Servicios educativos

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Insight Academy of Canada Celebrates Grand Opening, Offers International Opportunity for Students Seeking Ontario High School Credits

Noticias

Canadá/Febrero de 2017/Fuente: Newswire

RESUMEN: La ceremonia de inauguración se llevó a cabo en el campus físico de la escuela en Scarborough, donde asistieron estudiantes, maestros, personal y miembros de la comunidad. Scarborough-Agincourt MP Arnold Chan, Gerente de la Oficina de Constitución, Maestro Hilla, también asistieron a presentar un desfile de felicitación. «Estamos abriendo esta escuela para que más estudiantes puedan tener acceso a maestros y cursos que cumplan con los altos estándares de Ontario» dijo Jerry Yang, Director y Cofundador de Insight Academy of Canada. «Nuestro sistema escolar canadiense es uno de los mejores del mundo, y los estudiantes tanto a nivel local como internacional merecen la oportunidad de beneficiarse de este sistema». La nueva escuela ofrece cursos en el sitio de Scarborough, incluyendo un programa de tiempo completo dirigido a estudiantes internacionales que son nuevos en Canadá. Los servicios estudiantiles en este programa tienen como objetivo crear una transición suave para los jóvenes recién llegados estableciendo alojamientos residenciales, ayudando a los estudiantes a adaptarse a la nueva cultura y proporcionando apoyo lingüístico según sea necesario.

Today marked the official opening of Insight Academy of Canada, an onsite and online high school offering courses from Grade 9 to 12. The opening ceremony was held at the school’s physical campus in Scarborough and attended by students, teachers, staff, and community members. Scarborough-Agincourt MP Arnold Chan’s Constituency Office Manager, Hilla Master, also attended to present a congratulatory scroll.

«We are opening this school so that more students can have access to teachers and courses who meet Ontario’s high standards» said Jerry Yang, Principal and Co-Founder at Insight Academy of Canada. «Our Canadian school system is one of the best in the world, and students both locally and internationally deserve the opportunity to benefit from this system.»

The new school offers onsite courses from the Scarborough location, including a full-time program directed at international students who are new to Canada. Student services in this program aim to create a smooth transition for young newcomers by setting up residential accommodations, assisting students while adjusting to the new culture, and providing language support as needed.

Online courses are also offered by Insight Academy of Canada as an alternative to the traditional classroom. «The way young people are earning their education is changing» said Yang, «online courses create a new option for students who would not otherwise have access to a traditional high school in Canada.» Yang added that the school has started outreach to international students who want to get a head start before making the move to Canada.

For local students in and around the GTA, the school is offering a flexible way to complete high school on a course-by-course basis, as well as a non-profit Olympiad Math Program as an affordable option for extracurricular competitive math training.

Fuente: http://www.newswire.ca/news-releases/insight-academy-of-canada-celebrates-grand-opening-offers-international-opportunity-for-students-seeking-ontario-high-school-credits-612783453.html

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Nueva Zelanda: Kids face three hours on school bus as some new routes prove undrivable

Noticias

Oceanía/Nueva Zelanda/Noviembre de 2016/Fuente: Stuff

RESUMEN: Los cambios en las rutas rurales de los autobuses escolares significan que los alumnos jóvenes pasarán tres horas al día en carreteras sinuosas, lo que, según un director preocupado, los dejaría cansados y menos capaces de aprender. Se espera que los cambios en el viaje en autobús a comienzos del próximo año afecten a 23 escuelas alrededor de la provincia de Nueva Zelanda, después de que el Ministerio de Educación cambió las reglas para permitir que los autobuses recojan a los niños tan temprano como a las 7 am. Kelvin Woodley, director de Tapawera Area School en el distrito de Tasman, dice que el Ministerio de Educación ha propuesto nuevas rutas para los autobuses gratuitos utilizados por dos tercios de los 198 alumnos de la escuela.

Changes to rural school bus routes mean young pupils will spend three hours a day on winding country roads, which a worried principal says will leave them tired and less able to learn.

Changes to the bus commute at the start of next year are expected to affect 23 schools around provincial New Zealand, after the Ministry of Education quietly changed the rules to allow buses to pick up kids as early as 7am.

Kelvin Woodley, principal of Tapawera Area School in Tasman District, says the Ministry of Education has proposed new routes for the free buses used by two-thirds of the school’s 198 pupils.

But a computer algorithm that’s meant to find the optimal route based on students’ home addresses has produced routes that are undriveable, says Woodley.

Until recently, ministry guidelines stated no pickup on the free school bus should be earlier than 7.30am, but Woodley said new guidelines allow timetables to start from 7am.

Tapawera school, born of a 1940s amalgamation of tiny country schools, takes students from Year 1 to Year 13. Woodley says the proposed new routes could add half an hour in each direction, leading to up to three hours’ travelling a day.

«An extra hour a day for a five-year-old counts significantly. We need to consider the impact it has on their education.»

Dairy farmer Sheryl Culling lives around 21km to the west of Tapawera school. Her daughter Alicia, 11, is in Year 6 and Conor, 9, is in Year 4.

Currently the bus picks them up at 8am and drops them at 3.45pm. Culling said merging two routes could mean a 7am pickup. The additional distance would leave her children more tired, «and everyone knows what tired grumpy kids are like.»

Federated Farmers board member Rick Powdrell said children in the country needed the same academic opportunities as those in the city.

«Rural kids have enough barriers in front of them as far as getting a like education to urban kids. Sitting on a school bus for a long period of time it doesn’t augur well for a good learning day.»

Kelvin Woodley said he was pushing back at the ministry’s suggested route changes, planned for next year, «and we don’t know how it will look in the end».

He said the new routes were generated by a program that plotted an optimal route based on pupils’ home addresses, but the system seems flawed.

One route included a road that is considered unsafe because it is heavily used by logging and milk trucks. One new pickup point would have involved crossing a stream that has no bridge.

«You need to see it geographically before it makes sense.»

Jerome Sheppard, head of the Ministry of Education infrastructure service, said the ministry always took advice from locally-based staff before finalising routes and would never include roads known to be unsafe.

He recognised students living in remote areas faced significant school journeys, but bus routes were designed to follow «the most efficient distance possible» between students’ homes and schools.

«If there are any particular concerns on specific routes we would be happy to discuss those concerns,» he said.

«We regularly review our routes and the funding we spend on direct-resourcing transport networks so that we are making the best possible use of taxpayer funding. We are committed to continuing to transport every eligible child to school, wherever they live.»

Sheppard said Tapawera was one of 23 schools where the Ministry was planning changes early next year. The changes would affect about 40 bus routes.

«The vast majority of children – about 600,000 – get to school by either walking, cycling, public transport, or by being dropped off by car.»

Fuente: http://www.stuff.co.nz/national/education/86637554/Kids-face-three-hours-on-school-bus-as-some-new-routes-prove-undrivable

 

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France inks MoU to offer 200 scholarships to unprivileged Pakistani students

Noticias

Europa/Francia/Noviembre de 2016/Autor: Parvez Jabri/Fuente: Brecorder

RESUMEN: Francia y Pakistán han firmado un memorando de entendimiento (MoU) que ofrece 200 becas basadas en las necesidades de los estudiantes pakistaníes no privilegiados en varios temas para promover la cooperación educativa entre los dos países. El MOU fue firmado por el Embajador de Francia en Pakistán Martine Dorance y el Presidente de la Comisión Superior de Educación (HEC), Dr. Mukhtar Ahmed, en una simple ceremonia aquí en la residencia del enviado francés el viernes. Las becas estarán disponibles a partir del próximo año. La embajadora de Francia, en sus declaraciones en la ocasión, dijo que el Memorando de Entendimiento reforzará los puentes entre las dos personas. La educación superior fue uno de los pilares de la cooperación Pak-Francesa y el Memorando de Entendimiento firmado hoy daría becas a aquellos estudiantes que no tuvieran medios suficientes para continuar su educación.

France and Pakistan have inked a memorandum of understanding (MoU) offering 200 needs-based scholarships to the unprivileged Pakistani students in various subjects for promoting educational cooperation between the two countries.

The MOU was signed by French Ambassador to Pakistan Martine Dorance and Higher Educational Commission (HEC) Chairman Dr Mukhtar Ahmed in a simple ceremony here at the residence of French envoy late Friday. The scholarships would be available from next year.

The French ambassador, in her remarks on the occasion, said the MoU would further cement bridges between the two people. Higher education was one of the pillars of Pak-French cooperation and the MOU, signed today, would give scholarships to those students, who did not have sufficient means, to continue their education.

Later, the envoy hosted the annual dinner in honour of Pakistan-France Alumni Network (PFAN). In her remarks on the occasion, she said 500 students from Pakistan were already in France to pursue their studies in different subjects in French educational institutions. France, she said, was the world’s third destination for international students and it would like to have more students from Pakistan.

A delegation of Pakistani educationists led by HEC Chairman Dr Mukhtar Ahmed visited France early this year, which was quite fruitful and after exchange of views it was decided then to further increase partnership between the two countries, she said. Pakistani universities, she said, had also agreed to introduce new programmes in that regard and would open up information centres in Karachi, Lahore, Faisalabad and Peshawar to let students know of the available opportunities in French institutions.

The French envoy said members of the PFAN were Pakistan’s ambassadors in France whenever they were visiting there. Similarly, they were French ambassadors while working in Pakistan. «You are the bridge between the two countries,» she added.

«We want to forge long lasting relations between France and Pakistan. We wish you will return to France as businessmen and as investors,» she said while referring to PFAN members.

She thanked the HEC chairman for his efforts in promoting Pak-French cooperation in the field of education.

The envoy said after a very successful Pakistan Day in France in June this year, it was decided to organize a French Day in Pakistan next year.

Speaking on the occasion, HEC Chairman Dr Mukhtar heaped praise on the French envoy, saying she infused a new impetus into Pak-French relations hence ties between the two countries were growing.

He said a conference on archaeology would be organized in Lahore next year and another moot on Gandhara Art was being planned in France in 2018, which would help enhance cultural cooperation between the two sides.

He said Pakistani universities would set up Knowledge Parks in different campuses to promote cooperation between the two countries . All the work had been done to set up an advanced study in climate and the French government had shown interest to be a partner in that regard, he added.

The dinner was attended by Secretary Science and Technology Fazal Abbas and members of the PFAN and vice chancellors of various universities.

PFAN President Dr Khalid Saleem, in his remarks on the occasion, expressed his gratitude to the French envoy for hosting a dinner for PFAN members and assured her it would continue to work for strengthening links between Islamabad and Paris.

Fuente: http://www.brecorder.com/pakistan/general-news/327660-france-inks-mou-to-offer-200-scholarships-to-unprivileged-pakistani-students.html

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Sanción para quienes impongan cuotas escolares.

Kristell Vargas

Así lo plantea la iniciativa de reforma al artículo 95 de la Ley de Educación del Estado, que será presentada por el diputado Oscar Bautista Villegas.

Por: Kristell Vargas

Pese a que la ley de Educación en San Luis Potosí prohíbe el cobro de cuotas escolares que condicionen la prestación de servicios educativos impartidos por el Gobierno del Estado, es necesario especificar en la ley las sanciones para quienes incumplan con dicho mandato.
Así lo plantea la iniciativa de reforma al artículo 95 de la Ley de Educación del Estado, que será presentada ante el Pleno por el diputado Oscar Bautista Villegas, la cual busca brindar la certeza de que los servicios prestados por el sistema educativo en la entidad sean de carácter gratuito.
Señala que es común que cada que inicia un nuevo periodo educativo se presentan quejas por parte de los padres de familia, debido a que se les condiciona el acceso a la educación al pago de diversas cuotas, generando con ello un esquema discriminatorio que incrementa la brecha de desigualdad entre los educandos menores propiciando el escarnio y las burlas debido a que no pueden ser inscritos por no contar con los recursos para el pago de estas cuotas.
Así mismo menciona que esta práctica además es usada como medio de presión pues muchas veces no se permite la entrega de documentos si no se cubren las cuotas o también se condicionada presentación de exámenes hasta el pago correspondiente.
“En ningún caso se podrá condicionar la inscripción, el acceso a la escuela, la aplicación de evaluaciones o exámenes, la entrega de documentación a los educandos, o afectar en cualquier sentido la igualdad en el trato a los alumnos, al pago de contraprestación alguna“, establece.
Fuente: http://www.elexpres.com/2015/nota.php?story_id=121351.
Imagen: http://www.elexpres.com/images_news/88dedboscar-bautista-villegas1.jpg.
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Nueva Zelanda: Open Polytechnic Launches New ECE Diploma

Noticias

Oceanía/Nueva Zelanda/Noviembre de 2016/Fuente: Scoop Independient News

RESUMEN: El lanzamiento del Diploma de Nueva Zelanda en Educación y Cuidado de la Primera Infancia (Nivel 5) por Open Polytechnic, el principal proveedor de enseñanza a distancia de Nueva Zelanda, está dirigido a mejorar los estudiantes que desean seguir una carrera en el sector de educación infantil. El nuevo diploma se extiende a Open Polytechnic de las calificaciones de la ECE que incluyen la Licenciatura en Enseñanza (Educación Infantil), el Certificado Nacional de Educación y Cuidado de la Primera Infancia (Nivel 3), y el Certificado en Práctica de la Primera Infancia (Nivel 4), que proporciona Un camino hacia el nuevo diploma de nivel 5. El Diploma de Nueva Zelanda en Educación y Cuidado de la Primera Infancia (Nivel 5) le da a los graduados las habilidades y conocimientos que necesitan para trabajar en una variedad de entornos de la primera infancia, tales como centros de atención basados en hospitales, Servicios, incluyendo contextos de primera infancia basados en la cultura.

The launch of the New Zealand Diploma in Early Childhood Education and Care (Level 5) by Open Polytechnic, New Zealand’s leading provider of distance learning, is aimed at upskilling students who want to pursue a career in the early childhood education sector.

The new diploma extends Open Polytechnic’s suite of ECE qualifications that include the Bachelor of Teaching (Early Childhood Education), the National Certificate in Early Childhood Education and Care (Level 3), and the Certificate in Early Childhood Practice (Level 4), which provides a pathway into the new Level 5 diploma.

The New Zealand Diploma in Early Childhood Education and Care (Level 5) gives graduates the skills and knowledge they need to work in a variety of early childhood settings such as centre-based, hospital-based, home-based, nanny and parent-led services including culturally based early childhood contexts.

Throughout the diploma, which is offered through distance learning backed up by face-to-face workshops and a five week practicum, students learn skills in using a range of learning theories to promote children’s learning, biculturalism, and how to apply professional standards and reflective practice when working in an early childhood setting.

“The Diploma of Early Childhood Education and Care is a perfect way to build your career and prepare for higher level study while making a real difference to the education and care of young children,” says Senior Lecturer, Sonja Rosewarne.

Graduates of the Diploma of Early Childhood Education and Care who want to progress on to becoming an early childhood education teacher may be eligible to cross-credit into the Open Polytechnic Bachelor of Teaching (Early Childhood Education).

Fuente: http://www.scoop.co.nz/stories/ED1611/S00019/open-polytechnic-launches-new-ece-diploma.htm

 

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China mejorará servicios educativos para ancianos

Noticias

China/24 de Octubre de 2016/Spanish

China ofrecerá más políticas de apoyo para mejorar los servicios educativos destinados a los mayores, según un plan dado a conocer hoy miércoles por la Oficina General del Consejo de Estado, gabinete chino.

Según el texto, China establecerá un sistema integral de educación para la tercera edad en 2020 con enfoques docentes y contenidos diferenciados.

El documento estimula a las comunidades, los hogares de ancianos y otras instalaciones de cuidado para los mayores a iniciar una serie de cursos y el gobierno ofrecerá el apoyo pleno, incluidos subsidios financieros y servicios informáticos.

De acuerdo con el plan, más del 20 por ciento de la población anciana del país será capaz de participar de manera regular en varias actividades educativas en 2020.

Hasta finales de 2015 las personas de más de 65 años de edad supusieron más del 10 por ciento de la población china.

En 2020 el número de mayores alcanzará los 240 millones, o un 17 por ciento de la población, según las estimaciones de la Comisión Nacional de Salud y Planificación Familiar del país.

Fuente: http://spanish.peopledaily.com.cn/n3/2016/1019/c31621-9129801.html

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Nueva Zelanda: Special education demand up, satisfaction down – report

Noticias

Oceanía/Nueva Zelanda/Octubre de 2016/Fuente: RNZ

RESUMEN: Hubo alrededor de 2000  peticiones más de ayuda para niños con necesidades especiales el año pasado, pero la satisfacción con el servicio cayeron, el Ministerio de Educación muestra un informe anual. La satisfacción con la calidad de los servicios de educación especial básicos proporcionados por el ministerio ha disminuido de 75 a 71 por ciento en el año 2015-16 , dijo, mientras que la satisfacción con los progresos realizados por los niños con necesidades especiales se redujo de 76 a 69 por ciento. El ministerio se enfrentó con un número significativamente mayor de demanda y las expectativas del año pasado había llevado a cabo mejoras, según el informe. Los niños esperaron un promedio de 73 días para acceder a un servicio de educación especial, que fue menor que el estándar de presupuesto de 75 días. Según el informe, 34,226 niños recibieron servicios básicos de educación especial en el año 2015-16, alrededor de 2000 más que el ejercicio anterior.

There were about 2000 more requests for help for children with special needs last year, but satisfaction with the service fell, the Ministry of Education annual report shows.

Satisfaction with the quality of core special education services provided by the ministry fell from 75 to 71 percent in the 2015-16 year, it said, while satisfaction with the progress made by children with special needs fell from 76 to 69 percent.

The ministry was faced with significantly higher demand and expectations last year and it had made improvements, the report said.

Children waited an average of 73 days to access a special education service after being referred, which was lower than the budget standard of 75 days.

The report said 34,226 children received core special education services in the 2015-16 year, about 2000 more than the previous financial year.

Fuente: http://www.radionz.co.nz/news/national/316267/special-education-demand-up,-satisfaction-down-report

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