Financiamiento a la Educación

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En Australia: piden que el gobierno garantice el financiamiento a la Educación Pre-escolar

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Los educadores han puesto en marcha una campaña para exigir una financiación sostenible para preescolares, que consideran vital para el desarrollo de programas para el desarrollo de habilidades sociales y educativos que necesitan los niños para preparar su ingreso a la escuela.

Oceania/Australia/ei-ie.org

El 3 de febrero, la Unión Australiana de Educación (AEU), una filial nacional de Educación Internacional, lanzó su campaña «Proteja Nuestros preescolares ‘ , pidiendo al Gobierno Federal garantice financiamiento continuo para preescolares y para poner fin a la incertidumbre que enfrentan los padres y el personal de educación.

Mientras que más del 95 por ciento de los cuatro años de edad en Australia están inscritos en un programa de 15 horas por semana en preescolares financiado por el gobierno , en la actualidad los mismos están bajo amenaza de las autoridades públicas quienes han manifestado que no garantizan la participación del estado en el financiamiento que se requiere para los años posteriores a 2017. Este ha impedido que los centros preescolares no cuenten con capacidad de planificar el futuro, lo que pone a su vez los puestos de trabajo de los educadores en riesgo.

La presión sobre las autoridades públicas

Todos los niños merecen tener acceso a preescolares de calidad que les ayude a prepararlos para la escuela, dijo el presidente federal de la AEU Correna Haythorpe. Por ese motivo la nueva campaña de la unión promoverá el valor de preescolar  y generaran acciones para presionar al gobierno federal a proporcionar financiación a largo plazo. «El ministro de Educación Simon Birmingham ha hablado en varias ocasiones sobre los beneficios de preescolar; lo que tiene que hacer no es solo hablar, sino dar la certeza del financiamiento que necesitan «, subrayó.

La AEU, sus miembros y partidarios ya han luchado con éxito en dos ocasiones para lograr el financiamiento de programas de preescolar , dijo. «Extensiones a corto plazo no son lo suficientemente buenos; Nuestros niños merecen garantizar el acceso a la educación preescolar de calidad y los educadores merecen certeza sobre su futuro «.

Preescolar de calidad : mejor preparación para el aprendizaje permanente

Haythorpe puso de relieve que la investigación muestra que un preescolar de calidad es la mejor preparación para una vida de aprendizaje, ya que aumenta la preparación para la escuela lo que incide en mejores resultados en el largo plazo.

Esta educadora pregunta por qué el Gobierno Federal podría incluso considerar recortar los fondos de los programas que proporcionan enormes beneficios a los niños., si todos los niños merecen mantener los beneficios de asistir 15 horas a la semana de preescolar, impartidas por un profesor universitario capacitado, dijo Haythorpe.

Un retraso en la financiación

Esta campaña da también a los padres y educadores una voz para decirle al Gobierno Turnbull que todos los niños merecen 15 horas de preescolar.

En Australia se invierte mucho menos en la educación de la primera infancia que en la media de países de la Organización de Desarrollo Económico (OCDE) Cooperación y. Sus cuentas nacionales de financiación corresponden sólo el 0,5 por ciento del producto interno bruto (PIB) en comparación con el promedio de la OCDE que es de 0.8 por ciento, dijo Haythorpe, añadiendo que «esta va en contra de la investigación que encuentra que el preescolar incide considerablemente en la elevación del rendimiento escolar».

Fuente: www.ei-ie.org/asiapacific/en/newsshow.php?id=8633&theme=earlychildhood&country=Australia

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Nepali teachers develop united front in the face of growing privatisation

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Asia/República Federal Democrática de Nepal/PrensaIE

Resumen: Frente a la falta de voluntad política para reforzar el derecho del niño a la educación, líderes de la educación de Nepal se están uniendo a la campaña de Respuesta Global de Educación Internacional a la acción colectiva para cambiar el rumbo de la privatización. Los líderes de la Asociación (NNTA), los maestros de la Asociación Nacional de Maestros de Nepal (NTA) y el Sansthagat Vidyalaya Schickshak Unión Nepal (ISTU) se están centrando en hacer un frente común ante la falta de fondos suficientes asignados a la educación pública, y el hecho de no cotar con los proveedores del estado para cumplir con las regulaciones existentes, tales como la Ley de Educación.

Confronted by a lack of political will to reinforce children’s right to education, Nepal’s education leaders are joining Education International’s Global Response campaign to take collective action to turn the tide of privatisation.

Leaders of the Nepal National Teachers’ Association (NNTA), the Nepal Teachers’ Association (NTA) and the Sansthagat Vidyalaya Schickshak Union Nepal (ISTU) are focusing on addressing  the lack of adequate funding allocated to public education, and the failure of non-state providers to comply with existing regulations, such as the Education Act.

The decision to pool together efforts and resources came during a recent Global Response planning meeting with Education International (EI)on the 4-5 March in Kathmandu.

The thee EI affiliates committed themselves to jointly lead a national campaign to strengthen the public education system and challenge the privatisation of education, putting pressure on the government to fulfil its obligation to provide free quality public education for all, and guarantee that all education providers of education follow minimum standards.Their joint action strategy also plans for them to advocate for a legislative framework needed to achieve UN Sustainable Development Goal 4.

Fuente: file:///home/mfigueroa/Escritorio/Education%20International%20-%20Nepali%20teachers%20develop%20united%20front%20in%20the%20face%20of%20growing%20privatisation.html

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Not enough done to grow integrated schools sector in Northern Ireland: Report

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Irlanda/Marzo de 2017/Fuente: Belfast Telegraph

RESUMEN: El informe, Integrating Education in Northern Ireland: Celebrando la inclusión y fomentando la innovación en nuestras escuelas, está fechado en noviembre de 2016, pero sólo fue lanzado a los medios el jueves por la noche. En el documento se recomienda: Priorizar las necesidades de alojamiento de las escuelas integradas existentes,  una convocatoria para que los principales proyectos de capital de todas las escuelas integradas se realicen lo antes posible, un paquete de financiamiento departamental para las escuelas que quieren transformar a estado oficial integrado, la EA debe emplear a un oficial de transformación dedicado, también pide que el Secretario de Estado acepte traspasar cualquiera de los Fondos de capital Fresh Start no utilizados en los próximos ejercicios. El Acuerdo Fresh Start comprometió 50 millones de libras esterlinas de capital por año durante los próximos diez años para apoyar la educación compartida e integrada. El mes pasado surgió que el ministro de Educación, Peter Weir, no gastó 47 millones de libras esterlinas en la asignación del primer año, y tuvo que ser devuelto al Tesoro. Se sigue una revisión independiente del sector por la profesora Margaret Topping y Colm Cavanagh.

The report, Integrating Education in Northern Ireland: Celebrating Inclusiveness and Fostering Innovation in our Schools, is dated November 2016 but was only released to the media on Thursday night.

It recommends;

  • prioritising the accommodation needs of existing integrated schools
  • a call for major capital projects from all integrated schools to be taken forward as soon as possible
  • a department funding package for schools which want to transform to official integrated status
  • the EA should employ a dedicated transformation officer

It also calls for Secretary of State to agree to carry over any of the unspent Fresh Start Capital Funding into future financial years.

The Fresh Start Agreement committed £50 million of capital funding per year for the next ten years to support shared and integrated education

Last month it emerged that Education Minister Peter Weir did not spend £47m of the first year’s allotment, and it had to be returned to the Treasury.

It follows an independent review of the sector by Professor Margaret Topping and Colm Cavanagh.

The report makes 39 recommendations aimed at growing the number of children who attend integrated schools in Northern Ireland.

These also include;

  • A requirement for a report to the Assembly at least every two years on progress
  • An in depth audit of demand for places at integrated schools, a review of the legal definition of integrated education
  • A review of the religious balance criteria for integrated schools
  • That the EA should create a plan for the growth of integrated education
  • Contingency funding should be provided for all new pupils at integrated schools which are increasing in size
  • Practice of not funding the first 5% or ten pupils should be discontinued
  • Integrated schools currently account for around 7% in Northern Ireland and has stagnated in recent years.

The report finds there has been less political discussion or Executive commitment and funding for integrated education, and notes: “the growth in the number of pupils attending integrated schools has slowed down in recent years”.

A DUP spokesman defended their outgoing minister Peter Weir’s record in the department.

He was Education Minister for just eight months before the Assembly was dissolved last month.

«The DUP campaigned to promote equality in education during the 2016 assembly election,” he said.

“Peter Weir demonstrated fairness to all sectors throughout his tenure as Education Minister.

“The Independent Review makes some interesting recommendations which could be used to shape future education policy within the Department of Education.»

The last new grant-maintained integrated school, Blackwater Integrated College, opened in 2008.

The total number of pupils in grant-maintained and controlled integrated schools increased from 14,140 in 2000/1 to 17,558 in 2006/6 but only to 21,956 by 2014/15.

The report also noted with concern that in September 2016, seven of the 20 integrated post-primary schools and 21 of the 45 primary schools were oversubscribed at first preference applicate stage.

It added: “In an era where public and political attitudes have evolved to the degree where moving to a more inclusive education system us a distinct possibility, the future nature and development of integrated education now requires focus”.

The independent review of integrated education was set up by former Education Minister John O’Dowd in January 2016.

Professor Topping and Mr Cavanagh were tasked with carrying out a review of future planning, growth and development of integrated education.

They engaged with stakeholders including a number of school sectors, children, support bodies, sectoral support bodies, the Department of Education, EA, CCMS and trade unions as well as a public consultation and questionaires.

Fuente: http://www.belfasttelegraph.co.uk/news/northern-ireland/not-enough-done-to-grow-integrated-schools-sector-in-northern-ireland-report-35497437.html

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India: N-K School Board ayes Indian Education agreements

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India/Febrero de 2017/Autor: Tony Potter/Fuente: Hibbing Daily Tribune

RESUMEN: La Junta Escolar de Nashwauk-Keewatin aprobó el acuerdo del consorcio de Educación de la India 2016-2017 y la resolución del comité de padres durante una reunión la semana pasada. La moción fue hecha por el Director Blake Liend, secundado por el Director Dave Bevacqua y aprobado por unanimidad. El propósito del acuerdo de consorcio con el Distrito Escolar de Greenway es solicitar el subsidio de Educación para Indígenas del Título VI 2017-2018. El consorcio de Educación Indígena G / N-K comenzó hace 28 años debido a que N-K no tiene suficientes estudiantes nativos americanos para financiar su propio programa, dijo Laurie Eide, enlace de la escuela doméstica india G / N-K. N-K sirve a 37 estudiantes con verificación india mientras que Greenway sirve aproximadamente 120. La resolución del comité de padres establece que el Distrito Escolar N-K provee una oportunidad para que todos sus ciudadanos participen en comunidades de programas de distrito. Actualmente hay seis miembros en la lista de miembros del comité de padres.

The Nashwauk-Keewatin School Board approved the 2016-2017 Indian Education consortium agreement and parent committee resolution during a meeting last week.

The motion was made by Director Blake Liend, seconded by Director Dave Bevacqua and unanimously approved.

The purpose of the consortium agreement with Greenway School District is to apply for the 2017-2018 Title VI Indian Education Formula Grant.

The G/N-K Indian Education consortium began 28 years ago because N-K doesn’t have enough Native American students to fund its own program, said Laurie Eide, G/N-K Indian home school liaison. N-K serves 37 students with Indian verification while Greenway serves about 120.

The parent committee resolution states that the N-K School District provides an opportunity for all of its citizens to participate in district program communities. There are currently six members on the parent committee membership roster.

“The parent committees at each district are asked to look at what’s happening in the schools. Do they agree with what’s being taught in regards to American Indian history?” Eide said. “We felt the school is adequately teaching Native American history this year. Yes, we’d like to see more. We’d always like to see more.”

Native American programming in the N-K School District includes lessons at both Keewatin Elementary and N-K High School about dream catchers, wild rice pancakes, the Seven Clans, and Ojibwe reservations and language.

“They’re all included in the Minnesota state standards,” said Eide.

G/N-K Indian Education will participate in several upcoming events, including:

• Friday, Feb. 24: Providing dog sled rides during No Child Left Inside on O’Brien Reservoir

• March 10 and 31: Quiz Bowl, which competes against several reservation-based schools

• March 17: The Deer River Drum and Dance group will perform at Keewatin Elementary

• March 21: Family Fun Night at Greenway High School

• April 6: Itasca Community College Pow Wow

In other business, directors:

• Approved the hiring of Zach Rowe as a paraprofessional.

• Adopted a resolution relating to the termination and nonrenewal of the teaching contracts of Christine Dorry and Justin Sundquist.

• Approved the following policies: uniform grant guidance policy regarding federal revenue sources; expense reimbursements; development, adoption and implementation of policies; credit card usage and fund balances.

Fuente: http://www.hibbingmn.com/news/local/n-k-school-board-ayes-indian-education-agreements/article_f0d0e478-f8af-11e6-8ddd-3766d35b4d1f.html

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Reino Unido: Oxford University considers post-Brexit foreign campus in France

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Reino Unido/Febrero de 2017/Fuente: Hindustantime

RESUMEN: En una ruptura de su historia de 700 años, la Universidad de Oxford del Reino Unido está considerando la posibilidad de abrir su primer campus extranjero en Francia para seguir recibiendo fondos de la UE después de Brexit, informó el lunes un informe de la prensa. Una de las instituciones educativas más antiguas y conocidas del mundo considera que los planes son un resultado directo del referéndum de Gran Bretaña en favor de una salida de la Unión Europea (UE), lo que podría afectar la financiación de la UE. A la Universidad de Oxford se le ha dicho que cualquier campus abierto en Francia podría tener el estatus legal francés y seguiría recibiendo fondos de la UE después de Brexit, informó The Daily Telegraph.

In a break from its 700-year-long history, the UK’s University of Oxford is considering opening its first-ever foreign campus in France in order to continue receiving EU funding post-Brexit, a media report said on Monday.

One of the world’s oldest and best-known educational institution is reportedly considering the plans as a direct result of Britain’s referendum in favour of an exit from the European Union (EU), which could impact EU funding.

Oxford University has been told that any campus opened in France could have French legal status and would continue to receive EU funding following Brexit, ‘The Daily Telegraph’ reported.

As part of the plans, British Universities would “relocate” degree courses and study programmes and create joint degrees and research laboratories.

A spokesperson for the University said no decision has been taken, adding, “Oxford has been an international University throughout its history and it is determined to remain open to the world whatever the future political landscape looks like.”

French officials met senior staff at Oxford University last week to discuss a so-called “satellite” base in Paris.

Other universities, including the University of Warwick, have also been approached with the idea to build a new campus in Paris in 2018.

Jean-Michel Blanquer, the former director-general of the French ministry for education, confirmed that efforts were under way to attract Britain’s best Universities on to French shores.

“The idea is symbolic, to say after Brexit, we want to build bridges and that academic life is not totally dependent on political problems.

“We want to say to British Universities that it can be a win-win game for you. To have high quality institutions from the UK working in our territory, interacting together in terms of research and collaboration,” Blanquer told the newspaper.

Last month, Oxford University’s head of Brexit strategy Professor Alastair Buchan said: “We have got to be absolutely sure we are open. Every student and every staff member that comes to Oxford is a benefit for this country because we recruit quality, people that play in the top league.”

A spokesperson for the UK government’s Department for Business, Energy and Industrial Strategy said Britain is home to some of the world’s best Universities and research institutions and the plan is to secure the best possible outcome for the UK’s research base after Brexit.

“We have already taken steps to provide assurances by committing to underwrite Horizon 2020 grants bid for prior to the UK’s departure from the EU and put science and research at the heart of our Industrial Strategy with an extra 2- billion-pound investment per year – and will seek agreement to continue to collaborate with our European partners on major science, research and technology initiatives,” the spokesperson said.

Fuente: http://www.hindustantimes.com/education/oxford-university-considers-post-brexit-foreign-campus-in-france/story-JCWzPSEMNWpggFZ6uqLY4I.html

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Canada: Provincial education funding announcement earns every public student in B.C. $50

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Canadá/Febrero de 2017/Fuente: CBC News

RESUMEN: El gobierno a destinado algunos fondos para el sistema de educación de la provincia para ser utilizado por las escuelas. La donación para el aprendizaje de los estudiantes  proveerá $ de 29,4 millones de dólares a las escuelas públicas y privadas, en las próximas semanas. «Se requiere que las escuelas definan sus prioridades en la compra de suministros y recursos. Eso permite reducir costes y ayudar a los maestros a cumplir con el  nuevo plan de estudios,»  60 distritos escolares de la Provincia recibirá un total de $ el 27,4 millones en base a la cantidad de estudiantes en su distrito. Las escuelas independientes recibirá $ 2 millones.

The B.C. government has announced some one-time funding for the province’s education system to be used by schools for supplies.

The Student Learning Grant will provide $29.4 million dollars to both public and private schools in the coming weeks.

‘Reduce costs for parents’

«Schools will be required to put a priority on purchasing supplies and resources that reduce costs for parents and help teachers deliver B.C.’s new curriculum,» said the province in a release on Sunday.

The province’s 60 school districts will receive a total of $27.4 million based on the number of students in their district. Independent schools will receive $2 million.

«Thanks to our strong economy and fiscal management, we are finishing the year in a really good position,» said B.C. Education Minister Mike Bernier as part of the release.

«I can think of no better way to take advantage of the available year-end funding than by investing in our students and classrooms.»

Opposition education critic Rob Fleming calls the grant a, «random act of funding,» as the May 9 general election approaches and the Liberals prepare to release their 2017 budget on Tuesday.

B.C. NDP education critic Rob Fleming says under the provincial Liberal government, education in the province has gone from the second-best funded in Canada to the second worst. (CBC)

«B.C. Liberals having attacked the K-12 education system over the last 15 years,» said Fleming. «You know the last budget they tabled cut exactly the same amount from this ministry, $29 million, now they’re adding $29 million back.»

Fleming says the government is trying to reverse negative public perception over a  Supreme Court of Canada ruling that will require the province to spend up to $300 million to get staffing levels back to the way they were in 2002.

He also mentioned a fund the Liberals created to keep rural schools open in B.C. after making moves to close some.

«These are exactly the kind of costs that they’ve downloaded onto school districts the last ten years without any compensation that led to cuts and the loss of teaching positions and classroom resources for our kids,» he said.

The Student Learning Grant will fund new classroom supplies at a rate of about $50 per public school student.

Fuente: http://www.cbc.ca/news/canada/british-columbia/bc-student-learning-grant-for-supplies-1-time-29-4million-1.3990691

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Nueva Zelanda: Think what early childhood education is worth, govt urged

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Nueva Zelanda/Febrero de 2017/Autor: John Gerritsen/Fuente: RNZ

RESUMEN: Las previsiones del Gobierno estiman que el gasto en educación de la primera infancia se incrementaría en $ 102 millones de dólares, o un 5,5 por ciento este año y aproximadamente a la mitad de la figura que cada uno de los próximos tres años. Los incrementos se basan principalmente en el crecimiento de la matrícula ya que el gobierno empuja hacia las TIC objetivo del 98 por ciento de los niños que sufren la educación de la primera infancia antes de que comiencen la escuela. El gasto total de este año superaría $ 1.83 billones de dólares y el año pasado el Ministerio de Educación advirtió que el gobierno los aumentos proyectados de gasto «probablemente a superar a la asequibilidad de la Corona». Dijo que aussi Que la rentabilidad de la inversión para el gasto del gobierno se redujo en los altos subsidios para las personas que podían permitirse el lujo de pagar por la educación de la primera infancia a sí mismos de todos modos.

Government forecasts estimate spending on early childhood education would increase by $102 million dollars or 5.5 percent this year and by about half that figure in each of the next three years.

The increases were based mostly on growing enrolments as the government pushes toward its target of 98 percent of children experiencing early childhood education before they start school.

This year total spending would exceed $1.83 billion and last year the Ministry of Education warned the government that projected increases to spending were «likely to outstrip affordability to the Crown».

It also said that the return on investment for the government’s spending was reduced by high subsidies for people who could afford to pay for early childhood education themselves anyway.

The chief executive of the Early Childhood Council, Peter Reynolds, said the ministry needed to rethink that advice.

«We’re facing a pretty fundamental question and that’s the extent to which government has a role in subsidising early childhood education in New Zealand. This government is certainly trying to cut back and rebalance that equation.»

Mr Reynolds said increases in government spending were caused by increased enrolments, but the amount paid per child had barely increased at all in recent years, and that was putting early childhood centres under pressure.

Budget documents last year said cuts to the sector had saved $528 million since 2009, much of that through the abolition of higher funding rates for centres where more than 80 percent of staff were registered, qualified teachers.

Mr Reynolds said quality early childhood education had a big impact on a wide range of social harms and the government should be spending more, not less.

«There comes a point in time when the government’s got to come clean and have a very clear view about whether it sees this as an important area to invest in or not.»

The government is redesigning the early childhood funding system, but it was not yet clear whether that would result in less money per child or more.

The chief executive of Kindergartens New Zealand, Clare Wells, said parents were already paying a lot.

«While the government is actually subsidising the service as well through its grant, that effectively hasn’t increased for the payment for each child since 2011. There’s been a slight increase, a slight adjustment, but not significant,» she said.

«So centres have had to make up the shortfall and the way they actually make up the shortfall is through fees to parents.»

The chief executive of Early Childhood New Zealand, Kathy Wolfe, said the government was reluctant to fund early childhood education appropriately.

However, she said she had not seen any sign that further cuts were coming, and she was hoping the government would re-introduce higher subsidy rates for centres where 100 percent of staff were qualified, registered teachers.

The Educational Institute (NZEI) is campaigning for increased government funding for schools and early childhood centres.

The union’s president, Lynda Stuart, said the lack of increased funding on a per-child basis was undermining the quality of early childhood education.

«What we’ve got is a situation really where either parent fees go up or quality goes down.»

The Education Minister Hekia Parata said the ministry’s statement about affordability was intended to highlight the continuing growth in demand for funding.

She said total funding for early childhood education had doubled since 2007 and early childhood education was 33 percent more affordable for parents than it was ten years ago and more affordable than it was a year ago.

«Per-child ECE funding in New Zealand is among the highest in the OECD,» Ms Parata said.

«In the year to September 2016 the cost of childcare increased by 0.8 per cent and the QES average ordinary-time earnings increased by 1.7 per cent. So in the year to September 2016, the cost of childcare relative to earnings decreased by 0.9 per cent,» she said.

Fuente: http://www.radionz.co.nz/news/national/324880/think-what-early-childhood-education-is-worth,-govt-urged

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