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Egypt introduces 54.6K classrooms in 5 years

Asia/ Egypt/ 19.11.2019/ Fuente:

The government introduced 54,600 new classrooms between 2014 and 2019, as indicated in a report submitted by the Cabinet to the House of Representatives.

In the same period, 1.78 million school teachers received training to get qualified for the new educational system. Also, 35 Japanese schools, 14 schools for outstanding 14 STEM students, and Al Dabaa Nuclear School were constructed.

Minister of Investment and International Cooperation Sahar Nasr, Minister of Education and Technical Education Tarek Shawky, and Japanese Ambassador Masaki Noke signed in January a LE7.5 million grant that will be used to support Egypt-Japan Schools (EJS).

The size of cooperation between both countries has recorded $282 million, of which, $169 million are directed to EJS. The Egypt-Japan Education Partnership was launched in 2016 with the aim of establishing – across the country – 200 EJS adopting the Japanese concept of Whole Child Development through special activities, known as «Tokkatsu.»

The project began with 12 pilot schools 3 years ago. In the academic year 2018 – 2019, 35 schools were inaugurated in 21 out of 27 governorates. Next academic year, five others will be inaugurated in Kafr El-Sheikh, Daqahliya, Damietta, Assiut and Aswan.


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Indonesia’s teachers need a smarter education system

Asia/ Indonesia/ 28.10.2019/ Fuente:

Indonesia’s education system is paralysed by its macro-policy coordination.

Take teacher management, for example — Indonesia’s public school teachers are civil servants first and teaching professionals second. This curious employment arrangement means that they must prioritise loyaltyto the central government before students

Law No. 23/2014 on Local Government stipulates that the recruitment, payment, training, deployment and promotion of teachers across district and provincial boundaries fall under the central government’s jurisdiction, while local governments are only tasked with deploying teachers within their administrative boundaries.

But despite the central government’s more muscular administrative powers, it is not clear which ministry is in charge of managing Indonesia’s public school teachers. Under the current system, the Ministry of Education and Culture (MoEC) is responsible for non-religious education-related matters, while regulating state teachers in madrasa institutions falls under the jurisdiction of the Ministry of Religious Affairs (MoRA). But there has been a recent push to place public school teachers under the management of the Ministry of Administrative and Bureaucratic Reform (MoABR) — the ministry responsible for recruiting Indonesia’s civil servants.

The reason behind this push is that teachers’ qualifications need re-certification — the financing of teachers’ salaries is separate to the financing for curriculum development or administrative management. But this push is insensitive to Indonesia’s administrative peculiarities.

Indonesia’s public school teachers are divided into tenured and honorary positions, and honorary teachers account for a third of Indonesia’s 3.3 million educators. Tenured teachers’ salaries and retirement packages are paid out of the national budget. But pay for honorary teachers falls in a budgetary no-man’s-land. Some districts and provinces pay honorary teachers out of local budgets; in others, schools pay for honorary teachers out of their own pocket. Overall, honorary teachers’ take-home pay is lower than the stipulated regional minimum wage and is paid irregularly.

How can we ensure equality in teaching standards if there is no clear line of responsibility for managing Indonesia’s educators?

Prioritising a higher quality of education is crucial. The MoEC is mostly concerned with equalising opportunities and resources between every province and district rather than cultivating a generation of quality educators or amending its curriculum to be on par with global standards. As a result, education policy usually concentrates on ways to equalise opportunities in varying local contexts. The latest example is the nationwide shift in school admissions for public secondary schools from competitive exams to geographic zoning which was first implemented in 2017.

Indonesia’s public schools are stratified based on academic performance — better test scores attract more students with stronger academic aptitude, as well as bigger budgets. This competitive-entry system entrenches ‘favourite schools’ known for supposedly producing smarter graduates. Parents compete to send their children to such schools, as this can open pathways for further scholarships and opportunities.

The zoning policy was introduced with the explicit aim to desegregate public schools and to give studentsequal opportunity for quality education. But its execution was deeply flawed.

The MoEC air-dropped the zoning policy on local governments without any detailed guidance on how to implement it. Chaos ensued — teachers complained that they had to quickly change their teaching style to accommodate a more academically diverse cohort, parents were furious that their children were no longer eligible for favourite schools and students were shocked by the diversity of their peers.

The MoEC simply ignored these concerns and insisted on local government compliance — lest local officials be demoted or exiled. While local governments have the ability to determine their own goals and set local agendas, they are still tied to the MoEC when it comes to education systems overhaul.

Still, some areas successfully adapted the zoning policy. In Yogyakarta, for example, this was achieved by breaking admissions into tranches based on zoning, academic performance and special circumstances. But Yogyakarta is a rare case because its community places particularly high social value on education.

Add to the mix a more educated community, competent policymakers and a public willing to experiment for better education policy implementation, and there was strong local support for Yogyakarta’s municipal government to adapt the zoning policy to suit its needs. Few local governments have the will or the capacity to take such initiative.

Indonesia’s education policy will not be rectified simply by paring back central government control over local jurisdictions. But relying solely on central government intervention could undermine current good practice, because no two provinces, districts or cities are alike. Instead, the centre must build human capital in the provinces and give them sufficient resources to carry out their local agendas.

The MoEC must begin by improving its teacher recruitment and deployment system. Indonesia is still lacking teachers. Teachers are not deployed evenly across the country. But focusing on quantity alone risks creating an oversupply of under-managed teachers.

The MoEC should also look at overhauling its teaching quality assurance system to make sure teachers are well-qualified for their position and are provided with sufficient support for continuous professional development. Current programs that monitor teaching quality often miss the mark because their training curriculum tends to contradict monitoring requirements. This leads to policy implementation confusion at best, and at worst, millions of undereducated Indonesians.

The way forward is to learn from local governments’ experiences and tease out elements of success. Asuccessful decentralisation requires leadership from the smallest levels of the government up — not the other way around.

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Nigeria: Ekiti begins mass recruitment of primary school teachers

Africa/ Nigeria/ 07.08.2019/ Source:

The Ekiti State Universal Basic Education Board (SUBEB) on Monday commenced the process of recruiting teachers into public primary schools in the state.

A statement made available to the News Agency of Nigeria (NAN) in Ado-Ekiti by the Executive Chairman of SUBEB, Prof. Francisca Aladejana, said the planned mass recruitment was sequel to the approval of Gov. Kayode Fayemi.

According to her, the governor has directed the board to fill vacancies in public primary schools in the state without delay.

She said that application forms would be distributed free to applicants at the SUBEB headquarters in Ado-Ekiti on Tuesday and Wednesday between 8 am. and 4 pm.

Aladejana stated further that only applicants with verifiable credentials would be allowed to obtain the application forms.

She advised interested applicants with prerequisite qualifications to visit the SUBEB headquarters to collect their forms which must be submitted in person at the same venue on or before Friday for processing.

According to her, qualifying examination will hold on Aug. 17 at Ado-Ekiti, Ikere-Ekiti, Ikole-Ekiti, Ido-Ekiti, Ijero-Ekiti and Ode-Ekiti.

The SUBEB chairman warned that the board would not accept application forms submitted late .

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Teachers vote to stage largest-ever strike as negotiations with ministry stall

Oceania/ New Zealand/ 20.05.2019/ Source:

School teachers and principals across the country have agreed to stage New Zealand’s largest-ever strike as negotiations with the Ministry of Education continue to stall.

The Post Primary Teachers’ Association (PPTA) and New Zealand Educational Institute (NZEI) Te Rui Roa announced the move on Sunday, and said rolling strike action was also possible.

Ths strike, on May 29, will involve almost 50,000 primary and secondary teachers and primary principals, and will affect hundreds of thousands of students in more than 2000 schools.

PPTA members had also given authority for a five-week rolling strike across the country if the impasse was not resolved, although they hoped that would not eventuate.

The announcement came after teachers and principals voted in secret ballots over the past week, with both unions having each rejected four pay offers to date from the ministry.

The latest offer from the Government is for a $698 million pay improvement package for primary teachers and principals, and a $500m package for secondary teachers.

NZEI president Lynda Stuart said the teaching profession was not going to give up on achieving fair pay and sustainable working conditions.

«What do we want? It’s quite simple really. We want the time to teach, we want a significant pay jolt, and we want better support for those children who have additional learning needs.

«Giving teachers the time to teach and lead, and ensuring that teaching is a viable long-term career, is absolutely essential if our children in this nation are to get the future that they deserve and need.»

It will be the third time primary teachers and principals had staged a strike during the standoff, but the first time secondary teachers had done so.

Secondary school principals were in separate negotiations.

PPTA president Jack Boyle said he hoped the strike would make the Government sit up and take notice.

«Unfortunately, we have got to a point where our bargaining team has said. ‘We do not believe that a settlement is possible through negotiation at this point’.»

Wellington Girls’ College teacher Cameron Stewart said the current school system was failing students. «We have students who will go through school without a specialist maths teacher.

«It is important that all students throughout the country get the benefit of someone who is a subject expert and is passionate about their subject.

«We don’t want people who are teaching their third or fourth [specialist] subject who have no particular experience and no training in it.»

Teaching needed to be seen as a desirable profession, with a salary which kept up with professions requiring similar qualifications, Stewart said.

Wainuiomata Primary School deputy principal Tute Porter-Samuels said many staff could not afford to strike, but neither could they afford «propping up an undervalued, underfunded system at the cost of our own health and wellbeing».

Teachers did not have enough time outside of the classroom to plan programmes for children with extra needs, call or meet parents, or collaborate on school programmes, she said.

Education Minister Chris Hipkins said the $1.2 billion pay offer was one of the largest on offer across the public sector.

It would result in an extra $10,000 for most primary school teachers, and almost as much for secondary teachers, he said.

«I certainly don’t think a strike is justified.»

Hipkins also acknowledged teachers were not just after more pay, and noted the Government had invested $95m in teacher recruitment and $217m in employing more learning support coordinators.

He wanted the unions to enter facilitated bargaining, and hoped they would take up the offer.

«We’re getting serious about the issues that they’re raising, but we’re never going to be able to solve every problem overnight. These problems have been over a decade in the making.»

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