Uganda schools reopen after almost two years of Covid closure

Africa/Uganda/14-01-2022/Author and Source: www.kbc.co.ke

Children in Uganda have expressed their joy at finally returning to school nearly two years after they were closed because of Covid.

“I am really excited because it’s been a long time without seeing our teachers. And we have missed out a lot,” Joel Tumusiime told the BBC.

“I am glad to be back at school,” echoed another, Mercy Angel Kebirungi.

But after one of the world’s longest school closures, authorities warned at least 30% of students may never return.

Some have started work, while others have become pregnant or married early, the country’s national planning authority said.

About 15 million students have been affected by the closure, the government says.

“We can’t let this happen again. We must keep schools open for every child, everywhere,” the UN children’s agency, Unicef, warned on Twitter.

Some classes reopened in October 2020 temporarily but closed again in May and June of the following year.

While schools were closed, there have been some lessons via the radio, TV and newspapers while some schools have provided printed materials, but these have not reached everyone.

Wealthier Ugandans have also been able to access online classes and home tutors.

But many children have not been to school for about 22 months.

One pupil explained how she continued learning during the long hiatus.

“My parents never had the time to study with me. When schools were closed, I was able to read, but on my own. Sometimes I would meet with friends to study,” said Christine Teburwa. Like Joel and Mercy, she is in Primary Five, meaning they are between nine and 11 years old.

Pupils who have not had any education since March 2020 will resume classes a year above where they were before the pandemic.

However, some parents in the capital, Kampala, questioned this.

“My children have not been learning at all. I wish they could be allowed to continue from where they stopped,” Rachael Nalumansi said.

“Before the first lockdown, our children had only been in school for two weeks. So it is a bit concerning that they are now promoting them to the next class,” Vanetta Bangi said.

For those students who have not accessed any form of studying during the pandemic, the curriculum will be abridged to focus on core areas and give them a chance to catch up.

Lessons were already underway at some schools I visited on Monday morning while at others, students were still cleaning classrooms and re-organising their desks. Others were still registering with the school administration.

Boarding school students in Kampala and the nearby districts will start throughout the week, to avoid congestion on public transport.

Despite authorities instructing that health and safety measures like masks and social distancing should be in place, not all institutions have the space or facilities to ensure that these steps are properly followed. Some have huge numbers of students and very few classrooms.

But it is not only learners who will struggle, but many parents’ incomes were also hit by the pandemic, and some will find it difficult to raise money for tuition fees and other school requirements.

The phased reopening of schools, which started in November with universities and higher education institutions, was pegged to the vaccination of over 550,000 teachers, their support staff, and students aged 18 and above.

Uganda, which has had some of the world’s strictest lockdowns, is now moving to fully reopen the economy despite being at the start of its third wave of the pandemic driven by the Omicron variant.

Source an Image: https://www.kbc.co.ke/uganda-schools-reopen-after-almost-two-years-of-covid-closure/

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Hawai: New law requires change to public school curriculum

Noticias locales
Nueva ley requiere cambio al plan de estudios de las escuelas públicas: ¡Preparando niños para los trabajos del mañana, trabajos que pagan bien! Esa es la idea detrás de una nueva ley que requiere un cambio en el plan de estudios en las escuelas públicas. Los legisladores y educadores quieren que más estudiantes aprendan sobre informática, por lo que estarán mejor equipados en el futuro. Esto también significa que los maestros necesitan ser entrenados en el campo. Los educadores nos dicen que hay varios métodos y programas para implementar cursos de informática. Se requerirá que todas las escuelas públicas hagan esto, pero cada una de ellas lo hará de manera diferente y no será para cada nivel de grado.»Desde el jardín de infantes hasta el quinto grado, casi tendrán algo. Luego, de seis a ocho, tendremos que decidir, podrían ofrecerlo a todos en cada grado o pueden simplemente ofrecerlo en séptimo o pueden simplemente ofrecerlo en octavo «, dijo el maestro de la escuela primaria Momilani, Shane Asselstine. «Es probable que vea que se ofrece en noveno y décimo y tal vez más adelante en el año, en el tercer o cuarto año». Nos dicen que los cursos de informática pueden ser flexibles con un horario escolar ya lleno. «Esa es toda lucha para la maestra. Tienes tanto, pero solo esto para ponerte en su plato. Es algo que en algunos casos se puede integrar a la matemática, entonces la informática se puede integrar en matemáticas, en artes del lenguaje o en la otra a su alrededor «, dijo Asselstine. La intención de hacer esta nueva ley fue preparar a nuestro niños para estos trabajos competitivos y lucrativos en ciencias de la computación. «Con solo dos años, solo dos años de capacitación formal en seguridad cibernética, esas personas pueden obtener seis cifras», dijo el Representante Justin Woodson, Presidente del Comité de Educación. «Entonces, lo que ciertos estados están haciendo es que están ofreciendo ese entrenamiento formalizado en la escuela secundaria, no están esperando hasta la universidad». La Ley 51 también proporciona fondos adicionales de los cuales las escuelas podrían usar una parte de para capacitar a los educadores sobre cómo enseñar computación. Docenas ya han pasado por el entrenamiento. A través de una subvención de $ 1 millón de dólares, UH capacitó a 14 maestros de 9 escuelas en cuatro islas a principios de este mes. El taller fue para cursos de informática AP. «Entre los dos programas que conozco de este verano, sé que enseñamos a unos 30 maestros de secundaria considerando que hay de 56 a 60 escuelas secundarias en el estado. Esa es una buena parte de los maestros», dijo Asselstine.


HONOLULU (KHON2) – Preparing keiki for the jobs of tomorrow, jobs that pay well! That’s the idea behind a new law requiring a change to the curriculum in public schools.

Lawmakers and educators want more students to learn about computer science, so they will be better equipped in the future. This also means teachers need to be trained in the field.

Educators tell us there are various methods and programs to implement computer science courses. All public schools will be required to do this, but each of them will do it differently and it won’t be for every grade level.

«From kindergarten to fifth grade, pretty much they will have something. Then six to eighth, we’ll have to decide, they could offer it to everyone in every grade or they may just offer it in seventh or they may just offer it in eighth,» said Momilani Elementary School Teacher Shane Asselstine. «You will likely see it offered in ninth and tenth and maybe later in the year, junior or senior year.»

We’re told computer science courses can be flexible with an already packed school schedule.

«That’s every struggle for the teacher. You have this much, but only this much to put on your plate. It’s something in some instances that can be integrated into math, so computer science can be integrated in math, into language arts or the other way around,» said Asselstine.

The intent on making this new law was to prepare our keiki for these competitive and lucrative computer science jobs.

«With only two years, just two years of formalized training in cyber security, those individuals are able to make six figures,» said Representative Justin Woodson, Education Committee Chairman. «So what certain states are doing is they are offering that formalized training in high school, they are not waiting until college.»

Act 51 also provides extra funding which schools could use a portion of to train educators how to teach computer science. Dozens have already gone through training.

Through a $1-million dollar grant, UH trained 14 teachers from 9 schools on four islands earlier this month. The workshop was for AP computer science courses.

«Between the two programs that I know of this Summer, I know we taught around 30 high school teachers considering there is 56 to 60 high schools in the state. That’s a pretty good chunk of the teachers,» said Asselstine.

UH trains Hawaii high school teachers.

We’re told schools are not necessarily losing teachers if they switch to computer science.

«They had teachers volunteer, they had teachers shift one or two periods. It’s not like we are losing a math teacher for the entire day,» said Asselstine. «We may lose them for one period and someone else would pick up that math class for them.»

We reached out to charters schools to see how they will be impacted. In a statement, Executive Director Sione Thompson says,

«While the law, Act 51 of 2018, does not specifically mention charter schools, we look forward to discussing and working with the DOE.»

The law goes into effect July 1st. By the 2021-2022 school year, each public high school will need to offer at least one computer science course during each school year.
Fuente: https://www.khon2.com/news/local-news/new-law-requires-change-to-public-school-curriculum/1266639280

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Can Virtual Reality Open STEM Education And Jobs To More People?

By: Sasha Banks-Louie Oracle

Employers need to fill 1.6 million jobs in the US that require backgrounds in science, technology, engineering, and math by 2021, according to a 2016 study by the US Department of Education. That demand is spurring new approaches to STEM education that are designed to appeal to more, and a greater diversity, of students.

“Science educators know we need to stop teaching facts and figures from textbooks and start showing students how to apply the fundamental concepts of scientific methods to real-world problems,” says Dr. Becky Sage, CEO of Interactive Scientific, a UK-based education technology firm.

Interactive Scientific, part of the Oracle Startup Cloud Accelerator program in Bristol, has developed scientific simulation software, called Nano Simbox, which students are using to observe how atoms and molecules interact. Researchers are also using this technology to explore new theories, product designs, and drugs.

Employing tablets, virtual reality headsets and controllers, students can visualize atoms, observe how they behave in different combinations, and manipulate them for testing.

Dominique Skinner, a chemistry student at Queen Mary University of London studying biochemistry, used Nano Simbox technology and research to combine atoms and create digital models of the molecules for a plant-based line of cosmetics.

“I wanted to put science next to veganism, and veganism next to cosmetics,” Skinner says. “Nano Simbox allowed me to see how skin would react to molecules from animal proteins and synthetic chemicals that were harsh on the skin versus plant-based molecules that benefited the skin.”

New Approach to Learning

Interactive Scientific has begun experimenting with artificial intelligence to understand how students learn, and how applying machine-learning algorithms could guide their progress.

“Whilst our machine learning work is in its infancy we have already designed the software to help students understand complex, scientific concepts in a way that’s unique to their individual learning styles and encourages them to challenge their own thinking by exploring alternative ideas,” says Sage.

Traditional teaching approaches using textbooks and standardized testing tend to be less flexible, both in the pace at which students progress and how their understanding is tracked and measured.

Nano Simbox’s simulation software runs on Oracle Infrastructure as a Service, making it possible “to scale this really complex science,” says Interactive Scientific founder Dr. David Glowacki.

“We needed a system to help us monitor, log, and report on scalability in real-time,” says Glowacki, who’s also a Royal Society research fellow at the University of Bristol and visiting scholar with Stanford University’s chemistry and mechanical engineering departments.

Creating Opportunities

Traditional methods of teaching STEM can be a deterrent to some students. Females, minorities, and students from lower-income families are underrepresented in STEM education and related professions. According to the Department of Education study, that makes it harder to narrow education and poverty gaps, meet the demands of a tech-driven economy, and maintain US leadership in scientific research and innovation.

“Our goal is to open up lifelong science learning to everybody, whether you’re in grades K-12, studying at a university, or in a non-traditional learning environment,” says Sage. “And our hope for the future workforce is that inclusivity will be valued so anyone will be able to thrive in their working environment.”

Source:

https://www.forbes.com/sites/oracle/2018/02/20/can-virtual-reality-open-stem-education-and-jobs-to-more-people/#78f87b508874

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