domenica 12 agosto 2018

RD CONGO - MWADINGUSHA: CAMP MISSIONNAIRE JUBILAIRE


Du 06 au 12 Août 2018, les missionnaires sont allés à Mwadingusha pour partager leur expérience avec la population de Mwadingusha, de Kibwe, de Ndakata. C'était un moment d'écoute, d'accompagnement, de solidarité et de proximité. Ils se décident être des jeunes missionnaires pour les jeunes, annoncer Jésus aux jeunes par le témoignage. Apprenons aux jeunes et aux enfants d'être missionnaires d'eux mêmes.  Au cours de la messe chaque jeune a reçu un bracelet missionnaire.  P. Albert Kabuge
 
 

mercoledì 8 agosto 2018

Educational Technology: Hasten slowly, question everything and stay in charge


By Maurie Mulheron, President NSW Teachers Federation
Many years ago, as a young teacher in the late 1970s, I read an article about Japan and mathematics teaching in relation to what was then new technology – the overhead projector. It may have been apocryphal, but I still found the story to be thought-provoking.
The article told of a local school district in Japan that had decided to replace, with unforeseen consequences, all the blackboards with overhead projectors complete with scrolling plastic film on which teachers were to write.
As the story goes, after some time, there was a noticeable decline in students’ results in mathematics across all schools. A team of experts was brought in. After observing mathematics classes over a sustained period, the experts reached their conclusion. The new technology, the overhead projector, was the cause of the decline.
Apparently, the scrolling film meant that students, who had lost concentration or had been slower to pick up a concept, quickly became lost because the teacher kept scrolling through while explaining the solution to the mathematics problem. Yet, with the old blackboard the complete narrative to the solution remained visible so that students could look back and catch up.
When the blackboards were screwed back up onto the walls, the maths results started to go up again.
Pedagogy must drive technology
So, I always am cautious when deciding how we should use new technology in our classrooms. The test for me is this: we should always determine, firstly, the pedagogy when we develop curriculum then we see what, if any, technology could enhance and support the teaching and learning process.
But huge technology companies are now eyeing off schooling as the last untapped market place, so we need to be wary.
What I am concerned about is that teachers are in danger of losing control of who teaches, what is taught and how we teach, as ‘education businesses’ move to directly influence politicians, advisers and policy makers.
In recent years, there were concerns raised that the Australian Curriculum Assessment and Reporting Authority (ACARA), which has responsibility for the standardised test program NAPLAN (National Assessment Program – Literacy and Numeracy), was working closely with large education businesses to promote their commercial products to government.
This could explain ACARA’s push, in defiance of the wishes of the teaching profession and largely ignoring the evidence from trials, to move the national tests online so as to force all students to write using keyboards only. It is certainly what the software manufacturers were seeking.
Teachers were suspicious: why is ACARA pushing so hard to move the tests online? Many would answer that it had much to do with removing teachers from the marking process and replacing them with computerised marking software.
This led, in Australia, to the teaching profession fighting back, as it became increasingly concerned at what ACARA was promoting in the interests of the corporate players.
The idea of robo-marking
In 2015 ACARA, in an attempt to convince policy makers and politicians of the efficacy of computer-marking, had published An Evaluation of Automated Scoring of NAPLAN Persuasive Writing. As it turned out, it was a seriously flawed, biased and highly inaccurate report as revealed in a subsequent study in 2017 by Dr Les Perelman a US-based academic specialising in the assessment of writing.
Dr Perelman’s study was commissioned by the NSW Teachers Federation. Soon after, he wrote a significant paper on the inadequacies of the actual test itself, Towards a New NAPLAN: Testing to the Teaching (2018).
By late 2017 there was enough momentum, sparked by significant community concern, for politicians to scrap the idea of robo-marking, a term that had become widely used in the media.
Indeed, one of Australia’s most significant daily papers, the Sydney Morning Herald (SMH), argued in an editorial titled, NAPLAN robo-marking plan does not compute:
“We already know that with NAPLAN, schools have started, unfortunately, to teach to the test. As both Perelman, and Robyn Cox of the Primary English Teaching Association warned, it will not be long before schools and coaches have worked out what the computer marker rates highly, and are teaching children to write what it wants to read. What sort of education is that? ...

 
 


martedì 7 agosto 2018

LE BICE LANCE SON NOUVEAU PROGRAMME DE LUTTE CONTRE L’ABUS


Anne-Laurence Lacroix, Directrice des programmes au BICE, nous en dévoile les grandes lignes.

Quel est le bilan du programme de lutte contre l’abus qui s’achève ?
Anne-Laurence Lacroix : L’évaluation a mis en évidence des résultats très positifs dans les 17 pays partenaires. Le programmede lutte contre l’abus développé par le BICE a permis d’accompagner directement, au cours de ces trois années, plus de 11 000 enfants victimes de maltraitance. Par ailleurs, 20 000 enfants ont été sensibilisés à la lutte contre les violences de tous types. Et, dans la même période, plus de 1 500 professionnels ont été formés afin d’assurer une meilleure protection et prise en charge des victimes.

En quoi va consister la nouvelle étape du programme de lutte contre l’abus ?
ALL : Le nouveau programme s’inscrit dans la suite directe du précédent. Il sera mené jusqu’en 2021 en Amérique latine et en Europe CEI. Il ciblera toutes les formes de violences, en particulier de nature sexuelle, commises dans le cercle de confiance de l’enfant.
En Amérique latine, nous allons continuer à travailler avec nos partenaires qui appliquent déjà la méthode « Grain de sable ». Cet outil permet d’apprendre aux enfants, à partir de films, à repérer les situations à risque, à y réagir de façon adéquate et à faire appel, si besoin, à des personnes de confiance identifiées. On appelle ces personnes les « adultes relais ». C’est la formation de ces derniers qui va être renforcée pour qu’ils se sentent à l’aise s’ils doivent par exemple faire un signalement. Au total, nous espérons, avec le nouveau programme, assurer une action de sensibilisation et de prévention auprès de plus de 5 600 enfants et 21 000 adultes.

Vous allez également former les professionnels à l’audition des enfants victimes…
ALL : Oui, nous allons former des professionnels au protocole de NICHD (National Institute of Child Health and Human Development) en Arménie et en Ukraine. Nous avons déjà contribué, dans ces pays, à l’installation de deux salles adaptées à l’audition des enfants. Le protocole de NICHD permet aux personnes chargées de recueillir la parole des enfants d’obtenir des témoignages de qualité tout en respectant leur dignité. Nous avons appris de nos interventions précédentes qu’il est nécessaire de former et d’accompagner des opérateurs chargés ensuite de transmettre la méthode à d’autres professionnels. Nous veillerons à ce que ces professionnels ne restent pas seuls face à des situations de violence intrafamiliale.

Quel est le rôle spécifique du BICE dans ce programme ?
ALL : Le BICE en est l’initiateur et le soutien. Nous définissons les activités conjointement avec nos partenaires. Puis, nous les accompagnons, par exemple en les aidant à assurer une évaluation continue de l’impact de leurs actions. Nous sommes également moteurs pour créer des synergies entre les partenaires. A travers les rencontres régionales que nous organisons, ils peuvent ainsi échanger points de vue et bonnes pratiques.



sabato 4 agosto 2018

EQUIPES ENSEIGNANTES DU CONGO


NOTRE DEMARCHE


La démarche des E.E. s’enracine dans la vie et s’éclaire dans la foi en Jésus Christ.

Elle est basée sur :

*L’appel                                            VENIR
*L’observation de la vie               VOIR
*La réflexion                                    JUGER
*L’Action                                          AGIR
*L’évaluation des objectifs         EVALUER
*L’Eucharistie                             CELEBRER

 

NOS ACTIVITES

Notre point focal : EDUCATION A LA PAIX
a)formation des enseignants
-organisation des sessions de formation sur la Non Violence Active Evangélique, sur la dynamique de groupe et sur la pédagogie coopérative
b) Programme d’Activités Educatives
Ce sont des activités non liées au programme mais qui aident les enfants à éveiller leur conscience envers l’homme et son environnement.
-les noyaux de paix, le groupe théâtral, la brigade scolaire de la Croix Rouge, composition de poèmes sur la paix, activités sportives, les verts, …
c) Rayonnement
-un bulletin de liaison qui paraît une fois par trimestre
-émission « LE BON BERGER »à la Radio Maria (Pointe Noire, Ouesso) et Magnificat (Brazzaville)
-Coopération avec d’autres ONG comme SORTIR DE LA VIOLENCE (éducation à la paix) et ENSEIGNANTS SANS FRONTIERES(ESF) (collaboration pédagogique)

UBI SPIRITUS, IBI LIBERTAS
 






 EQUIPE DIOCESAINE DE OUESSO


                Vivre et Agir pour une Education intégrale de l’Enfant

HISTORIQUE
C’est en 1945, en France que les jeunes institutrices formées par la J.E.C.(Jeunesse Estudiantine Catholique) ont créé les Equipes Enseignantes. Elles voulaient pouvoir trouver, en sortant de l’Ecole Normale :
-une communauté fraternelle où chacune puisse prendre la parole et dans laquelle leur vie concrète serait prise en compte.
-une communauté qui fasse corps avec leur milieu de vie, afin de développer les liens et les réflexions qu’elles avaient amorcées dans le cadre de la J.E.C. sur les orphelins de guerre.

Le Père DUCLERQ fut leur aumônier et le co-fondateur des Equipes.

En 1958,un jeune instituteur français, RENE MORVAN, entreprend un voyage en Afrique pour rencontrer des collègues africains francophones et jeter les bases du mouvement surtout en Afrique de l’Ouest.
En 1964, une coopérante Juliette GREZAUD arrive à Bangui. Elle lance le mouvement en Centrafrique.

Actuellement les Equipes Enseignantes sont présentes au Sénégal, Guinée, Togo, Burkina Fasso, Mali, Côte d’Ivoire, Bénin, Rwanda, Centrafrique, Burundi, et Congo depuis 2000.

QUI SOMMES-NOUS ?
Les Equipes Enseignantes est un Mouvement Catholique spécialisé pour les Enseignants chrétiens travaillant dans les écoles publiques et privées

NOTRE RAISON D’ETRE
*Promouvoir des communautés des chrétiens qui essaient de vivre et de témoigner des valeurs évangéliques en milieu scolaire
*Rendre présentes à l’école les valeurs des enseignants qui œuvrent à l’éducation pour tous et pour l’engagement pour la défense de droits de l’enfant.
*Approfondir notre vocation d’enseignant et d’éducateur chrétiens dans nos établissements scolaires
*Participer à la construction d’une société plus juste par la promotion d’une culture chrétienne de paix
*Promouvoir une école de qualité pour tous, lieu de fratérnité où les différences de culture, de religion, de race et de religion sont vécues comme une richesse

Les membres des Equipes Enseignantes sont convaincus que dans ces engagements, le Dieu de Jésus Christ est présent. Ils cherchent à le reconnaître et à le dire dans leur groupe, appelé EQUIPE DE BASE, petites communautés fraternelles où ils pratiquent la révision de vie

venerdì 3 agosto 2018

Costa Rica: ECOLOGIA INTEGRAL

CUIDAR LA CASA COMÚN
DESDE LA ESCUELA

CLAVES PARA CUIDAR LA CASA COMÚN

Conociendo el mensaje de Laudato si' no es posible permanecer indiferente ante el consumo excesivo, el despilfarro de recursos del mundo y seguir destruyendo y degradando nuestra casa, EL PLANETA TIERRA.
En la siguiente infografía están propuestos 3 días para la acción de cambiar y salvar el planeta tierra.
 

PERCEPTION. TRUTH OR DECEPTION?


ABOUT MIGRATIONS 
AND WELCOME

   We design and conduct large-scale surveys and experiments in six countries to investigate how natives' perceptions of immigrants influence their preferences for redistribution. We find strikingly large biases in natives' perceptions of the number and characteristics of immigrants: in all countries, respondents greatly overestimate the total number of immigrants, think immigrants are culturally and religiously more distant from them, and are economically weaker – less educated, more unemployed, poorer, and more reliant on government transfers – than is the case. While all respondents have misperceptions, those with the largest ones are systematically the right-wing, the non college-educated, and the low-educated working in immigration-intensive sectors.
     Support for redistribution is strongly correlated with the perceived composition of immigrants – their origin and economic contribution – rather than with the perceived share of immigrants per se. Given the very negative baseline views that respondents have of immigrants, simply making them think about immigration in a randomized manner makes them support less redistribution, including actual donations to charities. 
   We also experimentally show respondents information about the true i) number, ii) origin, and iii) “hard work” of immigrants in their country. On its own, information on the “hard work” of immigrants generates more support for redistribution. 
    However, if people are also prompted to think in detail about immigrants' characteristics, then none of these favorable information treatments manages to counteract their negative priors that generate lower support for redistribution.

NBER Working Paper No. 24733 - Issued in June 2018, Revised in July 2018
NBER Program(s):Public Economics, Political Economy, Labor Studies

 

giovedì 2 agosto 2018

EUROPA E RADICI CRISTIANE - EUROPE AND CHRISTIAN ROOTS

“L’Europa deve riscoprire le proprie radici, la propria identità cristiana.
 Soltanto così non dovrà temere il radicalismo islamico”. 
Sono parole del card. Vinko Puljic, arcivescovo di Sarajevo e primate della Chiesa della Bosnia-Erzegovina, rilasciate ad Aiuto alla Chiesa che Soffre (Acs) che in questi giorni ha lanciato una campagna di raccolta fondi dal titolo “Non c’è Europa senza Cristo” a sostegno degli studenti del seminario Redemptoris Mater di Vinnitsa in Ucraina, e dell’ampliamento del centro giovanile San Giovanni Paolo II di Sarajevo. 
A tal proposito il card. Puljic ha riferito ad Acs della difficile situazione nel Paese balcanico, dal quale si stima che ogni anno emigrino circa 10mila cattolici. 
“È dalla fine della guerra che la nostra piccola comunità continua a diminuire di anno in anno, a causa dell’assenza di uguaglianza sia a livello politico che giuridico. Alcuni non trovano lavoro, altri invece hanno un impiego ma non riescono più a vivere in un Paese in cui non godono degli stessi diritti degli altri cittadini”. 
I cattolici sono infatti discriminati in entrambe le entità istituite dagli accordi di Dayton nel 1995. 
Nella Federazione croato-musulmana, perché di fede non islamica, e nella Repubblica serba di Bosnia-Erzegovina perché prevalentemente di origine croata. L’arcivescovo di Sarajevo riconosce a tal riguardo le responsabilità della comunità internazionale, “che non ha offerto a noi cattolici lo stesso aiuto concesso ad altri gruppi”. 
La Chiesa locale cerca di favorire un clima di tolleranza attraverso diverse iniziative, specialmente rivolte ai giovani nel Centro San Giovanni Paolo II, che accoglie anche ragazzi di altre fedi. 
“Ma non possiamo farcela da soli, perché siamo una piccola realtà”, afferma il porporato ringraziando i benefattori di Acs. Un’altra grave difficoltà è rappresentata dall’Islam radicale, sempre più diffuso in Bosnia-Erzegovina.
 “Vi è un grande investimento da parte di Paesi arabi che costruiscono moschee e perfino interi villaggi in cui far vivere quanti giungono qui dalle loro nazioni. Con i musulmani slavi abbiamo buoni rapporti, ma con gli islamici radicalizzati provenienti dal mondo arabo è difficile dialogare. Soprattutto perché, specie a livello politico, ignorano la nostra presenza”. 
Il Paese balcanico è una nota porta di accesso all’Europa per l’Islam radicale, che si sta propagando velocemente nel vecchio continente. 
“Purtroppo l’Europa non conosce bene l’Islam e non capisce cosa significhi vivere fianco a fianco con il radicalismo islamico”. 
Per contrastare il dilagante fenomeno, il card. Puljic ritiene si debba ripartire dalla riscoperta delle radici cristiane.
 “Al giorno di oggi c’è attenzione soltanto per il materialismo e non per la dimensione spirituale dell’uomo. L’Europa deve imparare a custodire le sue radici cristiane, altrimenti continuerà a temere il radicalismo”.


THE DEATH PENALTY IS INADMISSIBLE!

Pope revises catechism to say death penalty is 'inadmissible'

Pope Francis has ordered a revision of the Catechism of the Catholic Church, asserting that "the death penalty is inadmissible because it is an attack on the inviolability and dignity of the person".

The death penalty

2267. Recourse to the death penalty on the part of legitimate authority, following a fair trial, was long considered an appropriate response to the gravity of certain crimes and an acceptable, albeit extreme, means of safeguarding the common good.
Today, however, there is an increasing awareness that the dignity of the person is not lost even after the commission of very serious crimes. In addition, a new understanding has emerged of the significance of penal sanctions imposed by the state. Lastly, more effective systems of detention have been developed, which ensure the due protection of citizens but, at the same time, do not definitively deprive the guilty of the possibility of redemption.
Consequently, the Church teaches, in the light of the Gospel, that “the death penalty is inadmissible because it is an attack on the inviolability and dignity of the person”,[1] and she works with determination for its abolition worldwide.
_______________________
[1] Francis, Address to Participants in the Meeting organized by the Pontifical Council for the Promotion of the New Evangelization, 11 October 2017: L’Osservatore Romano, 13 October 2017, 5.