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China añade la programación en el plan educativo de niños

Asia/China/13 de septiembre de 2016/Fuente: erbol

China se está enfrentando al mayor cambio de mentalidad en su historia, quiere que el mundo deje de percibirla como un país de manufactura barata, ya que quiere convertirse en el país de la innovación científica, la tecnología y la visión del futuro, por ello se está apostando por importantes proyectos de investigación y exploración espacial, así como un cambio en los planes de estudio del país, para dar paso al mundo de la programación en los más pequeños.

Esto ya lo han hecho actualmente alrededor de 12 países en el mundo, de donde se destacan los Estados Unidos y Reino Unido, quienes han modificado los planes educativos para incorporar asignaturas en informática, lo que se ha vuelto una tendencia sobre la creciente propensión de que los lenguajes de programación son el futuro.

Robótica y programación

En julio de este 2016, el gobierno chino aprobó el plan nacional para convertir a China en una potencia en innovación para 2020, un plan que ofrece apoyos a universidades e impulsa la creación de compañías tecnológicas y de incubadoras de negocios, con lo que se da prioridad a la investigación y creación de nuevas tecnologías.

Dentro de este plan se acaba de aprobar una modificación a los planes escolares para que niños a partir de los 6 años lleven una asignatura en informática, donde se les darán los conocimientos básicos en la programación, y con el paso del tiempo se irán incorporando los diversos lenguajes de programación. Mientras que los niños de 11 además de programación llevaran robótica, donde podrán poner a prueba gran parte de sus conocimientos.

China Coding

Además de los cambios a los planes de estudio, muchos padres han cambiado las clases de deportes o actividades diurnas por formaciones en programación, clases que han visto como la demanda se ha incrementado en el último año. Por ejemplo está el caso del Centro de Aprendizaje Tarena, quien en 2015 abrió un curso de programación para 50 niños, curso que en este 2016 se ha abierto para más de 4.000 niños.

Esto surge porque el gobierno chino se ha dado cuenta que a pesar de ser la segunda mayor economía del mundo, su participación dentro de la innovación tecnológica está quedando por detrás de sus competidores, además de que ayudará a limpiar su imagen de lugar donde se fabrican copias baratas.

Vía | NBC

Fuente: http://www.erbol.com.bo/noticia/ciencia_y_tecnologia/07092016/china_anade_la_programacion_en_el_plan_educativo_de_ninos

Imagen:www.erbol.com.bo/sites/default/files/styles/interior-hibridado/public/1366_2000_58.jpg?itok=lXOzlnWf

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Nigeria: Accelerating technical education in Delta State

África/Nigeria/07 Agosto 2016/Fuente:Thisdaylive/Autor: Omon-Julius Onabu

Resumen: A la luz de los retos cada vez más complejos en el mundo de hoy, incluidos los problemas de empleo, el papel del capital humano bien cuidado consistentemente ha puesto de relieve a nivel mundial. Uno de los líderes de Nigeria que no tiene pelos en la lengua, alerto sobre la necesidad de revisar los planes de estudio para que sean más funcionales para el desarrollo sostenible en el país es el gobernador del estado de Delta, el Dr. Ifeanyi Okowa.

 

Warri — In light of the increasingly complex challenges in today’s world, including employment challenges, the role of well-groomed human capital has consistently been stressed globally.

One Nigerian leader who has not minced words on the need to review the curricula to make them more functional towards sustainable development in the country is the Governor of Delta State, Dr. Ifeanyi Okowa.

He has maintained the desire to build a functional, result-oriented technical education system as a dependable human capital base for middle level manpower needs of the state. The recent inauguration of upgraded facilities at the Ofagbe Technical College, Isoko North Local Government Area of the state has further given credence to the commitment of the administration to restore not only the glorious days of technical education in the state, but to raise the standards to compete globally.

The governor had, shortly after his inauguration last year, identified six state-owned technical colleges for infrastructural and academic upgrading. He immediately awarded the contract for the reconstruction of three of the schools, Ofagbe Technical College, Sapele Technical College and Agbor Technical College. The other colleges are Uta-Gbogbe Technical College, Ogor Technical College and Issele-Uku Technical College.

Speaking at the ceremony, the Commissioner for Basic and Secondary Education, Mr. Chiedu Ebie, said the completion of the first and second phases of the infrastructure and other resource bases of the college was a promise religiously kept by the governor.

According to him, Ofagbe Technical College had been practically abandoned for over 20 years before the inception of the Okowa administration; he recalled what the governor said while inspecting renovation work at the school late last year, saying, «we will take technical schools in the state to greater heights and it will impact positively, not only on the lives of the students, but also on their host communities. I am satisfied with the progress of work and I assure the people that the project will not be abandoned as we will manage the resources and funds we have to complete the work.»

While highlighting developments in the chequered history of the school since its establishment by Pilgrim Baptist Mission- Pilgrim Baptist Trades School on February 15, 1966, exactly one month after the first military coup in Nigeria, Ebie said it was heartwarming that the governor ensured that the first and second sets of projects were duly completed within 10 months «despite the economic downturn in the country.»

He said the gesture was a testimony to Okowa’s commitment to technical and vocational education, «which is timely, visionary, legendary, second-to-none and worthy of commendation.»

The school, which took off with just 47 students at its inception, currently has an enrollment figure of 188, made up of 137 male and 51 female students.

While providing details of the turn-around work done so far at the college, Ebie announced the state’s plans to do more. The projects include the construction of the internal roads by the state’s Direct Labour Agency (DLA), the contracts awarded in two phases for the construction of staff quarters, male.

The completed aspects include the reconstruction and upgrading of the staff quarters, male hostel block, library, examination hall, administrative and science blocks, mechanical, auto mechanical and electrical workshops.

«This phase also included the procurement contract for the supply of various machines and equipment required for the workshops to enhance teaching and learning as well as the supply of computers and students’ furniture.»

After the governor’s visit to Ofagbe last year, additional contracts under the second phase were awarded, including the construction of a perimeter fence, a gatehouse and an electrical block of four classrooms with an office, all of which have been completed.

Ebie urged the students and members of the community to justify the huge investment of the government by ensuring that the infrastructure and amenities are maintained and not vandalised. «Now that Ofagbe Technical College has been repositioned as a world-class institution, there comes the need for the entire Ofagbe community to reciprocate this kind gesture through community participation to secure and protect the school from vandalism and theft.»

Indications that the revamping of technical education in the state will be prioritised by the government came to the fore during the maiden Delta State Education Summit in January. It is noteworthy that the government is looking beyond the construction of beautiful buildings without the provision of the basic tools and distinct policy framework for serious technical training.

According to the commissioner, restructuring of the colleges involves not just a programme for training and retraining of teachers but also partnership with competent organisations for necessary in-depth technical assistance. He disclosed that schools’ curricula are being reviewed to sharpen the functionality and contemporary market relevance.

«With the refocusing of technical and vocational education in the state, the upgrade and equipping of this institution, enrollment is expected to significantly increase in the near future. To guarantee focused attention in this sub-sector of education, the Technical and Vocational Education Board (TVEB) has been established with a full complement of institutional framework, funding and personnel. Effort is currently being made to review and enrich the technical education curricula to make it responsive to extant challenges.»

Aside the traditional cutting of the tape to formally open the school, the highpoint of the event was perhaps the hint by Okowa that his administration is favorably disposed towards the reintroduction of boarding schools at the secondary level. He said the desired quality of technical education in the state would be enhanced by the move, stressing that there would be no compromising his government’s firm policy on technical education.

The excitement of the people of not just Ofagbe town but the entire Isoko ethnic nation was palpable as traditional rulers, local, state and national political representatives of the people, cultural associations, women and youth groups expressed their joy at what they termed the governor’s rescue mission at Ofagbe College.

The President-General of Isoko Development Union (IDU), Chief Iduh Amadhe, aptly captured the people’s sense of appreciation at the occasion thus: «Your excellency, we express our appreciation for your magnanimity towards the Isoko nation.

«We will remember you for making the best out of a difficult situation by completing the DELSU, Oleh Campus access road, completion and commissioning of the DELSU, Oleh Campus Law Faculty Complex and on-going efforts by your administration at ensuring the accreditation of courses for Law and Engineering Faculties at the campus; upgrading and improvement of physical structures of the Ofagbe Technical College.»

Fuente de la noticia: http://www.thisdaylive.com/index.php/2016/07/13/accelerating-technical-education-in-delta-state/

Fuente de la imagen: http://i1.wp.com/leadersandco.s3-eu-west-1.amazonaws.com/wp-content/uploads/2016/07/01185234/Ifeanyi-Okowa.jpg?fit=800%2C600

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Fiji: Climate Change Adaption and Education

Oceania/Fiji/22 de Julio de 2016/Fuente: Fiji Sun Online

RESUMEN: La conferencia sobre Actualización del Pacífico en la Universidad del Pacífico Sur (USP) en Laucala dedicó una sesión para discutir la Adaptación del  Cambio Climático y la  Educación. El Dr. Tess Martin habló sobre la Enseñanza Técnica en la Unión Europea y el  Proyecto de Formación del Pacífico (UE PacTVET). El propósito del proyecto es la ampliación de la  capacidad regional y nacional y la experiencia técnica para responder  al Cambio Climático (CCA) y los desafíos de la energía sostenible (SE). Al explicar la razón de ser del proyecto, el Dr. Martin dijo que había una necesidad de incluir el cambio climático y la energía sostenible en el plan de estudios de la FTP y construir sistemas de educación y formación sostenibles. «En la actualidad existen proyectos o programas para incluir el cambio climático, la gestión del riesgo de desastres y la energía sostenible en los programas escolares de primaria y secundaria,» dijo.

The 2016 Pacific Update conference at The University of the South Pacific (USP) in Laucala dedicated a session to discuss Climate Change Adaptation and Education.

USP senior lecturer, Dr Tess Martin talked about the European Union Pacific Technical Vocational Education and Training (EU PacTVET) project, while speaking on Quality Assured TVET Qualifications in Resilience for the Pacific Islands Region.

The purpose of the project is to create regional and national capacity and technical expertise to respond to Climate Change Adaptation (CCA) and Sustainable Energy (SE) challenges.

While explaining the project rationale, Dr Martin said there was a need to include climate change and sustainable energy in TVET curriculum and build sustainable education and training systems.

“At present there are projects or programmes to include climate change, disaster risk management and sustainable energy in primary and secondary school curricula,” she said.

“There are also university programmes on climate change, disaster risk management and sustainable energy in the region.”

Head of Department of Crop Production at the Fiji National University, Hirdesh Sachan who spoke on Information Needs for Climate Change Adaptation among Farmers in Fiji, said agriculture was referred to as the backbone of Fiji, however, the sector was not immune to obscurity and faced many challenges.

Two such challenges, he said, were the lack of agricultural information being disseminated to farmers and traditional negative stereotype towards agriculture and adapting to climate change.

“Climate change poses a direct and growing threat to the livelihoods of people in agriculture.

“Poor rural households, whose livelihood depend predominantly on agriculture and natural resources, will bear a disproportionate burden of adverse impacts of climate change and thus should be adaptations in interventions,” Mr Sachan said.

He said that the Pacific islands were the most vulnerable to climate change due to its geographical remoteness and size.

Other topics discussed included building future climate leaders and policy initiatives to promote climate smart production systems.

Fuente: http://fijisun.com.fj/2016/07/22/climate-change-adaption-and-education/

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