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Estados Unidos: Sec. DeVos Calls for a «New Birth of Freedom» in Milwaukee, the Birthplace of Education Freedom, to Kick Off 2019 Back to School Tour

MILWAUKEE — Today, U.S. Secretary of Education Betsy DeVos began her 2019 Back-to-School Tour in Milwaukee, Wisconsin, the birthplace of modern education freedom. In a speech at St. Marcus Lutheran School, Sec. DeVos noted the incredible progress the education freedom movement has made since visionary leaders like Annette «Polly» Williams and Howard Fuller ignited the parental choice movement 30 years ago but acknowledged there is still much work left to be done.  Secretary DeVos urged leaders across the country to embrace the Administration’s education freedom agenda so that every student in America can have unlimited access to the education that best helps them reach their fullest potential.

Secretary DeVos said, «Now is the time to ignite a new birth of freedom for all of America’s students. We have a bold plan to do just that—an American education freedom agenda. The freedom to learn. The freedom to grow. The freedom to advance.  The freedom to pursue the education that works for you. Students in control of their pathway to a successful education, career, and life. Families in control of how, when, and where their students will learn best. Teachers in control of their classrooms and their careers. States and communities—not Washington, D.C.—in control of local decisions.»

QUOTES TO NOTE:

«Students: We’re here because of you—and for you. In fact, everything about education should be focused solely on you. After all, as a nation, we’ve committed to help each student prepare for the future. Some people confuse that as a commitment to a building, to a system, or to a particular way of learning. But your education must be about who you are and all that you see for yourself, for your family, for your community, and importantly for our country.»

***

«There are still too many [students] who don’t know how to read. There are still too many who don’t know how to add, subtract, divide, or multiply. And too many have no power to do anything about it.  That’s because the education cabal puts other issues above what’s right for students. Mixed-up priorities are borne out in the numbers. Consider that American taxpayers spend—on average— about $13,000 per student, per year. With an average class size of 21 students, that adds up to $273,000 per classroom, per year. We know the average classroom teacher makes about $60,000 annually. So, where does the rest of the money go? More than $200,000 per classroom and teachers are still buying school supplies out of their pockets.

«Well, here’s the dirty little secret: it’s to highly paid administrators, coordinators, consultants, assistant principals, assistant superintendents… layers and layers of bureaucracy. The growth in non-instructional school staff has increased nine times faster than student enrollment growth.»

«We know American families want more control and more options when it comes to education. That’s why every poll shows growing, bipartisan support for education freedom. And for every approach to education freedom—public charter schools, vouchers, education savings accounts, tax credit scholarships—support crosses ethnic and political lines.  Education freedom policies work. We just need more of them. Many more.»

«Think of Education Freedom Scholarships as keys to unlocking the opportunities you want to pursue. This isn’t about picking a school building. That’s thinking too small. Instead, think about unleashing thousands of not yet imagined ways for students of all ages to learn.»

SECRETARY DEVOS’ REMARKS AS PREPARED FOR DELIVERY:

Thanks, everyone, for letting me join you today.

It’s hard to see summer end. But «back to school» season is an exciting time of year. I think it’s useful, as we begin any new season, to reflect on where we’ve been, where we are, and importantly, where we want to go.

Students, we’re here because of you—and for you. In fact, everything about education should be focused solely on you. After all, as a nation, we’ve committed to help each student prepare for the future. Some people confuse that as a commitment to a building, to a system, or to a particular way of learning.

But your education must be about who you are and all that you see for yourself, for your family, for your community, and importantly for our country.

That’s what I like about St. Marcus. This school community is built around giving students what they need.

Something important is happening here. You’re doing things differently, and as a result, students who learn here far and away outperform their peers.

I think that has to do with how you are so intentional about cultivating the relationship between student, parent, and teacher.

You call it a covenant—indeed, a sacred promise—to do everything in your power «to ensure academic success.» Your students, your families, and your great teachers choose to commit to this covenant. You each acknowledge everyone has a role to play, and that you all depend on one another.

This should be commonly understood. Obvious. Normal. But we know it all too often isn’t, and it wasn’t always this way in Milwaukee.

Parents, teachers: you remember the problems you and your students faced years ago. Fewer than 60 percent of students finished high school.

Students’ confidence crushed, teachers frustrated, and parents heartbroken. Everyone wanted something different. Something better.

Then, along came «Polly.»

You all know the «mother» of our movement, Annette «Polly» Williams. She wanted better for her own children, and for children in her own community. She couldn’t bear to see her city’s students struggling, so she did something about it. 

Polly worked with anyone and everyone to help students—and pushed back against anyone who didn’t. She and civil rights icon Howard Fuller fought their own political party, the NAACP, and the unions. And they won when Governor Tommy Thompson, who was from a different political party, established the Milwaukee Parental Choice program.

They all put politics aside and did what was right for kids.

They believed that students matter. It didn’t matter who their parents were, nor where they lived, nor what color they were, or who they knew, or how much they had in their pockets. All that mattered was that students were students.

Polly’s will to win 30 years ago was the first of many victories for students and families. At first, the program was small, able to empower only a few of Milwaukee’s parents. But as demand expanded, so did the program. Today, the Parental Choice program and others like it serve about 37,000 students statewide, including almost every student here at St. Marcus.

You wouldn’t be here—and I wouldn’t be here—if not for the courage of Polly, Howard, and the parents who joined them in the fight.

So, I’ve come to Milwaukee—the birthplace of education freedom—to stand on the shoulders of giants and say:

Now is the time to ignite a new birth of freedom for all of America’s students.

We have a bold plan to do just that—an American education freedom agenda.

The freedom to learn. The freedom to grow. The freedom to advance.

The freedom to pursue the education that works for you.

Students in control of their pathway to a successful education, career, and life.

Families in control of how, when, and where their students will learn best.

Teachers in control of their classrooms and their careers.

States and communities—not Washington, D.C.—in control of local decisions.

Why is this freedom so desperately needed today?

Because what we’re doing—what we’ve been doing—isn’t working.

Open up our Nation’s Report Card and you’ll see what I mean. Two in three of our Nation’s 8th graders aren’t learning what they need to be prepared for their futures.

And consider this: The United States ranks 24th in reading, 25th in science, and 40th in math in the world. Think about it. These statistics have very real consequences for our future.

For one, students can’t pass military entrance exams. Nearly one in four Americans who want to serve are turned away because they fail the Army’s basic test.

I also think of my recent visit to an Indiana prison. The warden told me that the biggest problem there is not violence or discipline. It’s illiteracy.

Then there’s the story of a father whose son, a recent high school graduate, was honored in the local newspaper. Dad’s pride turned to disappointment after he discovered his son couldn’t read or comprehend the article. So, dad marched over to the high school principal’s office with his son and newspaper in tow and asked his son to read the article to the principal. He couldn’t. Then the father pointedly asked the principal how he could’ve graduated his son—or anyone—who can’t read.

There are still too many who don’t know how to read. There are still too many who don’t know how to add, subtract, divide, or multiply. And too many have no power to do anything about it.

That’s because the education cabal puts other issues above what’s right for students.

Mixed-up priorities are borne out in the numbers.

Consider that American taxpayers spend—on average— about $13,000 per student, per year. With an average class size of 21 students, that adds up to $273,000 per classroom, per year. We know the average classroom teacher makes about $60,000 annually.

So, where does the rest of the money go? More than $200,000 per classroom and teachers are still buying school supplies out of their pockets.

Well, here’s the dirty little secret: it’s to highly paid administrators, coordinators, consultants, assistant principals, assistant superintendents—layers and layers of bureaucracy. The growth in non-instructional school staff has increased nine times faster than student enrollment growth.

It just doesn’t add up.

And though Federal taxpayer spending is less than 9 percent of total education spending, over the past 40 years taxpayers have spent well-over one trillion dollars at the Federal level alone trying to improve student outcomes. And the research shows almost no progress in closing the achievement gap.

Yet, there are many in Washington still arguing to spend more—way more—doing more of the same things.

Our sole focus should be on how to do better—starting today.

Doing better begins by expanding freedom.

Let me paint a picture of what that might mean.

Students, education freedom for you could look like this: If you need more time to learn a concept or lesson, you get it. If you need less time, you can move on. If you want to study a language or a subject that your school building doesn’t offer, you can learn it somewhere else. If you don’t like to study behind a desk and learn better in a lab or in a garden or between skyscrapers, you can do that. If you want hands-on experiences to help decide your learning pathway, you can have those. You should be free to learn in any way and in any place that works for you.

Teachers, education freedom for you could look like this: If you want to try something new in your classroom that you think will better help your students, you can. If you want to mentor other teachers, you can do that, and you should be rewarded for it. If you want to control your professional development and career path, you’d have the power to do so. You should be free to teach in any way and in any place that works for you and your students—and you should be properly paid for your success.

Parents, education freedom for you could look like this: If the government-assigned school isn’t working for your child, you can take him or her anywhere else. And if your school is working for your child, you can stay put. Another parent’s freedom to make a choice doesn’t mean you have to make the same choice. If you want to homeschool your children for part of the week and send them to a classical academy the rest of the week, you can do that. If one type of learning or instruction is best for your son and another is better for your daughter, you have the flexibility to make those choices. If a school closer to your work is a better fit for your family, that’s your choice. You should be free to make the decisions that work best for your children and your family.

We know American families want more control and more options when it comes to education. That’s why every poll shows growing, bipartisan support for education freedom. And for every approach to education freedom—public charter schools, vouchers, education savings accounts, tax credit scholarships—support crosses ethnic and political lines.

Education freedom policies work. We just need more of them. Many more.

That’s why this Administration has put forward the most transformative idea for American education in decades:  Education Freedom Scholarships. I hope you’ve seen our proposal.

I don’t want to dive into the details here; you can visit our website for those. What I do want to talk about is what Education Freedom Scholarships will mean.

For the student who wants to gain valuable career skills by apprenticing, she can use an Education Freedom Scholarship to learn her craft while learning her core subjects.

For the student who is bullied at his government-assigned school, he can use an Education Freedom Scholarship to learn elsewhere.

To the student who wants to get a head start on college credit while completing her high school studies, she can use an Education Freedom Scholarship to do just that.

For the single mom who works three jobs just to make ends meet while her kid is trapped in a school that’s chronically failing him, she can use an Education Freedom Scholarship to give her son opportunities for a better life.

Think of Education Freedom Scholarships as keys to unlocking the opportunities you want to pursue.

This isn’t about picking a school building. That’s thinking too small. Instead, think about unleashing thousands of not yet imagined ways for students of all ages to learn.

On last year’s Back to School tour, I saw some great examples. This year, we’ll head across the Midwest to see more innovations and options that are meeting kids’ needs.

Students, you are our future. Nothing should limit your success, and nothing should be off-limits if it helps you learn and grow.

I loved learning about Terrance, a St. Marcus grad.

His father died when he was young, but his mother Deanna was not about to let that derail TJ’s bright future. He did well in school but wasn’t being challenged and learning behind a desk all day didn’t work for him. So, his mom used the Milwaukee Parental Choice Program to enroll TJ here at St. Marcus. And, for the first time, someone at school asked him what he was passionate about learning.

TJ is a food artist. He wanted to know more about making his interest a profession. So, St. Marcus focused his studies around the culinary arts. He even prepared a few meals for his classmates using food grown right here at St. Marcus. And he’s interning at a renowned local restaurant where he continues to develop his culinary skills.

His mom believes that because of Milwaukee’s voucher program, because of St. Marcus, because he was free to learn in ways that worked for him, TJ found his purpose.

All of America’s mothers and fathers want that for their sons and daughters. All of America’s families want more options, more choices, more freedom.

Everyone—no matter their age—needs the freedom to learn, to grow, to pursue their passions, to use their talents, and to achieve their fullest potential.

In every student I meet across the country I am filled with great hope. Ahead there is daylight. Here’s a glimpse into the future: American education is bustling. It’s dynamic. It’s innovative. Adaptive. Personalized. Relevant. And our students are number one in the world.

So, let’s recommit ourselves to the cause of education freedom—right here where it all began. Standing shoulder to shoulder with the first freedom students, let’s resolve together—form our own covenant—to finish the work that was started here more than 30 years ago.

Thank you all. May God bless America and our Nation’s future, her students.

Fuente de la Información: https://www.ed.gov/news/press-releases/sec-devos-calls-new-birth-freedom-milwaukee-birthplace-education-freedom-kick-2019-back-school-tour

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Estados Unidos: Here are answers to your questions about education in Alabama

Here are answers to your questions about education in Alabama

We asked readers to submit their questions about education in Alabama, through a question and answer service called Hearken. Here we’re answering those questions, and will continue to answer more as they come in. Scroll to the bottom of this post to submit your own!

We received a number of questions about school buses, which seems appropriate given that as of today, 129 school districts and three of the state’s charter schools (out of four) have started school.

I’d love to know why kids way down on 280 by Grandview Hospital have to be bused into Birmingham City Schools instead of going where the surrounding area is zoned. Considering the fact that most of these kids are minorities, this seems to be a direct violation of Brown v. The Board of Education. – Anna

The simple answer is that the city limits of Birmingham extend down Highway 280 into that area. Because of the 12 different school districts in Jefferson County, kids can be bused past a nearby school if it is in another district.

Here’s what the city limits of Birmingham look like on a map. Zooming in, you can see that the city limits extend down Highway 280.

Are school buses optional for school systems or just city systems? – Michael

Under Alabama law, county school districts are required to offer transportation. City school systems and public charter schools are not required by law to offer transportation except for students who are served by special education.

Why do Homewood, Vestavia Hills, Mountain Brook, and some others not have city school buses? Has this always been the case? Have there been efforts to get schools (sic) in these districts? (Very difficult as working parent!) – Mieke

As stated in the previous answer, Alabama law only requires county school districts to offer school bus transportation for students. The law does not require city school districts nor public charter schools to offer transportation.

Why do we pay bus drivers so little if we really value the lives of our children? – Dennis

Though we aren’t able to say exactly why, school bus drivers have traditionally been paid low amounts in Alabama. However, it wasn’t until we were researching this question that we found that Alabama’s school bus drivers are among the lowest paid in the nation.

According to the U.S. Bureau of Labor Statistics’ measures for all 50 states plus the District of Columbia, Guam, the Virgin Islands and Puerto Rico in 2018, the hourly average for Alabama’s school bus drivers at $9 per hour ranked 53rd—the next-to-lowest amount, but just above Puerto Rico’s average pay of $8.71 per hour.

Bus drivers in the District of Columbia earned the highest average hourly wage, at $21.55 per hour, followed by Alaska at $21.12 per hour.

In the Southeast, Florida is the highest-paying, at $13.80 an hour on average, with Georgia close behind at an average of $13.79 an hour. Even Mississippi, at $10.34 an hour on average, pays more than Alabama.

Bus drivers in Florida and Georgia earned on average $28,700 and $28,670 per year, respectively. Those amounts are nearly $10,000 higher than Alabama’s $18,720 average.

School bus drivers in Mississippi earned $21,520 on average.

The amount school districts in Alabama pay can vary. A quick look at Hoover City Schools, for example, showed starting bus driver pay to be $15,865 which equals $21.55 per hour, working four hours per day for 184 school days. Benefits typically add 19% on top of Alabama educators’ salaries, which comes out to $19,586 with benefits.

Bus drivers can earn extra money by driving for field trips and extracurricular activities.

How do school systems look different, administratively? Birmingham doesn’t have assistant principals in elementary schools, for instance. How much of a system’s budget is spent in classrooms compared to central office or transportation? – Michael

Administration in school systems across the state by and large look similar, judging by the personnel reports they submit to the state department of education. Depending on the measure used (dollars per student, central office staff to student ratio, etc.), there are outliers.

Regarding assistant principals, the state funding formula for schools, called the Foundation Program only provides funding for assistant principals when student enrollment reaches a certain level. Elementary schools with fewer than 500 students don’t receive any state funding for assistant principals. In middle and high schools, student enrollment must reach 250, and then the state will provide half of the funding.

School systems have to use local tax support to pay for whatever the state doesn’t. In rare cases, federal funding may be used to support schools with high percentages of students in poverty.

Here’s a chart showing at what enrollment level the state funds assistant principals. It’s taken from the “State Guide to School Allocations, 2018-19.”

The second question, regarding how money is spent in schools, is partially answered in this data visualization, published with our big look at school-level spending during the 2017-18 school year.

The visualizations are best viewed on a laptop, desktop, or large tablet.

Narrow down by what function (transportation, school administration, etc.) you’re interested in. Narrow down further by system. Click the top of the bar column to sort.

Seeing how much is spent on classrooms versus central office is a little bit trickier. The information published by the state department doesn’t delve into detail in that particular way. But it does break down expenditures by “direct” versus “pooled” expenditures.

“Direct” means the money was spent at the school level for students enrolled in that school. For example, that means the cost of teachers and staff that work at the school (salary and benefits), the cost of supplies or maintenance at the school, and any

“Pooled” means the money was spent on a function or service that was delivered as a result of a function housed at the central office or other non-school-based facility.

Here’s a look at that data. Narrow down by system. Click the top of any column to sort.

How do educators sign up to be trained in LETRS? – Kathy

Any Alabama public school pre-K through third-grade teacher can sign up for LETRS training at this link. LETRS training is offered to help teachers understand the science of reading, meaning how children learn to read. Read more here about the new Alabama law that requires third-grade students to be reading on grade level by 2021-22. .

Why don’t they start back after Labor Day like they did when I went to school. Get out the middle of May instead of the later part of May. It would save the systems money on air conditioning the schools in the hot August month. Their always saying they don’t have enough funding for the schools and that would be a way to cut back on expenses. – Sue

AL.com recently covered this topic, which showed 85% of voters agree with you. The director of the superintendents’ association gave a lot of reasons why school systems spread out the school year and why local boards of education should retain control the school calendar. Read more here.

These are just a few of the questions we received. Some required much more research than others, and we wanted to share these that we were able to find fairly quickly. Stay tuned for more answers.

Fuente de la Información: https://www.al.com/news/2019/08/here-are-answers-to-your-questions-about-education-in-alabama.html

 

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Casi 3.000 niños refugiados han vuelto a la escuela en Grecia este año

Europa/Grecia/12 Julio 2018/Fuente: La Vanguardia 

Unos 2.800 niños refugiados que viven en centros para refugiados en Grecia pudieron volver a la escuela este año gracias a un programa de la Organización Internacional para las Migraciones (OIM), la Unión Europea y el Estado griego.

William Lacy Swing, el director general de la OIM, destacó que esta cooperación ha facilitado la integración de los niños refugiados en la sociedad griega.

«Estoy encantado de ver a estos niños volver al sistema escolar, especialmente tras las dificultades y privaciones que han soportado», dijo Swing, y añadió que «las brechas en la educación pueden ser devastadoras, no solo para el desarrollo de los niños sino para toda la sociedad».

Es el segundo año que el programa de transporte desde los campos de refugiados hasta las escuelas locales proporcionado por la OIM, junto al Ministerio de Educación griego y con el apoyo de la UE, está en marcha.

Según datos de la OIM, casi 3.000 niños fueron llevados desde 26 centros de acogida a 123 escuelas diariamente, en autobuses con acompañantes que se cercioraban de la seguridad de los menores durante el transporte.

La gran mayoría de estos estudiantes (91 %) proviene de países donde su acceso a la educación se vio interrumpido o sus escuelas fueron destruidas, como Siria (35 %), Irak (31 %) y Afganistán (25 %).

«Las clase de griego es mi favorita y no lo encuentro muy difícil de aprender. Tengo amigos griegos en la escuela. Cuando suena el timbre y salimos al recreo jugamos a la pelota en el patio juntos. ¡Me gusta mucho ir a la escuela! Sueño con ser médico cuando sea mayor», dijo Younes, de diez años y proveniente de Irak.

«Tenemos una responsabilidad para prevenir las generaciones perdidas y evitar el riesgo de niños creciendo sin ninguna educación», afirmó Jristos Stylianides, comisario europeo de Ayuda Humanitaria y Gestión de Crisis, y añadió que el 8 % del presupuesto de la UE para acción humanitaria está dirigido a educación.

Según el servicio de asilo griego, desde 2013 -antes de la crisis de refugiados- hasta junio de 2018 de las más de 167.300 personas que solicitaron asilo en Grecia, 54.000 eran menores de edad.

Fuente: http://www.lavanguardia.com/politica/20180706/45719629395/casi-3000-ninos-refugiados-han-vuelto-a-la-escuela-en-grecia-este-ano.html

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Programa Entre Tiempos: Querido Profesor (Homenaje a la figura del maestro)

España / 24 de septiembre de 2017 / Autor: Ana Martínez Concejo / Fuente: Cadena Ser

Llevamos días hablando de la vuelta al cole desde muchos puntos de vista: del precio de los libros, de los uniformes, de cómo deben afrontar los niños el regreso a las rutinas diarias, del peso de las mochilas, de las carencias de la educación pública, etc. Muy pocas veces sin embargo se pone el foco en los profesores y eso es lo que hoy les proponemos: hacerles un pequeño homenaje a través de las voces de quienes algún día fueron maestros, también de quienes lo son hoy. Incluso de los que sin dedicarse a la enseñanza, tuvieron o tienen una especial vinculación con las aulas.

Recuperaremos de nuestra Fonoteca las voces de los escritores José Luis Sampedro, José Saramago, de la escritora y pedagoga Josefina Aldecoa, del actor Fernando Fernán Gómez y de la actriz María Galiana, del expresidente de la Junta de Extremadura Juan Carlos Rodríguez Ibarra y del expresidente de Estados Unidos, Barack Obama. Además, un grupo de profesores ha compartido con nosotros cómo han vivido su inicio de curso este año.

Junto a Ana Martínez Concejo, que dirige y presenta el programa, estarán como siempre María Romero, que pone la música, y Ana Más, que se encarga de los oyentes. María nos trae una lista de canciones de profesores que cambiaron las aulas por la música. Ana Mas nos presenta a Sara, una oyente a la que lo que más le gusta de la radio son los anuncios, tanto que ahora trabaja en una agencia de publicidad.

Fuente:

http://cadenaser.com/programa/2017/09/15/entre_tiempos/1505479608_114212.html

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África: El hambre amenaza a 1,5 millones de niños africanos en su vuelta al cole, según la ONU

África / 24 de septiembre de 2017 / Autor: SERVIMEDIA / Fuente: Eco Diario

Más de 1,5 millones de niños en África occidental y central corren el riesgo de comenzar el curso académico 2017-18 con hambre o de abandonar sus estudios debido a la falta de fondos para financiar las comidas escolares, según alertó este lunes el Programa Mundial de Alimentos (PMA), agencia de la ONU especializada en la lucha contra el hambre.

El PMA indicó en un comunicado que se enfrenta a un déficit de 76 millones de dólares (63,5 millones de euros) en su programa regional para África, lo que puede tener consecuencias dramáticas porque los almuerzos y los refrigerios proporcionados por este organismo de Naciones Unidas son la única comida que muchos niños africanos comen durante el día.

Además, apuntó que esta crisis financiera «pone en riesgo a toda una generación, con efectos más amplios sobre las economías nacionales y el desarrollo».

Abdou Dieng, director regional del PMA en África Occidental y Central, indicó que esta falta de financiación para las comidas escolares supone «cambiar colectivamente la próxima generación y el futuro de África».

Por ejemplo, el programa de comidas escolares del PMA en la República Centroafricana, que tiene como objetivo llegar a 200.000 jóvenes, está financiado a medias. Aún más crítico es el de Burkina Faso, que pretende llegar a 83.000 estudiantes y cuenta con el 0% de financiación.

En Níger, donde las comidas escolares del PMA alcanzan a más de 250.000 alumnos, el programa sólo está financiado en un 19%, por un 5% en el caso de Senegal. Otros países en situación de riesgo son Liberia, Malí, Mauritania y Níger, pero la escasez de fondos se extiende por toda la región.

«Estamos hablando de algunos de los niños más hambrientos y más vulnerables», dijo Dieng, quien añadió que «ésta es una crisis para la educación, pero también una crisis de nutrición y seguridad alimentaria, que son los pilares fundamentales del desarrollo».

En general, el programa del PMA prevé llegar a casi 2,2 millones de jóvenes africanos durante el curso académico 2017-2018, a menudo en zonas con niveles extremadamente altos de hambre y malnutrición. Sin una financiación adecuada, la mayoría de estos estudiantes terminarán el año escolar con hambre.

Diversos estudios muestran que las comidas ayudan a mejorar la asistencia a clase y las tasas de rendimiento, además de ser un incentivo clave para que los padres envíen a sus hijos (en particular, a las niñas) a la escuela y los mantengan allí.

Si bien algunos gobiernos y organismos dirigen o complementan el programa del PMA en África Occidental y Central, en muchos lugares esta agencia es la única o principal proveedora de comidas escolares. Sin embargo, a lo largo de los años, el Programa Mundial de Alimentos ha reducido su cobertura por falta de fondos.

Fuente de la Noticia:

http://ecodiario.eleconomista.es/sociedad/noticias/8615160/09/17/El-hambre-amenaza-a-15-millones-de-ninos-africanos-en-su-vuelta-al-cole-segun-la-onu.html

Fuente de la Imagen:

https://pixabay.com/es/ni%C3%B1os-escuela-%C3%A1frica-color-1054858/

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