Servicios educativos

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150 students attend Australian counselling session

Noticias

Oceanía/Australia/Octubre de 2016/Fuente: Muscat Daily

RESUMEN: El Organismo Australiano de Servicios de Educación Superior-StudyCo (AAHES-StudyCo) organizó una sesión de asesoramiento para los estudiantes en el Radisson Blu Hotel, el martes. Alrededor de 150 estudiantes asistieron al evento. La sesión tuvo como objetivo proporcionar a los estudiantes y los padres la oportunidad de reunirse con representantes de las principales universidades en Australia y ayudarles a adquirir una idea de los aspectos de estudios en el extranjero. Elizabeth Ipe, gerente, AAHES-StudyCo dijo: «Este evento es organizado por AAHES-StudyCo cada año y estudiantes de varios colegios asisten a ella. Se sabe proporcionar a los estudiantes de la asistencia de expertos en el estudio de sultanato en Australia durante más de una década. Nuestra empresa se basa en Melbourne, con oficinas en Australia. Nos aseguramos de que los estudiantes se admiten en cada paso de su viaje educativo.

The Australian Agency for Higher Education Services-StudyCo (AAHES-StudyCo) hosted a counselling session for students at Radisson Blu Hotel, on Tuesday.

Around 150 students attended the event.

The session aimed to provide students and parents an opportunity to meet representatives from leading universities in Australia and help them gain insight into aspects of studying abroad.

Elizabeth Ipe, manager, AAHES-StudyCo said, “This event is organised by AAHES-StudyCo every year and students from various colleges attend it.

It is known to provide students from the sultanate expert assistance on studying in Australia for over a decade. Our company is based in Melbourne, with offices throughout Australia. We ensure that students are supported in every step of their educational journey.

“Over the last decade, we have been proud to assist ministries, schools and private companies and, most importantly students and parents, obtain information about the important and life-changing experience of studying abroad. All our recruitment services are completely free of charge.”

Hilal Izki, director of postgraduate scholarships from the Ministry of Higher Education said, “Australia is one of the best countries for students from Oman. It is also popular because of its environment and friendly people. Some of the world’s top universities are from Australia. It is also reasonable as compared to some European countries with quality of education.”

He added, “There are government representatives and consular general who personally look after the students and their welfare. Most of the students from Oman prefer Melbourne and Queensland.”

Fuente: http://www.muscatdaily.com/Archive/Oman/150-students-attend-Australian-counselling-session-4tug

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India: Students’ union polls in, semester system out from next session in MP

Noticias

Asia/India/Septiembre de 2016/Autor: Shruti Tomar/Fuente: Hindustantimes

RESUMEN: Una hora de protestas organizadas por  Akhil Bharatiya Vidyarthi Parishad (ABVP) obligó al Ministro de Educación, Jaibhan Singh Pawaiya  a ceder a sus demandas y levantar una prohibición a las elecciones sindicales de los estudiantes en los colegios y universidades. Las protestas también le hicieron decidir acabar con el sistema de semestre en los cursos de pregrado. El miércoles, cientos de trabajadores ABVP con sus líderes realizaron una protesta en la capital del estado con el tema de la calidad de la educación que, alegaron, consiguió afectada debido al sistema de semestre. En la solicitud de Carta 35, la revocación de la prohibición sobre las elecciones del consejo estudiantil, el aumento de las tasas de castas y los estudiantes de tribus y el aumento en el número de albergues para las niñas fueron las principales demandas.

Ust an hour of protests organised by the Akhil Bhartiya Vidyarthi Parishad (ABVP) compelled MP higher education minister Jaibhan Singh Pawaiya on Wednesday to concede to their demands and lift a ban on students’ union elections in degree colleges and universities. The protests also made him decide to do away with the semester system in under-graduate courses.

The students’ union elections were suspended five years ago. The last ‘direct elections’ were held in 1986. They were suspended for some years and finally resumed, albeit in an ‘indirect’ manner, under recommendations of the Lyngdoh committee. These continued till 2011 when they were again suspended.

According to the announcement made by the minister, the elections would be held from the next academic year and the semester system will also be done away with from the next session.

Citing violence on the campus due to the elections, the direct election was banned in 2008. In 2011, a student council election was held on the basis of merit but it was also discontinued later.

The semester system was introduced in 2008 and the associations said the syllabus was not divided well and since there were two examinations in one year, the universities and college management could not conduct the examinations properly and the exams were always delayed.

On Wednesday, hundreds of ABVP workers with their leaders staged a protest in the state capital on the issue of quality of education which, they alleged, got affected due to the semester system.

In the 35 charter demand, revocation of ban over student council election, ending semester system, increasing fees of scheduled caste and scheduled tribe students and increase in number of hostels for girls were the main demands.

The ABVP claimed it had support from its parental organisation RSS to take on the political wing of the RSS — the Bahratiya Janata Party, the ruling party in MP — on the issue of education. They claimed the quality of education was deteriorating by the day whereas the government had adopted an indifferent attitude towards higher education.

ABVP national general secretary Vinay Bidre, state secretary Rohin Rai and technical wing head Ankit Garg were leading the protests. They took out a protest rally from Ayush Ground and were planning to gherao the state secretariat but the police stopped them at Tin Shed near New Market.

Rai said, “We urged the government many times but they were not paying any attention to our demands so we were compelled to take this step against the BJP-led state government.”

The pressure from its own student union forced MP’s higher education minister to appear in the rally and make the announcements conceding to four demands. Pawaiya announced that scholarship for scheduled caste and scheduled tribe students will be increased and more hostels will be opened for girl students.

Locals react

The protest rally was nothing but a drama by the ABVP and the BJP government, said Vivek Tripathi, spokesperson of the National Students’ Union of India (NSUI) – the student wing of the Congress.

Tripathi said, “In the capital city, contract teachers, contract employees and many other organisations held rallies for their pending demands but no minister ever bothered to listen to their problems. But in today’s rally, the higher education minister himself came to make the announcements.”

He said this all happened as the ABVP was losing its base from the educational institutes and to strengthen them, “the drama was staged.”

However, the teachers and the students welcomed the decision.

MP Government Collegiate Professor Association secretary Anand Sharma said, “The students’ union elections are an important part of the democratic set up. This will not only develop leadership qualities among the students but also help them in raising their problems.”

“The decision to end the semester system is also a good move as without proper infrastructure and teaching staff, the system had failed,” he added.

Fuente: http://www.hindustantimes.com/education/students-union-polls-in-semester-system-out-from-next-session-in-mp/story-Td9rOCT4QdHaD72OpRd0EK.html

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Perú: Minedu suscribe primer paquete de proyectos adjudicados por convenio de obras por impuestos

Noticias

Perú / 21 de septiembre de 2016 / Fuente: http://www.minedu.gob.pe/

El mejoramiento de los servicios educativos en tres colegios públicos de los distritos de Catac, Recuay y Pararín (Áncash) será posible en virtud a un convenio de Obras por Impuestos (OxI) suscrito por el Ministerio de Educación (Minedu) y la Compañía Minera Antamina S.A., que beneficiará directamente a más de mil estudiantes.

Según el acuerdo firmado el 8 de setiembre, se ejecutarán tres proyectos que involucran un compromiso de inversión equivalente a 21 millones de soles que incluye los costos de elaboración de los expedientes técnicos, la ejecución de las obras, así como la provisión de mobiliario y equipamiento para las escuelas que serán beneficiadas.

Estas son la IE N.° 86577 César Vallejo Mendoza (Catac), IE N.° 86559 Libertador San Martín (Recuay) y la IE N.° 86567 San Juan de Pararín (Pararín).

Se estima que los colegios estarán completamente implementados durante el segundo semestre de 2017, debido a la rápida intervención que permite el mecanismo de OxI.

Los proyectos corresponden a la política del sector educación de unir esfuerzos con el sector privado para reducir la brecha de infraestructura educativa en el Perú.

El Minedu continuará implementando el mecanismo de OxI por lo que actualmente se están realizando los procesos de selección para el financiamiento y ejecución de al menos cinco proyectos de inversión pública en la región Piura y uno en Lima.

Fuente noticia: http://www.minedu.gob.pe/n/noticia.php?id=39714

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India: Gap in quality between government and public schools is troubling

Noticias

Asia/India/Septiembre de 2016/Autora: Rebecca Bundhun/Fuente: The National

RESUMEN: En la escuela Malleswaram en Bangalore, que consiste en un par de aulas básicas, un grupo de niños de 8 años de edad, sentados en el suelo, practican su escritura en kannada, el idioma local. Su maestro no habla Inglés. Ellos no tienen escritorios. A la hora del almuerzo,  se sientan en el suelo para comer su almuerzo. La escuela dirigida por el gobierno es gratis. Lejos de la ciudad, en el campo de Belgaluru, la escena no podía ser más diferente en la Escuela Internacional de Stonehill, una escuela privada sin ánimo de lucro, creada por uno de los principales promotores de Bangalore, Embajada de grupo. Allí, los niños de la India y de expatriados privilegiados disfrutan de modernas aulas donde se imparten en Inglés y tienen los beneficios de una amplia cafetería, una piscina y amplios campos de juego repartidas en 34 acres. Las tasas varían de US $ 9,400 a más de $ 26,000 al año. Estos son los dos extremos del sistema educativo de la India.

At the Malleswaram school in Bengaluru, which consists of a few basic classrooms, a group of 8-year-old children sit on the floor, practising their writing in Kannada, the local language. Their teacher does not speak English. They do not have desks. At lunch time, they again sit on the ground to eat their lunch. The government-run school is free of charge.

Away from the city, in Belgaluru’s countryside, the scene could not be more different at the Stonehill International School, a non-profit private school, set up by one of Bengaluru’s major property developers, Embassy Group. There, privileged Indian and expat children enjoy modern classrooms where they are taught in English and have the benefits of a large cafeteria, a swimming pool and expansive playing fields spread across 34 acres. The fees range from US$9,400 to more than $26,000 a year.

These are the two extremes of India’s education system.

There are huge opportunities in the education sector, given a growing need for more good schools, a young population, an expanding middle class and parents’ willingness to invest heavily in their children’s education. And despite the fact that India’s school system is largely based on non-profit models because of regulations, education providers are finding ways to legitimately generate profit from schools, creating significant business opportunities. To take a profit, there has to be a dual structure between a trust that runs the school and a management company that provides the educational support.

India Ratings and Research, part of Fitch Group, highlighted in a recent report that «the education sector has tremendous potential to grow due to the huge demand-supply gap».

It says the country needs a further 200,000 schools, along with 35,000 colleges and 700 universities. The size of the market will reach 7,800 billion rupees (Dh427bn) this year, up from 6,423bn rupees last year, according to India Ratings.

Ramya Venkataraman, the founder and chief executive of the Centre for Teacher Accreditation (Centa) and the former leader of McKinsey’s education practice in India, says that demand for quality schools has grown significantly in recent years.

«This is driven by several things, such as spending more on education and greater understanding of what quality means because of the efforts of organisations and because of national level tests that have started,» she says. «At the bottom of the pyramid, there is also some amount of shift from government schools to private schools, mainly because of the need for English medium, which government schools offer only to a limited extent.»

Ms Venkataraman says there is another gap in the government school system, where many schools stop at seventh or eighth grades. Enrolment in secondary schools is rising and children may not necessarily be able to access a government secondary school nearby, forcing parents to send their child to a private school if they want to continue their education.

Demand for private schooling «is not just about elite private and international schools» but «it’s across the board, across income segments and geographical segments», she says.

There is «a perceived quality difference» between government and affordable private schools, although she adds there is some debate over this.

Even India’s poorer citizens, from road sweepers to taxi drivers, say that they send their children to affordable private schools because they are not happy with the standard of education at government schools.

«The amount of money that parents are willing to spend is definitely going up,» says Pranav Kothari, the vice president of the large-scale education programme at Educational Initiatives, a technology solutions company in India involved in assessments and benchmarking of schools. «I don’t think there’s any doubt about the amount of money that is being thrown at education.»

Fuente: http://www.thenational.ae/business/economy/india-education-gap-in-quality-between-government-and-public-schools-is-troubling

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Nueva Zelanda: Blueprint to resolve weaknesses in education

Noticias

Oceanía/Nueva Zelanda/ Septiembre de 2016/Autor: John Gerritsen/Fuente: RNZ

RESUMEN: La Comisión de Servicios del Estado tiene problemas de larga data en la educación para resolver dentro de los 10 años. El Plan de la Comisión para la Administración de la Educación, dijo que había demasiada variación en lo bien que la gente hizo en el sistema educativo, especialmente los maoríes y Pasifika, y que las buenas prácticas eran irregulares y lentas para propagarse. La comisión dijo que el sistema educativo de Nueva Zelanda estaba todavía lejos de ser de alto rendimiento. «Hay demasiadas deficiencias sistémicas en la forma de financiación, la información y el talento se desarrollan y despliegan para estar seguros de que los buenos resultados que vemos son el resultado de un buen funcionamiento del sistema, en lugar de la personalidad o factores específicos para cada situación, el sistema educativo debe ser de clase mundial en 10 años y pidió avances en los próximos cuatro años, incluido un mejor rendimiento, la educación unificada, salud y servicios sociales para los más necesitados, y que la comprensión del público  que influyen en el sistema» dijo el informe.

The State Services Commission wants long-standing problems in education resolved within 10 years.

The Commission’s blueprint for stewardship of education said there was too much variation in how well people did in the education system, especially Maori and Pasifika, and good practice was patchy and slow to spread.

The commission said New Zealand’s education system was still some way off being high-performing.

«There are too many systemic weaknesses in the way funding, information and talent are developed and deployed to be confident that the good results we do see are the result of good system performance, rather than personality or situation-specific factors,» the report said.

The blueprint said the education system should be world-class in 10 years and called for progress in the next four years, including improved achievement, unified education, health and social services for those most in need, and the public understanding and influencing the system.

It said the system should deliver on its purpose of ensuring that every learner succeeded and New Zealand prospered. It should also ensure best use of available information, talent and money, and innovate and improve over time.

It said the two main areas where new effort was required were involving learners and providing more inspiring leadership.

In a combined response, Careers New Zealand, the Tertiary Education Commission, the New Zealand Qualifications Authority, the Education Review Office, Education New Zealand and the Education Council said they were aware of the problems and would work together more closely.

They said they would accelerate Māori and Pasifika achievement by providing better pathways for young people at risk of low achievement.

They also planned to provide online information, advice and issues resolution, improve the quality of teaching and leadership, and align or consolidate their data systems and analytical capability.

The organisations’ report said they would also: «Quickly establish a high impact high visibility flagship project (for example, provide learners with their progressive record of learning from ECE to tertiary) to demonstrate our ability to work together across agencies and with learners, parents, teachers and the private sector with wide benefits.»

Educational Institute president Louise Green said education agencies did need to work together more closely, but she doubted they would make much progress without more funding.

«I think it’s impossible because the bottom line is the system’s under-funded now. Every principal in the country would tell you that,» she said.

Post Primary Teachers Association president Angela Roberts said the report was a good idea, but had missed some fundamental questions.

«For the first time, to their credit, they’ve looked right across the system and looked at all seven agencies directly involved with education, yet they haven’t even raised the question as to whether that structure is the best structure for our system.»

Fuente: http://www.radionz.co.nz/news/national/313452/blueprint-to-resolve-weaknesses-in-education

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Sudáfrica: Education Department Will Likely Miss School Infrastructure Deadline

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África/Sudáfrica/17 de Septiembre de 2016/Autora: Diana Mellow/Fuente: All Africa

RESUMEN: El Departamento de Educación Básica dice que es poco probable que todas las escuelas públicas en África del Sur  reunan las normas y estándares mínimos en la infraestructura educativa para la fecha límite del 29 de noviembre. En 2013, el Ministro de Educación Básica, Angie Motshekga, publicó el conjunto vinculante de las normas mínimas que todos los sistemas escolares provinciales de Sudáfrica que debian trabajar. El documento requiere que todas las escuelas públicas en Sudáfrica tengan acceso a agua, electricidad, instalaciones sanitarias portátiles, personal de seguridad y conexión a internet. También limita el tamaño de clase a 40 alumnos o menos. Las normas mínimas  requieren que todas las escuelas tengan bibliotecas, laboratorios de ciencias, y  áreas de educación física. Las escuelas para los estudiantes de educación especial deben ser plenamente accesibles para las sillas de ruedas en virtud de las disposiciones. La política se produjo después de una campaña por el movimiento social, la Igualdad de Educación.

The Department of Basic Education says it is unlikely that all public schools in South Africa will meet the Minimum Norms and Standards for School Infrastructure by the November 29 deadline.

In 2013, the Minister of Basic Education, Angie Motshekga, published the legally binding set of minimum standards which all provincial school systems in South Africa must work toward. The document requires that every public school in South Africa have access to water, electricity, ablution facilities, security personnel, and internet. It also limits class size to 40 learners or less. The Minimum Norms and Standards require all schools to have libraries, science laboratories, and areas for physical education. Schools for special education learners must be fully accessible for wheelchairs under the provisions. The policy came about following a campaign by education social movement Equal Education.

After it was agreed that the policy would be legally binding, the national department began the Accelerated Schools Infrastructure Delivery Initiative (ASIDI) to help schools meet the new requirements and to rebuild schools constructed from harmful materials. 170 schools have since been constructed out of a targeted 510, according to the department’s records. 126 of these new schools are in the Eastern Cape. ASIDI is also working on securing water access in this region, though 55 schools still do not have clean, running water, the department said.

Albert Gumbo, head of communications for ASIDI, said most of the delays have arisen during construction in the Eastern Cape. Contractors often perform poorly and take longer than expected. Inclement weather and unpaved roads make construction difficult. ASIDI also goes through «rationalization exercises» in which the organisation negotiates with several small communities to decide the best site for a new provincial school. 215 school sites were identified using this method.

The Department of Basic Education has called the 29 November deadline «an ambitious target considering the need.»

Equal Education says the Department of Basic Education will likely break the law this November. The organisation was deeply critical of the department on Twitter this afternoon. According to General Secretary of the organisation, Tshepo Mostepe, «The impact will be dire [on learners]. People are being denied basic dignity and rights, basic sanitation.»

Equal Education said that if the department does not meet its November deadline, the advocacy group can release private information about contractors and officials who are benefiting disproportionately from ASIDI programs. The organisation also plans to mobilise South Africans on the issue this November.

Fuente: http://allafrica.com/stories/201609151285.html

Fuente de la imagen: https://africaupclose.wilsoncenter.org/highlight-of-the-week-meeting-about-educational-bridge-between-brazil-and-africa/

 

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India to miss target for universal upper-secondary education by 50 Years

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Asia/India/16 de Septiembre de 2016/Fuente: The New Indian Express

RESUMEN: India no tendrá la educación universal secundaria superior (que abarca el grupo de edad de 14-17 años y 9 de la norma 12) hasta 2085, más de medio siglo de retraso, según el Informe de Seguimiento de la Educación Global 2016 por la Unesco. Esto tiene que ponerse en relación con las recientes mejoras en la educación en la India, más notablemente que ha habido un aumento general de tasa bruta de matrícula (GER, o la inscripción del estudiante como una proporción del grupo de edad elegible correspondiente en un año determinado) en casi todas las nivel de educación como de 2013-14. La disparidad de género en la educación se ha abordado en gran medida, y la matrícula de niñas en la educación superior aumentó de 39 por ciento en 2007 al 46 por ciento en 2014.Sin embargo, todavía hay gran disparidad en la consecución de las competencias básicas, como la lectura y las matemáticas, donde ha habido una disminución en los resultados del aprendizaje, como se destaca en el informe de la Unesco.

 

India will not have universal upper secondary education (covering the age group 14-17 years and 9th to 12th standard) till 2085, over half a century late, according to the Global Education Monitoring Report 2016 by Unesco.

This has to be viewed against the recent improvements in education in India, most notably that there has been an overall increase in gross enrolment ratio (GER, or student enrolment as a proportion of the corresponding eligible age group in a given year) at almost every level of education as of 2013-14.

Gender disparity in schooling has been largely addressed, and the enrolment of girls in higher education increased from 39 per cent in 2007 to 46 per cent in 2014.

An increase in single-sex toilets in schools has led to an increase in the enrolment of adolescent girls and female teachers, the Unesco study shows.

However, there is still large disparity in achievement of basic skills, such as reading and math, where there has been a decline in learning outcomes, as highlighted in the Unesco report.

Absenteeism among teachers remains a problem. As many as 25 per cent teachers in primary schools remain absent from work, and only 50 per cent of those at school are actually engaged in teaching activities, a 2004 World Bank report suggested. Almost 24 per cent teachers were absent during random visits to rural schools, according to a September 2015 study by the University of California.

The government has not established any bonus to incentivise teachers and principals, the Minister of Human Resource Development informed the Lok Sabha in April 2016.

E-pathshala, launched in 2015 and aimed at promoting e-learning through e-resources like textbooks, audio and video material, was among the steps taken to tackle the shortage of good teachers, the minister said.

Stunting too is a problem. As many as 39 per cent, or 61.8 million, Indian children who are five or younger are stunted, as IndiaSpend reported in July. This is 15 per cent higher than the global average.

In terms of educational achievement, studies show that stunting at age two leads to children completing one year less of school. Those stunted before age five achieve less schooling and lower test performances.

Another sustainable development goal that India will miss is to have only 100 million children stunted in 2025.

The current trends suggest that there will be 127 million children stunted in that year. A major problem that is preventing stunting is lack of global and local funding, as IndiaSpend reported earlier.

Fuente: http://www.newindianexpress.com/nation/India-to-miss-target-for-universal-upper-secondary-education-by-50-Years/2016/09/14/article3620734.ece

Fuente de la imagen: http://www.oneindia.com/india/india-miss-target-universal-upper-secondary-education-50-years-2208634.html

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