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Papua New Guinea: Education System Shift Delayed Till End Of 2013

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Papua New Guinea/November 14, 2017/By: Alexander Rheeney/Source: http://www.pireport.org

Papua New Guinea’s Outcome-based Education (OBE) will remain until a review led by a Government-appointment taskforce into the controversial curriculum is complete at the end of next year.

In the interim period all schools, from elementary to secondary schools in PNG, will use English as the medium of instruction from February 2013, replacing Tok Pisin and vernacular languages in elementary schools until the review is done. Prime Minister Peter O’Neill said this yesterday at a press conference in Port Moresby, in response to the special coverage by the Post-Courier last Friday on the numerous challenges facing the education sector, including the plans by the Government to phase out the OBE.

He said when the acting Education Minister, James Marape, announced plans for the Education Department to phase out the curriculum, it was to be part of the review that the Government would undertake. «The complete review of the OBE system will take place over 12 months. When we took over government in 2001 we announced that the OBE will be gone, in line with the previous government’s decision that was done in 2010,» Mr. O’Neill said.

«So we wasted 2010, we wasted 2011, we wasted 2012. Not one single review has taken place, as the Government of the day demanded, whether it was Somare or our government, because people were complaining. I don’t need any more excuses from anybody, 12 months is good enough (for the review),» he said.

The work of the taskforce, to be chaired by the Divine Word University (DWU) president and Catholic priest Father Jan Czuba, will cost taxpayers between one to two million kina [US$476,417 to US$952,834] and have its terms of reference discussed and vetted by a special cabinet sitting in January 2013.

The Catholic Church, one of PNG’s leading providers of education, last week criticized the O’Neill Government for not consulting the churches on its plans to remove the OBE.

However, Father Jan’s chairing of the taskforce now enables the church to participate, which Mr. O’Neill highlighted at the press conference yesterday.

«We have agreed that Father Jan Czuba, the president of Divine Word University who is of course one of the leading educationist in the country, has volunteered to become the chairman of that taskforce that will review the OBE system over the next 12 months,» the PM said. According to Mr. O’Neill, Father Jan is already in contact with key educationists including National Research Institute (NRI) director Dr. Thomas Webster, former Education Department secretary Jerry Tetaga, the principal of the Enga Teachers College and Education Department officials, who would work towards addressing the issue before the start of the 2014 academic year. The PNG Teachers Association (PNGTA) recently blamed the lack of funding and resources for the demise of the OBE, but Mr. O’Neill yesterday assured the country that his Government will not let that happen when a new curriculum is in place. «I can guarantee you that we are spending close to K2 billion [US$952.8 million] on the education sector in 2013,» the PM said.

Source:

http://www.pireport.org/articles/2012/12/25/png-education-system-shift-delayed-till-end-2013

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Indian government to announce new education policy in December: Union minister

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Indian/October 24, 2017/Source: Times of Oman

A new education policy to «correct» the education system, which follows a «colonial» mindset, will be brought out in December, Union minister Satya Pal Singh said on Monday.

He said threadbare discussions were held on the new education policy, which is in its final stages. «The NDA government’s new education policy is in its final stages and the same will be out in December. The policy envisages correcting the education system that has followed a colonial mindset,» the minister of state for human resources said.

After Independence, most academicians unfortunately followed the footsteps of British and western scholars and «deliberately» denigrated Indian culture, he said.

The minister said the biggest challenge facing the education system and government was how to «decolonise» the Indian mind, and added that the nation has to keep pace with the world in this field. Some issues to be addressed are — improving the quality of education at the primary level, making higher education affordable and ensuring more people have access to education, he said after inaugurating the National Academic meet here.

Skill development was a major area to which the government has given thrust. But more has to be done on this, Singh said. To prevent exodus of students abroad for education,he said higher education institutions matching the standards of centres of international excellence should be developed.

The MoS said accessibility to higher education in India was only 25.6 per cent while it was 86 per cent in USA, 80 per cent in Germany and 60 per cent in China.

«The aim is to improve the higher education system in the country to make it available to more,» he said. Singh said the challenge before the government was to remove social and regional disparities in students having access to higher education and to make it affordable to all.

«In some places access to higher education is as low as nine per cent, but in others it is 60 per cent…higher education is very expensive and has to be made more affordable to all sections of the society,» he said.

Singh pointed out that 50 per cent of the teachers posts were lying vacant in universities. «In Delhi University, there are 4,000 vacancies,» he said. Singh said though India produces 30,000 to 40,000 PhD holders every year, the nation’s contribution to the world economy was only 0.2 per cent and added that a lot of improvement has to be brought about in research and development in the country. He said changes are necessary in the Right to Education Act as the act «lacked teeth».

«The Act provides the right to compulsory primary education. But what is the remedy if parents do not send their children to school? So many things have to be done to improve primary education in the country,» he added.

The meet was organised by Bharatheeya Vichara Kendram as part of the navathi celebration of P. Parameswarn, Sangh Parivar ideologue and director of the BVK.

Source:

http://education.einnews.com/article/411328283/kmri2asCGk8J4fKb?lcf=eG8zt30RHq4WcGF5PkFdHg%3D%3D

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EEUU: Minister of Education underscores opportunities available to teachers for the 2017-2018 school year

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EEUU/October 10, 2017/Source: https://zizonline.com

Following a very turbulent start with weather and other scheduling interruptions, Minister of Education, the Honourable Shawn Richards, said that schools are settled and educators geared as they move full force into the activities for 2017-2018. He underscored a number of opportunities that are available and encouraged teachers to position themselves to capitalize on them.

On the heels of the celebration of World Teacher’s Day which was observed on Thursday, October 05 with a dinner for public school teachers as a show of solidarity and support, the Minister has stated that individual teachers must now make use of the opportunities that are being provided to assist them in upgrading their skills and qualifications towards a better classroom experience.

Minister Richards highlighted the intentions of the ministry in this regard at the start of the Summer Workshops for Teachers in August this year. He revealed a plan of action including “the establishment of a programme of continuous professional development leading to the certification and licensing of teachers.” At its most basic level this included one year of In-Service Training for new teachers which got underway on October 3rd.

He also alluded to the implementation of the CDB sponsored TVET programme that was officially launched in July 2016. “This initiative aims to further solidify the commitment to the development and expansion of Technical, Vocational Education and Training in the federation,” the Minister stated, explaining that this would also involve the amalgamation of all current post-secondary institutions (that is Project Strong, National Skills Training Programme, and the A.V.E.C) into one umbrella organization- the National Training Institute.”

According to the Education official, as the Ministry of Education explores other avenues whereby teachers can secure the necessary qualifications, the ministry is now in discussion with MidWestern State University in Texas to provide an online degree course for teachers where they undertake training which will include a few summers on the campus.

The Ministry of Education has begun the implementation of the 2017-2021 Education Sector Plan. This provides the blue print by which this transformation will continue.

Under the theme: Education for All: Embracing Change, Securing the Future, the plan provides a strategic road-map to improve the provision and administration of education in our Federation.

Source:

Minister of Education underscores opportunities available to teachers for the 2017-2018 school year

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Kenia: University of Nairobi lecturer in Sh3,100 bribery to face law

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Nairobi / 27 de septiembre de 2017 / Por: OUMA WANZALA  / Fuente: http://www.nation.co.ke/

A lecturer at the University of Nairobi is facing prosecution for asking for a Sh3,100 bribe to allow a student to resit an examination.

Director of Public Prosecutions  Keriako Tobiko said he had accepted the recommendation of the Ethics and anti-Corruption Commission to prosecute the lecturer based at Upper Kabete Campus.

“The commission commenced investigations upon receipt of allegations that a lecturer at the University of Nairobi had requested a financial advantage as a condition to allow the complainant to resit an examination,” said Mr Tobiko.

In his report covering April to June this year, the DPP said the investigations established that the lecturer solicited and received a financial advantage of Sh3,100 from the student.

LECTURER ARRESTED

The lecturer was arrested upon receiving the money from the student.

“A report was compiled and forwarded to the DPP  in May recommending that the lecturer be charged with the offences of requesting and receiving a bribe contrary to section 6 (1) (a) of the Bribery Act (No. 47 of 2016).

The details are contained in a Kenya Gazette published on Friday.

RECALL DEGREES

The development comes in the wake of an investigation by Makerere University, which announced that it would recall some degrees awarded since 2011. A total of 88 members of staff at the institution are also under investigation for altering of marks of students.

The Council of Legal Education has  since directed law graduates from Makerere University set to sit for their November bar examinations to have their documents certified by the institution. This is to enable their admission to the Kenya School of law.

CLE chief executive W Kulundu-Bitonye said the students have until September 29 to submit certified documents.

Fuente noticia: http://www.nation.co.ke/news/education/University-of-Nairobi-lecturer-in-Sh3-100-bribery-to-face-law-/2643604-4110514-viigny/index.html

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Grantham Journal column: Further education at college gives students better independiente

Jay Abeysekera

By: Jay Abeysekera

With so many options for teens to choose from when it comes to picking an education provider after GCSEs, it makes it harder to decide which is best. Everyone wants their teen to be happy, as well as making sure they’ve made the right choice educationally. From the teen’s perspective, high on the priority list is where their friends are and having independence.

Having experienced education at both a grammar school sixth form and college myself, I am able to tell the vast difference between them both; from not wearing uniform anymore or calling the tutors by their first name to managing my own time and gaining independence and freedom in an adult environment. All of the above contribute to the experience, success and the enjoyment of your education. Finding the best combination for you is what’s difficult.
One of the main differences between a school sixth form and college is the timetable. At school, every moment is usually accounted for with the occasional free period. At college, the scheduled hours in class are much lower but you are, of course, expected to continue with your work outside of the contact hours.
A college will offer you a different learning environment to that offered at a sixth form which is one of the reasons why many students choose college after finishing their GCSEs. Colleges usually offer more vocational subjects, have a wider range of courses and have other paths to take such as BTECs, apprenticeships and distance learning.
At school, every class has students of similar age, whereas at college, you could be studying with anyone from age 16+ and your classmates may have come from different parts of the county or even the country. All will have different stories to tell and different backgrounds and life experiences which makes the new beginning even more exciting.
Perhaps an old-fashioned, but nevertheless still useful, way of deciding for or against something is writing a pros and cons list. What are the benefits of studying at college over a local sixth form? To make your decision easier, ask questions at any opportunity you get; at your interview or at open days. Ask friends and family what their experiences and views are, speak to a careers advisor and ask current students what they think as they will give you the most honest answers. By finding out about student life, pass rates and more detailed course information, it will help you make the right decision about your future in education post-GCSEs.

Source:
http://www.granthamjournal.co.uk/news/opinion/grantham-journal-column-further-education-at-college-gives-students-better-independence-1-8141590
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DECC UK Department of Energy and Climate Change : UK-India partnership through education, skills and entrepreneurship

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UK-India/August 29, 2017/Source: http://www.4-traders.com

Delighted to be here and interact with this next gen group from different educational streams.

The UK and India have a long relationship and we are looking towards partnering India in the future particularly in education, skills and entrepreneurship. I am glad to know that a significant number of students from the Heritage school and colleges go to the UK for higher studies and work.

The UK welcomes the brightest and best international students to our world-class universities.

A British education is a quality-mark and a passport to global success. The UK is home to some of the oldest and most respected universities in the world, and some of the very best. The UK hosts four of the world’s top 10 universities (Cambridge, UCL, Imperial College London and Oxford) and is home to 30 of the world’s top 200 universities.

Oxford has been ranked the best university in the world by Times Higher Education World University rankings. Oxford knocked five time champion California Institute of Technology into second place as Cambridge and Imperial College joined the top 10.

A British education offers excellent value for money. British degree courses are more intense than in many other countries, with students receiving top quality education in a shorter period, costing less overall than other destinations like Australia, the US and Singapore.

Studying in the UK is a truly international experience. We attract more overseas students than any other country except the US. The UK is a diverse, multicultural society, home to an Indian diaspora of 1.5 million.

And it is not that students always pay for the courses themselves. The UK in India hosts the largest Chevening Scholarships and Fellowships country programme in the world, with a £2.6 million budget to fund about 130 fully funded scholarships and fellowships for future Indian leaders. Besides scholarships for Masters’ programmes, short term fellowships are offered in financial services, journalism, cyber security, science & innovation and leadership & management.

The British Council will be familiar to all of you. I believe the Heritage School has a very effective ongoing partnership with the British Council. The council offers the GREAT scholarships for a range of subjects ranging from engineering and law to art and design and information technology across England, Scotland, Wales and Northern Ireland.

The Commonwealth Scholarships for students from developing Commonwealth countries are offered Master’s, PhD, and split-site (PhD) study in the UK. These scholarships are funded by the UK’s Department for International Development. On average 60 Indian students are supported by the Commonwealth programme each year.

I know some of you feel that it is difficult to get a UK visa. The student visa process is straightforward for genuine students. In 2016, 95% of student entry clearance visa applications were approved, a number that has risen every year since 2010, and the issue rate in India is 91%.

A recent research done by the British Council revealed that one in 10 current world leaders have studied in the UK. Notable alumni from UK universities include the former Australian Prime Minister Tony Abbott, Queen Margrethe II of Denmark, and Hassan Rouhani, the Iranian president.

Around 38% of Nobel Laureates who have studied at universities abroad, studied in the UK – more than any other country.

Earlier this year the first Newton Prize Competition was held in India with a prize of £1 million. The competition focused on public health and wellbeing, including issues such as anti-microbial resistance, disease, healthcare, and nutrition.

The UK Science Ministry also announced a series of research programmes from the Newton Fund worth up to £80 million to address global challenges affecting people in India. The investments were announced on the sidelines of the India-UK TECH Summit in New Delhi – India’s premier science and technology showcase.

The new programmes take the total joint UK-India investment in research through the Newton Fund up to £200 million by 2021, demonstrating the fund as a major bilateral initiative in India. It brings together the world class excellence of the UK and India to address global challenges through science and technology.

India is currently the world’s ninth largest economy, and is predicted to become the third largest by 2050. It is currently the world’s fastest growing economy. However, it is also home to a third of the world’s poor, ranks 142nd on the World Bank’s ease of doing business index and 94th on transparency international’s corruption index. Additionally it is the third largest emitter of greenhouse gases despite 300 million people lacking access to energy.

India’s economic success and development are vital to the global economy, to UK interests across South Asia and to global priorities like the sustainable development goals.

In this context, the target action areas include improvements in the business environment, skill development, employment generation, energy security and developing smarter cities as engines of growth.

The TECH Rocketship Awards from our Department for International Trade supports globally aspirational start-ups across sectors with a technology backbone. The focus over the last few years has been on innovations that impact energy, education, health and finance sectors.

The exchange of ideas and skills is a two way process. The Generation UK-India Programme supports young people from the UK gain skills and experience in India over the next five years. For example – in partnership with TCS for 1,000 internships for UK students. Generation UK-India will work with Indian institutions to create opportunities for young people in the UK to undertake cultural immersions placements, teaching partnerships and work placements.

The UK India Education and Research Initiative in its first two phases has supported over 1000 new education and research partnerships that aim to deliver long term prosperity benefits for both the UK and India. The programme has also facilitated 25,000 exchanges of academicians, researchers, staff and students, creating lifelong links between the UK and India and over 35 million young people have benefitted through train the trainer programmes.

I see education, skills and entrepreneurship as the backbone of the UK-India future partnership and hope the next gen in both countries will take advantage of the opportunities available to become Living Bridges connecting the people of both nations across political, economic and social platforms.

Source:

http://www.4-traders.com/news/DECC-UK-Department-of-Energy-and-Climate-Change-UK-India-partnership-through-education-skills-and–25017970/

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Pakistan: Higher education to get priority in AJK: Masood

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Pakistan/August 29, 2017/ Source: http://pakobserver.net

Sardar Masood Khan, President AJK chaired a joint meeting of Vice Chancellors of AJK Public Sector Universities, Chairman Higher Education Commission, Dr. Mukhtar Ahmad and senior officials of HEC at his office here in Islamabad. Dr. Mukhtar praised the AJK government for prioritizing higher education and emphasized the importance of a knowledge based economy.

President AJK acknowledged the Chairman HEC for taking special interest in promoting higher education in AJK. The President said that, “The difference between a developed and a undeveloped country is the knowledge base and the preference their Government gave to education especially higher education”. Chairman HEC highlighted the importance of research in universities in order to raise the academic worth of the students studying in various universities throughout the country. Dr. Mukhtar said it was commendable that 9 out 10 districts with in AJK had a University or a sub-campus to cater to the general public.

The Chairman informed that in order to fill the gap of qualified students, HEC has allocated 111 scholarships for AJK Universities among which 28 PhD scholars have completed their doctorate and over 431 merit based scholarships were filled by students of AJK in the previous years. Infrastructure and up gradation of various universities in AJK was prioritized in the HEC agenda and under 23 various projects a sum of Rs.5.4 billion was distributed to the Universities.

During the meeting it was decided that a sub-campus of University of Poonch at Forward Kahota, District Haveli will be established to cater to the local populace. Chairman HEC said that all sub-campuses must acquire an NOC from HEC in order to avail the full support of HEC in their academic and financial spheres. The President recommended for introducing further disciplines at MongSabz Ali Khan sub-campus of University of Poonch, It was proposed that a committee comprising of two VCs, Secretary to the Azad Government and HEC representative maybe constituted to report on the matter which will assess the on ground situation and regularization of the campus.

The report in this regard along with recommendations will be submitted for further deliberations in one month of the committees’ constitution. The President also desired that all inductions and recruitments at the Universities must be made on merit and faculty of the highest qualification be inducted.

The Chairman HEC while hearing various issues of the VCs presented his recommendations that strict security measures may be adopted to ensure a conducive environment and also asserted the need for extra-curricular activities at the Universities. The President also reiterated the need for Technical Skill Development Institute at Sudhanoti District for which the assistance of TEVTA and NAVTTC may be also sought.—PR

Source:

http://pakobserver.net/higher-education-get-priority-ajk-masood/

 

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