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Sudáfrica: Academics warn of universities on the brink

África/Sudáfrica/28 de Agosto de 2016/Autora: Sarah Wild/Fuente: Nature. com

RESUMEN: Más de 1.200 académicos de Sudáfrica están advirtiendo que el sistema universitario del país está en un punto de inflexión como resultado de la escasez crónica. Los investigadores de 18 universidades sudafricanas han firmado una carta abierta al Presidente Jacob Zuma, al Ministro Blade Nzimande y al Ministro de Finanzas Pravin Gordhan. La carta, enviada el 11 de agosto y también publicada en el semanario nacional del Mail & Guardian el 15 de agosto, pide al gobierno  hacer frente a la «crisis de financiación» en la educación superior. «Las funciones básicas de las universidades se están poniendo en peligro», dice la carta. «Hemos llegado a un límite. Simplemente no podemos resistir todas las incisiones sin poner en peligro el proyecto académico «. Se llega en medio de un contexto de protestas estudiantiles por el aumento de las tasas de matrícula, los recursos universitarios tensos y una investigación del gobierno sobre la educación universitaria gratuita – que según los críticos Sudáfrica no puede permitirse. El país está en la austeridad, con una previsión de crecimiento económico de 0% para el año. Las  protestas estudiantiles contra una propuesta de subida de la tarifa del 6,3% ya han provocado el cierre de los campus de la Universidad de KwaZulu-Natal y la Universidad de Tecnología de Mangosuthu a principios de este mes.

The letter, sent on 11 August and also published in the national weekly newspaper the Mail & Guardian on 15 August, calls on the government to address the “funding crisis” in higher education.

“The core functions of universities are being put under threat,” the letter says. “We have reached a limit. We simply cannot weather any further cuts without jeopardizing the academic project.”

It comes amid a backdrop of student protests at rising tuition fees, strained university resources and a government inquiry into free undergraduate education — which critics say South Africa cannot afford. The country is in austerity, with an economic growth forecast of 0% for the year.

Student protests against a proposed 6.3% fee hike have already led to the closure of campuses at the University of KwaZulu-Natal and Mangosuthu University of Technology earlier this month.

Student protests

“We’re at a tipping point. If the current trajectory continues and the state does not intervene, then we’re going to see a period of austerity which will undermine our public universities,» warns Noor Nieftagodien, a historian at the University of Witwatersrand in Johannesburg.

He coordinated the open letter with colleague Kelly Gillespie at the School of Social Sciences in response to budget cuts at the school, with the hope of engaging the wider academic community. “Academics have tended to respond to these issues from their institutional base. We wanted to get as many academics as possible, irrespective of institution, geography and discipline,” he says.

South Africa’s university system is funded by government subsidies, student fees, research contracts and investments. The latest figures show that it cost about 60.6 billion rands (US$4.3 billion) in 2014.

But the government’s portion of this has been steadily declining for more than a decade — whereas student numbers have almost tripled from 360,250 to 983,698 over the past 22 years. In 2000, government grants covered about 49% of university income, falling to about 40% by 2009.

To make up the shortfall, universities have increased student fees each year for more than a decade. This resulted in the #FeesMustFall student protests last year after universities tried to raise fees by 10–12%.

Research impact

The government agreed a zero fee increase in 2016. But Ed Rybicki, a virologist at the University of Cape Town who signed the letter, says budgets are getting tighter, in part thanks to this.

Saleem Badat, a programme director at philanthropic organization the Mellon Foundation in New York and former head of Higher Education South Africa says he has «grave concerns» about another fee freeze in 2017. “I fear it may lead to the slow demise of South African universities,” he says.

Compounding the issue, at some universities, the management agreed to student demands to in-source all workers, costing hundreds of millions of rands annually.

The University of Cape Town put out a call for voluntary early retirement and severance in May this year to help cut costs.

All this may have an impact on research.  “Anything that potentially could jeopardize the sustainability of the university system has a direct implication in terms of our ability to generate new knowledge and increase research,” says Molapo Qhobela, head of the National Research Foundation in Pretoria, which funds the majority of the country’s research.

Khaye Nkwanyana, spokesman for the Department of Higher Education and Training in Pretoria, says he would “see if any officials had the appetite to respond” to media questions about the open letter. The department had not responded by the time of writing.

Fuente: http://www.nature.com/news/south-african-academics-warn-of-universities-on-the-brink-1.20492

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Análisis de los marcos jurídicos en materia de alimentación escolar: El Salvador, Guatemala, Honduras y Nicaragua

Centroamérica/26 de Agosto de 2016/Fuente: FAO

Fecha de publicación: 2016
Editor: FAO
Páginas: 80 p.
Número de trabajo: I5948
País: El Salvador; Guatemala; Honduras; Nicaragua; Americas
Agrovoc:Nutrición; Escuelas; legal frameworks; Derecho a la alimentación; Derecho internacional;
Autor: Cruz, L.; González, J. U.
Resumen:

Partiendo del presupuesto que la alimentación escolar vincula una multiplicidad de ámbitos normativos que no requieren necesariamente estar regulados en un único instrumento jurídico, el presente estudio considera deseable la adopción de una legislación que reconozca el derecho de los niños, niñas y adolescentes al acceso a los alimentos en cantidad y calidad adecuada en el ámbito escolar. Para el análisis de los marcos jurídicos en materia de alimentación escolar en El Salvador, Guatemala, Honduras y Nicaragua (países del CA-4), este estudio ha identificado una serie de objetivos regulatorios cuya normativa se considera necesaria para poder contar con un marco jurídico completo en materia de alimentación escolar. Resalta la necesidad de regular todos los ámbitos jurídicos de relevancia para la adecuada implementación de estos programas y de garantizar la coherencia entre las diferentes normas que regulan la materia.

Fuente: http://www.fao.org/publications/card/es/c/7e9902cf-c385-444d-8fbd-58e75fb944e7/

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Uganda is trying to close a for-profit school chain backed by Zuckerburg, Gates and the World Bank

África/Uganda/19 de Agosto de 2016/Autora: Lily Kuo/Fuente: Quartz África

RESUMEN:  Los funcionarios de educación de Uganda han pedido el cierre de 63 escuelas primarias y guarderías operadas por el Puente Internacional Academias (BIA), una controvertida cadena de  escuelas con fines de lucro que ofrece educación estandarizada, basada en Internet en los países en desarrollo. Janet Museveni, ministro de la educación y la esposa del presidente de Uganda, Yoweri Museveni, dijo a los legisladores el martes (17 de agosto) que las inspecciones de las escuelas puente internacional reveló la mala infraestructura, la higiene y el saneamiento que «ponen la vida y la seguridad de los niños de las escuelas en peligro. «Museveni llamó a las escuelas de Uganda a que se cierren al final del mandato en septiembre y que permanezcan cerradas hasta que se cumplan las directrices del ministerio. El Tribunal Supremo de Uganda emitió un fallo judicial provisional ordenando que las escuelas no deben estar cerradas, en respuesta a llamadas similares hechas por Museveni a principios de este mes. Puente dijo que sus escuelas siguen funcionando y que se espera que el Tribunal confirme su decisión en su próxima audiencia. La compañía reclama que  los problemas de seguridad en sus escuelas son «falsas acusaciones». Puente Internacional-una startup fundada en Kenia en 2008, que ahora cuenta con una financiación de Bill Gates, Mark Zuckerburg, Pierre Omidyar, el Banco Mundial, la compañía Pearson Education, así como los Estados Unidos y el Reino Unido- ofrece la escuela a las familias pobres a $ 6 al mes, la entrega de las lecciones a las aulas a través de tabletas, teléfonos inteligentes y otras herramientas.

Ugandan education officials have called for the closure of 63 nurseries and primary schools operated by Bridge International Academies (BIA), a controversial for-profit school chain that offers standardized, internet-based education in developing countries.

Janet Museveni, minister of education and wife of Ugandan president Yoweri Museveni, told lawmakers on Tuesday (Aug 17) that inspections of Bridge International schools revealed poor infrastructure, hygiene, and sanitation that “put the life and safety of the school children in danger.”

Museveni called for the schools in Uganda to be closed at the end of term in September and to remain shuttered until ministry guidelines are met.

Uganda’s high court previously issued an interim court ruling that the schools should not be closed, in response to similar calls made by Museveni earlier this month. Bridge said that its schools are still operating and that it expects the court to uphold its ruling at its next hearing. The company called claims of safety issues at its schools “false allegations.”

Bridge International—a startup founded in Kenya in 2008 that now has funding from Bill Gates, Mark Zuckerburg, Pierre Omidyar, the World Bank, the education company Pearson, as well as the United States and the United Kingdom— offers schooling to poor families for as little as $6 a month, delivering lessons to classrooms via tablets, smartphones, and other tools.

Its mission, to bring education to poor communities in Asia and Africa, has been lauded as one of the most audacious solutions yet to the lack of education resources around the world. Uganda, Kenya, and Liberia host hundreds of Bridge International schools.

But lately Bridge International has been accused of hiring cheap teachers and using shoddy school buildings to keep costs low. Critics says its scripted teaching plans require the least amount of interaction between students and teachers possible. Others say the company encourages the privatization and outsourcing of education. Last year, more than 100 organizations in Kenya and Uganda signed a statement criticizing the World Bank’s support of Bridge International.

Bridge said in a statement that it is sincerely concerned over Uganda “threatening to force 12,000 Bridge children out of school and 800 Ugandans out of work.”

“In the meantime, our academies are running as usual as we continue to work with the relevant educational authorities to uphold our commitment to our parents and communities to provide a world-class education to their children,” said Michael Kaddu, head of public affairs for Bridge International in Uganda.

Fuente: http://qz.com/760823/uganda-is-closing-a-for-profit-school-chain-backed-by-zuckerburg-gates-and-the-world-bank/

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Canadá: The 4 Per Cent That Canada Is Leaving Behind

América del Norte/Canadá/12 de Agosto de 2016/Autora: Pippa McDougall/ Fuente: Huffingtong Post

RESUMEN: Los jóvenes indígenas son una de las cohortes de más rápido crecimiento en Canadá, sin embargo, están entre los más vulnerables. En el 4,3 por ciento de la población de Canadá, un aumento del 2,8 por ciento en 1996, la diversa población indígena de las Primeras Naciones, los mestizos y los inuit comparten una característica común: casi la mitad de la población está bajo la edad de 26. Aunque el grado de retos socioeconómicos y la falta de oportunidades varía entre las comunidades indígenas de Canadá, no hay duda que el efecto de los resultados socioeconómicos más bajos se hace sentir agudamente entre los niños y niñas aborígenes. Las tasas de pobreza coresponde a  niños que viven en las reservas que PERMANECEN asombrosamente alta en más de un 45 por ciento en comunidades remotas. Por otra parte, los jóvenes  han tenido significativamente más bajos índices de asistencia y graduación de las escuelas debido a la escasez crónica. Posteriormente, limitadas oportunidades de empleo han dejado a los jóvenes la sensación de que hay pocas posibilidades de un futuro mejor.

Indigenous youth are one of the fastest growing cohorts in Canada, yet they are among the most vulnerable. At 4.3 percent of Canada’s population, an increase from 2.8 percent in 1996, the diverse indigenous population of First Nations, Métis and Inuit share a commonality: almost half of the population is under the age of 26. Although the degree of socioeconomic challenges and lack of opportunity varies among Canada’s Indigenous communities, there is little doubt that the effect of lower socioeconomic outcomes is felt most acutely among aboriginal girls and boys.

Poverty rates among First Nations children living on reserves remain staggeringly high at over 45 percent in remote communities. Furthermore, First Nations youth have had significantly lower attendance and graduation rates from schools due, in part to chronic underfunding. Subsequently, limited employment opportunities have left youths feeling that there is little prospect for a better future.

We might all ask ourselves, as did Charlie Angus, Member of Parliament for Timmins-James Bay, «how a country as rich as Canada can leave so many young children and young people behind?»

Indicative of this problem is Attawapiskat, a remote First Nations community in Northern Ontario that declared a state of emergency in April 2016 after 11 youth attempted suicide on a single day. This tragedy has revealed the third-world like conditions that many of these youth are living. While the provincial government quickly pledged 2 million in short term aid and dispatched a team of 13 emergency practitioners, including mental health workers, nurses and security personnel, it was once again a temporary solution to a systemic problem.

The plight of the aboriginal people of Canada seems to only be given the attention and resources it needs when a crisis emerges. Attawapiskat should serve as a wakeup call. It is no longer acceptable to wait for a state of emergency for Canadians to have their basic needs met.

Among those basic needs, few are more fundamental than education. Too many First Nations children do not have access to an education comparable to that of other Canadian children. The Canadian Centre for the Study of Living Standards has calculated that $71.1 billion would be added to Canada’s economy if aboriginal people attained the same educational levels as other Canadians.

Young people need hope and opportunity and a first step towards that would be to close the funding gap in education. Investing in youth, including aboriginal girls empowers entire communities to find solutions from within. While our current federal government has taken a positive step in committing $8.3 billion over 5 years, increased funding alone cannot eliminate generations of neglect. Sustained action and resources will be needed in order to avoid more preventable crises.

While Canadian society seeks to achieve economic parity among men and women broadly, the challenge is even greater in indigenous communities, particularly for women and girls. Canada has recognized the value of supporting women and girls in developing countries, and we must place equal emphasis on not only the education, but also health and wellbeing of indigenous women and girls here at home.

As Canada’s 2016 G(irls)20 representative, I believe that people are to be valued equally regardless of ones gender, ethnicity, sexual orientation or religious belief. Collectively, we need to translate that belief into ensuring that every indigenous girl and boy has the same opportunities that we afford other young Canadians across the socioeconomic strata. In tandem with equal funding in education for indigenous youth, this will require a constructive dialogue and a renewed relationship built on trust, partnership and reconciliation.

Fuente: http://www.huffingtonpost.ca/girls-twenty/4-per-cent-girls-left-behind-canada_b_11343028.html

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