. Alguien que se conoce a sí mismo, que ve al alumno, lo pone en contradicción, lo anima y lo estimula, haciendo él mismo de modelo. Y en esta relación vivida, no solo como una profesión ejercida durante un horario sino como una actitud vital, transmite ese tipo de conocimiento.

¿Y sería esto eficaz?
Seguro que la eficacia del profesor sería menor que la de otra relación. Porque los niños en edad escolar o en la adolescencia están pasando por etapas que no son especialmente profundas, pero que son realmente interesantes.

¿Cree que este cambio de modelo podría revertir las desigualdades sociales?
No estoy hablando de un cambio de modelo. No creo que sea posible un cambio de modelo. El modelo es el que es y tiene que ser. Lo que sería interesante es inyectar en todas las instituciones, no solo en la escuela, un interés por el crecimiento personal. Y tiene que haber personas en todos los ámbitos que acerquen ese tipo de visión. Porque solo desde el conocimiento se puede desarrollar.

¿Y no deberían iniciarse estos cambios en la escuela?
En la escuela también debería aparecer, por supuesto. Pero no solo en la escuela. En las familias sobre todo, en las asociaciones, en la calle, etcétera. Como no tiñamos toda la sociedad de esa sensación de que hay que llevar a cabo un crecimiento personal, pienso que desde una parte del todo no se puede transformar el todo.

¿Cree que es factible un cambio de esta magnitud, aunque sea a largo plazo?
Se podría hacer y de alguna forma se puede intentar. Esto es lo que yo llamo la actitud subversiva de la escuela. Bueno, de la escuela, o de cualquier espacio.

¿Cómo puede trabajarse el sentido crítico de la responsabilidad social?
A mi entender hay dos frentes que deben activarse a la hora de desarrollar el sentido crítico y la responsabilidad social: hay que trabajar sobre el contexto y sobre el individuo. El contexto, el entorno, debe exudar estos valores y la acción individualizada activarlos en los momentos oportunos.

¿A qué edades cree que puede comenzarse a hacer?
Puede y debe hacerse a cualquier edad. El trabajo individual creo que debe empezar por la responsabilidad a partir de los 9 años y la crítica puede trabajarse personalmente a partir de los 12. Son edades aproximadas y siempre supeditadas a la peculiar evolución de cada alumno.

¿Cómo se puede dar valor a la filosofía en un mundo en el que cada vez se mide más todo por la productividad?
Si por filosofía entendemos lo que yo entiendo, que es amor al conocimiento y deseo de verdad, esto solo puede conseguirse despertando este anhelo dormido en todos los seres humanos. Y a menudo sucede contagiándonos de personas que viven con la sorpresa prendida en la mirada, con el coraje de saberse ignorantes, con la fuerza de transcenderse continuamente. Sirve en este caso lo que he comentado anteriormente: un entorno y un trabajo personalizado serían las dos columnas para fomentar la filosofía así entendida.

¿Cree que las plataformas educativas como Tiching pueden ayudar a mejorar la formación?
Sí. Por supuesto. Las plataformas, en cuanto que unen a las personas para ejercer su profesión, son perfectas. Para mí sería extraordinario que quienes compartieran este tipo de pensamiento alternativo tuvieran un sitio donde encontrarse.

Fuente entrevista: http://blog.tiching.com/josep-maria-carbo-lo-realmente-importante-curriculum-oculto/

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