venerdì 28 ottobre 2016

DENMARK: KLASSEN TID - EMPATHY IN SCHOOL


Denmark has figured 

out how to teach kids

empathy and make

 them happier adults

Empathy, or the ability to read another person’s emotions, is a critical life skill. Many fear children are losing it—and that they’ll be less happy as adults as a result.
A University of Michigan study of nearly 14,000 college students found that students today have about 40% less empathy than college kids had in the 1980s and 1990s. Michele Borba, an educational psychologist and author of Unselfie: Why Empathetic Kids Succeed in Our-All-About-Me World, argues that that the rise of narcissism and loss of empathy are key reasons for why nearly a third of college kids are depressed and mental health problems among kids are on the rise.
Denmark, the land of the happiest people in the world (pdf), takes empathy seriously, with an hour of empathy-building each week a required part the national curriculum for all kids aged 6 to 16.
In Klassens Tid, or class time, students talk through any individual or group-level problems. Perhaps someone is being left out, or bullied, or there is a disagreement that can’t be solved among a few students.
“Together, the class tries to respect all aspects and angles and together find a solution,” says Iben Sandahl, co-author of The Danish Way of Parenting—What the happiest people in the world know about raising confident, capable kids. Kids’ issues are acknowledged and heard as a part of a bigger community, she says. “When you are recognized, you become someone.”
Sandahl is a former teacher and says Klassens Tid was always the highlight of her week. The goal is to create a safe and cozy atmosphere—the Danes call it hygee—where problems are aired and kids learn how to put things in perspective. There’s even a special cake the children themselves bake—the recipe is here—to eat while talking, and more importantly, listening.
The practice has been around since the 1870s, but was codified in a 1993 education law and expanded since then. It is meant to help teachers as well as students. “You have the opportunity, as a teacher, to reflect on your own efforts to create an inclusive learning environment where students want to learn and join,” says Sandahl. “It is a way to let the class community grow.”
Measuring its effectiveness is difficult. Danes are famously among the happiest people in the world due to everything from high levels of income equality and the generosity of its citizens to each other, though some wonder whether this is because they have very low expectations for happiness. The country’s remarkable social safety net means there are fewer reasons for people to feel unhappy, since they know they have good health care, education, and elder care. Even so, one recent study showed 38% of Danish women and 32% of Danish men received treatment for a mental disorder at some point during their life, higher than global averages and certainly high for such purportedly happy people.
Happiness is a complex concept, so perhaps Klassens Tid‘s “success” is simply recognizing that empathy is a skill and not an inherent trait. Kids need to practice it the same way they work at math or soccer.
There’s a useful lesson in Klassens Tid for non-Danish parents and teachers too. If we want our children to be kind and think about others, we need to model that behavior and think of how, exactly, to teach it.
With these tips from Borba—and that Klassens Tid cake recipe—even non-Danes might have a shot at raising happy, considerate people.


domenica 23 ottobre 2016

CONGO: VIVRE LE TEMOIGNAGE DANS LA FAMILLE

JOURNEE MISSIONNAIRE MONDIALE
 A LUBUMBASHI-RD CONGO

 "Plus de 450 jeunes du Mouvement Missionnaire Salésien réunis au lycée Tuendelee pour vivre en syntonie cette Journée de la Mission Universelle sous le thème 'Vivre le témoignage missionnaire dans nos familles.' 
Les jeunes ont été formés par le Père Pierre Maibwe sous l'exhortation apostolique du Pape François 'Amoris laetitia' et sur la Miséricorde. Les jeunes ont participé par des questions sur les diverses situations vécues dans les familles aujourd'hui. La messe a été présidée par le Père Guy qui a invité les jeunes à être des vrais missionnaires 24h/24. 
Merci à la soeur Solange, soeur Lydie et au P. Lambert, au P. Aimé, les accompagnateurs des jeunes missionnaires à Lubumbashi et dans la Vallée. Que Dieu bénisse ces jeunes qui continuent à répandre l'esprit missionnaire dans le monde. 

lunedì 17 ottobre 2016

UNESCO: EDUCATION: CHEMIN POUR UNE PAIX DURABLE - EDUCATION: A PATH FOR LASTING PEACE -

SIXIEME FORUM INTERNATIONAL 
       DES ONG PARTENAIRES OFFICIELS DE L’UNESCO

SIXTH INTERNATIONAL FORUM 
     OF NGOs IN OFFICIAL PARTNERSHIP WITH UNESCO 

   Querétaro, Mexique, 3-4 novembre 2016 

         DE LA PROMOTION A LA CONSTRUCTION 
            DE LA PAIX AVEC LES ONG 
FROM PROMOTING TO  BUILDING PEACE WITH NGOs 
                                  
      Mercredi 2 novembre   -       Accueil des participants 

            Wednesday 2 November        Welcome of participants 

          Thursday 3 November          Jeudi 3 novembre 

MATIN

    OUVERTURE OFFICIELLE   OFFICIAL OPENING

    Presentation of the Forum by the organizers -   Présentation du Forum par les organisateurs -
 
    Conférence(s) magistrale(s) sur la thématique de la paix     Keynote Conference(s) on peace 

APRES-MIDI

     SEANCE SUR « L’EDUCATION : LE CHEMIN POUR UNE PAIX DURABLE »
         WORKING SESSION ON “EDUCATION: A PATH FOR LASTING PEACE”

         “Lifelong Peace Education and Global Citizenship Education ”
          « Education à la paix et à la citoyenneté mondiale tout au long de la vie »
          “Higher Education:f rom research to action”
           « L’enseignement supérieur de la recherche à l’action »
         “Education for  Sustainable Development”
          « Education au développement durable »
          Discussion -   Débat

     
    « PRESENTATIONS DE PROJETS SUR LA CONSTRUCTION DE LA PAIX PAR LES
       ONG »         (Partie I - 1h)
        PRESENTATION OF SIGNIFICANT PROJETS BY NGOs  -        (Part I - 1h)


Vendredi 4 novembre    Friday 4 November 

MORNING - MATIN

      SEANCE SUR « L’ENGAGEMENT DES JEUNES POUR LA PAIX »
     WORKING SESSION ON “THE ENGAGEMENT OF YOUTH FOR PEACE” 

         General presentation on the topic
          Présentation générale sur la thématique
         “The voices of youth, world citizens for a culture of peace”
          « Paroles de jeunes, citoyens du monde pour une culture de la paix »
           Discussion - Débat

     PRESENTATION OF SIGNIFICANT PROJETS BY NGOs         (Part II - 1h)
        « PRESENTATIONS DE PROJETS SUR LA CONSTRUCTION DE LA PAIX PAR LES
       ONG »         (Partie II - 1h)

AFTERNOON - APRES-MIDI

      SEANCE SUR « CULTURE ET SPORT, OUTILS POUR LA PAIX »
      WORKING SESSION ON “CULTURE AND SPORT:  TOOLS FOR PEACE”
          “Arts: A Tool for Dialogue”  -   « L’art : un outil de dialogue »
          “Sport as a Vector of Peace”      « Le sport comme vecteur de paix »
           Discussion - Débat

     CONCLUSIONS AND OFFICIAL CLOSURE
      CONCLUSIONS ET CLOTURE OFFICIELLE

     

     


 



     

     

       


domenica 16 ottobre 2016

SENEGAL: ENSEIGNANTS-EDUCATEURS - RECONCILIATION, JUSTICE, PAIX - Justine Ndayisaba, responsable régional E.I.. Afrique Centre Est

ENSEIGNANTS-EDUCATEURS, A L'IMAGE DE LA SAINTE FAMILLE
Session nationale des équipes enseignantes à Popenguine au Sénégal sous le thème général:"Enseignants-Educateurs,A l'image de la sainte famille, oeuvrons pour une Afrique de réconciliation, de justice et de paix"
objectif général:promouvoir une prise de conscience susceptible d'engager les acteurs de l’éducation,de l’état et de l' église dans la promotion de la démocratie, de l’état de droit et du développement durable
Justine Ndayisaba (UMEC - Burundi) a été nommée  responsable régionale des équipes enseignantes (Afrique Centre Est )

National Session of teaching teams in Popenguine in Senegal under the general theme: "Teachers, Educators, The image of the Holy Family, an African working to reconciliation, justice and peace"
General objective: to promote awareness likely to engage stakeholders in education, the state and the church in promoting democracy, the rule of law and sustainable development
Justine Ndayisaba (WUCT - Burundi) has been appointed regional manager of teaching teams (Africa Central East)

Sesión Nacional de los equipos docentes en Popenguine en Senegal en el marco del tema general: "Los maestros, educadores, la imagen de la Sagrada Familia, una trabajadora africana a la reconciliación, la justicia y la paz"
Objetivo general: promover la conciencia propensos a participar interesados en la educación, el estado y la iglesia en la promoción de la democracia, el estado de derecho y el desarrollo sostenible
Justine Ndayisaba (UMEC - Burundi) ha sido nombrado gerente regional de equipos docentes (África central y oriental).



mercoledì 12 ottobre 2016

America Latina y el Caribe - V ENCUENTRO INTERRELIGIOSO IBEROAMERICANO- DECLARACION DE BOGOTÀ

Religiones por la Paz
America Latina y el Caribe
V ENCUENTRO INTERRELIGIOSO IBEROAMERICANO
Bogotà, 26-27 septiembre 2016
Nota de prensa
    
          Representantes de las principales comunidades religiosas de Iberoamérica, reunidos en Bogotá, del 26 al 27 de septiembre de 2016, en el V Encuentro Interreligioso Iberoamericano, presentaron en la “Declaración de Bogotá” sus preocupaciones compartidas sobre la juventud en la región relacionadas con el cumplimiento de los Objetivos de Desarrollo Sostenible (ODS) y reiteraron su disposición a trabajar conjuntamente hacia el logro de esas metas.  El documento constituye un aporte a los jefes y jefas de Estado y de Gobierno que se reunirán en la XXV Cumbre Iberoamericana, a celebrarse en Cartagena de Indias, del 28 al 29 de octubre.  Desde 2011, cada Cumbre Iberoamericana ha estado precedida por un Encuentro Interreligioso Iberoamericano.

La Declaración de Bogotá, que reafirma “el rol de las religiones como socias estratégicas en la construcción de la paz y en la implementación de los ODS dedicados a la juventud, el emprendimiento y la educación”, también aborda el reconocimiento de los y las jóvenes como sujetos de derechos individuales y colectivos, la garantía de espacios públicos libres de violencia para los y las jóvenes, la valoración de la familia como núcleo adecuado para la educación en valores, la equidad de género, la educación afectiva-sexual integral, la aplicación de la justicia contra cualquier forma de abuso sexual infantil, y la denuncia de las deportaciones de menores migrantes ilegales sin adultos acompañantes  ......... 

DECLARACION DE BOGOTÀ - Nota de prensa  

Declaraciòn: RELIGIONES POR LA PAZ

lunedì 10 ottobre 2016

CONGO RD - PASTORALE SALESIENNE DES JUNES

"Chers jeunes, vous êtes attendus le 16 Octobre 2016 à Imara pour le lancement des activités de la Pastorale Salésienne des jeunes. Merci pour tout et soutenons le nouveau responsable du MSJ, Arcel ensemble pour notre grande famille qui est en marche vers les 10 ans d'existence".
P. Albert Kabuge

Archbishop KEVIN JOSEPH FARREL, Prefect of Laity, Family, and Life - .CARDINAL ELECT

Pope announces new consistory and 17 new cardinals.

Archbishop FARREL Prefect of Laity, Family, and Life ,
 new cardinal

Best wishes from UMEC-WUCT


UK - MANY TEACHERS WORKING 60 HOUR WEEK

   

 Teacher Megan Quinn says she works a minimum of 56 hours per week - not to mention a few more on marking and lesson preparation.


   She is just one of many thousands of teachers in England said to be burning the professional candle at both ends.
  According to the Education Policy Institute, most full-time teachers work an average of 48.2 hours per week.
   But one in five works 60 hours or more - 12 hours above the limit set by the European working time directive.
    A teacher for eight years, Megan feels well supported by her school in north London and considers herself one of the lucky ones. She says she would love to commit to the job for the rest of her working life, but is not sure it is sustainable.
    "Between the hours of 09:00 and 15:30 I am in my absolute element," she says.
     But she says coping with government changes in assessment and accountability, and, as she sees it, with national tests set at too high a level for some of her children, she sometimes doubts whether she can continue in the job she loves.
    "It's unmanageable for lots of new teachers coming into the profession in terms of what's expected of them.
    "There are so many people coming into the job who are committed and really want to make a difference but it can be demoralising and often teachers are exhausted," she says.
Megan Quinn
Image caption
Megan has been a teacher for eight years
    'Significant barrier'
    The report, based on data collected in the OECD's Teaching and Learning International Survey between 2012 and 2014 - which compares the practices of teachers in secondary schools in 36 jurisdictions - finds teachers in England work longer hours than their counterparts in all but two of these states.
    This extra time, however, does not equate to increased teaching time, rather it is spent marking work and carrying out administrative tasks.
    Conversely, the survey found England's teachers near the bottom of the international table for continuing professional development.
   Workload was found to be a significant barrier to accessing this up-to-date training on the latest teaching methods and material.
    The report found despite working longer hours early on in their careers, new teachers could expect to earn a wage 16% lower than the OECD average.
     EPI said its findings raised concerns not only for professional development and teaching quality, but also for the wellbeing of teachers themselves.
   It adds: "With pupil numbers in secondary schools set to increase, it is unlikely that teaching timetables can be reduced if teacher numbers do not keep pace and there is not an increase in class sizes."
   Teacher shortage
   Chairman of EPI, David Laws, said: "This analysis highlights that the English education system is unusual internationally in its long working hours for teachers, low levels of professional development, and what looks like a high burnout rate of teachers.
    "Combined with relatively low starting pay for teachers in England, these three features of our school system have clear risks for recruiting, retaining and developing a high quality teacher workforce."
     The Department for Education said it recognised teachers' concerns and is continuing to work with them to find constructive solutions.
    "Teaching remains an attractive career and we have more teachers entering our classrooms than those choosing to leave or retire.
     "Teacher retention has been broadly stable for 20 years and the annual average salaries for teachers in the UK are also greater than the OECD average, and higher than many of Europe's high-performing education systems like Finland, Norway or Sweden."
    Toilet break or marking
   Teacher Anita Smith moved to a primary school hoping to lessen the work load, which it did slightly, "only because my job role has completely changed".
     Many of her primary school colleagues tallied up their total hours to almost 60 hours a week.
"I don't think primary school teachers have it any easier," she said.
     An average day for a teacher, according to Ms Smith, is getting in between 07:30 and 8:00 BST and not leaving before 17:00 or 17:30 if you have a "lucky" day or are going to an appointment......
     

EDUCACION EMOCIONAL - ECUCATION AFFECTIVE - EMOTIONAL EDUCATION

El afecto es la base de la salud emocional e intelectual de todo ser humano. Las relaciones sociales como las familiares son más armoniosas y satisfactorias cuanto mayor sea la calidez que las sostiene.
Como ya hablamos hace unos días, son numerosos los beneficios de crear vínculos afectivos en el aula. Esas relaciones se canalizan a través de dos tipos de vínculos: el que se da entre maestro-alumno y el que se da entre alumno-alumno. La suma de la calidad de estos dos va a determinar el tipo de conducta que exteriorizará la clase.
Vínculo es una “manera de relacionarse”. Hay muchas formas de vincular , tantas como personas en el mundo. A continuación te ofrezco unas claves para desarrollar unos vínculos sanos y afectivos en el aula.
Vínculo maestro-alumno:
vínculos afecto aula-Debe ser horizontal y no jerárquico. El maestro escucha los argumentos y sentimientos del niño.
-La autoridad sin afecto no funciona. La influencia sobre el niño debe estar basada en el afecto y no en el miedo. Es necesario que aquél se sienta amado y aceptado, sólo así integrará las reglas de conducta, valores y contenidos de manera profunda.
-El maestro es modelo de relaciones sociales y no sólo transmisor de conocimientos.
-La comunicación entre ambos contiene caricias, gestos y palabras de afecto.
Vínculo alumno-alumno:
El maestro fomenta:
 El desarrollo de la Intimidad a través de la expresión de pensamientos y sentimientos en el grupo.
Cuidando valores como la confianza, el respeto y la tolerancia.

El fomento del sentido del humor buscando momentos para la risa y la distensión. ...

domenica 9 ottobre 2016

LA DETENTION DES ENFANTS MIGRANTS

CONTRE LA DÉTENTION

DES ENFANTS MIGRANTS

Le BICE se positionne contre la détention des enfants migrants©Procyk Radek - ShutterstockLe BICE et six autres ONG appellent l’Assemblée générale de l’ONU à mieux protéger les droits des enfants migrants et réfugiés.
LA DÉTENTION DES ENFANTS MIGRANTS
 EST UNE VIOLATION DES DROITS DE L’ENFANT
Le 19 septembre 2016, l’Assemblée générale des Nations Unies a organisé un Sommet pour les réfugiés et les migrants. L’objectif ? Trouver une approche coordonnée et plus humaine d’une des crises migratoires les plus graves depuis la Seconde Guerre mondiale.
A l’occasion de ce Sommet, le BICE s’est associé avec Défense des Enfants International (DEI), l’Organisation Mondiale Contre la Torture (OMCT), l’Observatoire International de Justice Juvénile (OIJJ), International Detention Coalition (IDC), la Fédération Internationale Terre des Hommes (TdH) et Child Rights International Network (CRIN), pour affirmer que la protection des droits de l’enfant édictée dans de nombreux traités internationaux doit impérativement être au cœur des politiques migratoires.
Les sept organisations ont souligné que les enfants migrants ne doivent pas être criminalisés ou soumis à des mesures punitives en raison de leur statut migratoire ou de celui de leurs parents.
La détention d’un enfant migrant sur la base de ce statut est une violation du principe de l’intérêt supérieur de l’enfant, énoncé dans la Convention des Nations Unies relative aux droits de l’enfant.
Les organisations ont appelé les Etats à aligner leurs pratiques et politiques migratoires sur les principes de droit international qui régissent la protection des droits de l’enfant.
ETUDE GLOBALE SUR LA PRIVATION DE LIBERTÉ DES ENFANTS
Le BICE est membre de la Plateforme des ONG en charge du pilotage de la future Etude globale de l’ONU sur la privation de liberté des enfants.
L’objectif de cette étude est de collecter des données sur la détention des enfants, y compris dans le cadre de la migration, afin de formuler des recommandations en vue de prévenir les violations des droits des enfants en détention et de réduire le nombre d’enfants privés de liberté.
Or, cette étude prévue par une résolution de l’Assemblée générale de décembre 2014, peine à se mettre en place.
Le BICE, de concert avec les autres organisations, plaide ainsi pour que cette Etude commence le plus rapidement possible.







sabato 8 ottobre 2016

MORAL PANIC: STRANGERS at OUR DOOR! - Quand l’étranger frappe à nos portes… ! -Extranjeros en las puertas


            Strangers  at Our Door

                                        By: Zygmunt Bauman 




Description

     Refugees from the violence of wars and the brutality of famished lives have knocked on other people's doors since the beginning of time. 
     For the people behind the doors, these uninvited guests were always strangers, and strangers tend to generate fear and anxiety precisely because they are unknown. 
      Today we find ourselves confronted with an extreme form of this historical dynamic, as our TV screens and newspapers are filled with accounts of a 'migration crisis', ostensibly overwhelming Europe and portending the collapse of our way of life. 
    This anxious debate has given rise to a veritable 'moral panic' - a feeling of fear spreading among a large number of people that some evil threatens the well-being of society.

       In this short book Zygmunt Bauman analyses the origins, contours and impact of this moral panic - he dissects, in short, the present-day migration panic. 
   He shows how politicians have exploited fears and anxieties that have become widespread, especially among those who have already lost so much - the disinherited and the poor. 
    But he argues that the policy of mutual separation, of building walls rather than bridges, is misguided. It may bring some short-term reassurance but it is doomed to fail in the long run. 
     We are faced with a crisis of humanity, and the only exit from this crisis is to recognize our growing interdependence as a species and to find new ways to live together in solidarity and cooperation, amidst strangers who may hold opinions and preferences different from our own.

Bauman: "Je crains que nous ne soyons au début d’un énorme déséquilibre. La hausse brutale du nombre de migrants qui frappent aux portes de l’Europe, résultat d’un nombre croissant d’Etats défaillants ou déjà faillis, exacerbe la peur profonde que notre bien-être et même notre survie ne soient menacés. Cette panique crée une situation émotionnelle explosive, d’autant que les politiques désorientés hésitent entre deux aspirations inconciliables: l’intégration et le repli sur soi" .


PARA UN DIALOGO EFECTIVO - FOR AN EFFECTIVE DIALOGUE - POUR UN DIALOGUE EFFICACE

Zygmunt Bauman: “El diálogo real no es hablar con gente que piensa lo mismo que tú”.
 Por Daniel R. Esparza

El sociólogo y filósofo polaco denuncia que las redes sociales no son una comunidad sino apenas un sustituto


Bauman, nacido en Poznam en 1925, tuvo que emigrar con su familia a la entonces Unión Soviética cuando apenas era un niño, huyendo de la persecución nazi. Nuevamente, en 1968, tuvo que huir del que entonces era su país, escapando de la purga antisemita que siguió al conflicto árabe-israelí. Se radicó temporalmente en Tel Aviv, para luego terminar en Inglaterra, donde hizo carrera en la Universidad de Leeds. En una entrevista relativamente reciente (de enero de este año) con Ricardo De Querol para Babelia, en El País, explica cómo las redes sociales, si bien han cambiado en buena medida la manera las formas tradicionales del activismo social, no son sino un sustituto de la formación de auténticas comunidades.
            Ricardo De Querol inicia su pregunta a propósito de las redes sociales citando al propio Bauman, quien señala que el activismo online es “activismo de sofá”, y que la Internet las más de las veces sólo nos “adormece con entretenimiento barato”.  De Querol pregunta, así, si las redes sociales no son, parafraseando a Marx, el nuevo “opio del pueblo”. Bauman no duda en responder que la identidad, como las comunidades, no son algo que se deba crear, sino algo que “se tiene o no se tiene”.
“Lo que las redes sociales pueden crear” –señala el sociólogo- “es un sustituto. La diferencia entre la comunidad y la red es que tú perteneces a la comunidad pero la red te pertenece a ti. Puedes añadir amigos y puedes borrarlos, controlas a la gente con la que te relacionas. La gente se siente un poco mejor porque la soledad es la gran amenaza en estos tiempos de individualización. Pero en las redes es tan fácil añadir amigos o borrarlos que no necesitas habilidades sociales”.
Estas habilidades, señala Bauman en su entrevista con De Querol, se desarrollan en el contacto cotidiano humano directo, en espacios compartidos, sean públicos o privados: en la calle, en los espacios de trabajo, en los que es necesaria una interacción “razonable” con la gente; esto es, en interacciones que exigen de diálogo, negociación y de apertura.
            A propósito de ello, Bauman no duda en evocar el hecho de que el Papa Francisco concedió su primera entrevista después de haber sido electo como Sumo Pontífice a un periodista abierta y militantemente ateo, Eugenio Scalfari. “Fue una señal”, señala Bauman: “el diálogo real no es hablar con gente que piensa lo mismo que tú”.

Fuente: Aleteia


venerdì 7 ottobre 2016

UK -CATSC - AN INSPIRATIONAL THINKPIECE FROM NATIONAL PRESIDENT MARIA RIMMER.

And he said to them, 'Well then, every scribe who becomes a disciple of the kingdom of Heaven is like a householder who brings out from his storeroom new things as well as old.' Matthew 15:32

.....





It is thus that CATSC - with your support - has helped to take Catholic Education into this [no longer new] millennium, seeking at all times, and in all actual and virtual places and spaces, to maintain the professional enthusiasm for its mission - characterised by those who had the same interest at heart over a hundred and twenty years ago..........



CLICK ON THE FILE BELOW TO READ AN INSPIRATIONAL THINKPIECE FROM NATIONAL PRESIDENT MARIA RIMMER.

                      20.20 VISION......

giovedì 6 ottobre 2016

ROMANIA - ORADEA - BEGINNING OF SCHOOL YEAR - INICIO DEL AÑO ESCOLAR - DÉBUT DE L'ANNÉE SCOLAIRE - INCEPUTUL ANULUI SCOLAR

     
Bucuria începerii noului an școlar s-a simțit încă de dimineață în curtea Liceului Teologic Greco-Catolic „Iuliu Maniu” din Oradea prin glasurile copiilor ajunși cu mult timp înainte de începerea festivității de deschidere. Însoțiți de către profesori, bunici și părinți, elevii au participat la slujba de Te Deum oficiată de către Preasfinția Sa Virgil Bercea, Episcopul greco-catolic de Oradea, pr. Antoniu Chifor, Vicarul responsabil cu preoții, și pr. Ovidiu Duma.
     După slujba Te Deum-ului au urmat discursurile susținute de către doamna inspector pentru proiectele educaționale Moțoc Chivari Elena, din cadrul Inspectoratului Școlar Județean Bihor, care a dat citire mesajului domnului inspector Novac-Iuhas Alin, și de către pr. Alexandru Dragoș, director al Liceului. Preasfinția Sa Virgil Bercea i-a îndemnat pe elevii Liceului Teologic Greco-Catolic să rămână „fericiți și luminoși” pe întreg parcursul anului școlar.
       Anul școlar 2016-2017 a început pentru Liceului Greco-Catolic „Iuliu Maniu” din Oradea cu un efectiv de 902 elevi începând de la grupele de grădiniță cu program prelungit, învățământul primar în program „Step by Step” și până la clasele a XII-a. Liceul Teologic Greco-Catolic „Iuliu Maniu” este o școală cu tradiție, în care valorile modernității se sprijină pe soclul solid al conștiinței continuității și apartenenței la un învățământ creștin datând încă din secolul al XVIII-lea, în care se îmbină armonios numele și respectul libertății de gândire, de exprimare și de acțiune.
Eugen Ivuț
Biroul de Presă al Episcopiei de Oradea

mercoledì 5 ottobre 2016

UNESCO: LA SITUACION DEL PERSONAL DOCENTE - THE STATUS OF THEACHERS

En el Día Mundial de los Docentes
La OIT y la UNESCO celebran los 50 años de la “Recomendación relativa a la situación del personal docente” con reedición de material informativo

Recommendation concerning the Status of Teachers” with re-publication of materials


Las oficinas regionales de la Organización Internacional del Trabajo y de la UNESCO (Educación) para América Latina y el Caribe lanzan una reedición informativa acerca de este instrumento, una de las herramientas jurídicas más importantes del derecho a la educación y que este año cumple 50 años desde su primera publicación.
http://www.unesco.org/new/typo3temp/pics/8dcc381950.jpg

La "Recomendación conjunta de la OIT y la UNESCO relativa a la situación del personal docente" fue adoptada hace 50 años, el 5 de octubre de 1966, en una Conferencia Intergubernamental en París, Francia.
Desde su aprobación, la Recomendación ha sido considerada como un importante conjunto de lineamientos para promover la condición docente en pro de una educación de calidad.
El documento establece los derechos y las responsabilidades de los docentes, las normas internacionales para su capacitación inicial y su formación ulterior, y sus condiciones de contratación, empleo, enseñanza y aprendizaje.
El texto también contiene numerosas recomendaciones sobre la participación de los docentes en las decisiones relativas a la educación mediante la consulta y la negociación con las autoridades educativas.





martedì 4 ottobre 2016

UNESCO - World Teachers' Day - 5 OCTOBER 2016

Valuing Teachers, Improving their Status

Valoremos al docente, mejoremos su condición profesional

Valorisons les enseignant(e)s, améliorons leur statut professionnel


This year World Teachers’ Day marks the 50th anniversary of the adoption of the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers. It is also the first world Teachers’ Day (WTD) to be celebrated within the new Global Education 2030 Agenda adopted by the world community one year ago.


This year’s theme, “Valuing Teachers, Improving their Status”, embodies the fundamental principles of the fifty-year-old Recommendation while shining a light on the need to support teachers as reflected in the agenda’s Sustainable Development Goals (SDGs). A specific education goal, SDG4, pledges to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

Teachers are not only pivotal to the right to education they are key to achieving the targets set out in SDG4.

The roadmap for the new agenda, the Education 2030 Framework for Action, highlights the fact that teachers are fundamental for equitable and quality education and, as such, must be “adequately trained, recruited and remunerated, motivated and supported within well-resourced, efficient and effectively governed systems”.

However, in order to achieve this goal, it is necessary not only to substantially increase the supply of qualified teachers but to motivate them by valuing their work. By 2030, 3.2 million more teachers will be required to achieve universal primary education and 5.1 million more in order to achieve universal lower secondary education.

UNESCO with the WTD convening agencies (ILO, UNICEF, UNDP, and EI) and the International Task Force on Teachers, dedicates this day to celebrating a unique intergovernmental commitment – the only international standard-setting instrument on teachers – and reaffirms its commitment to the value of the profession.

VALOREMOS EL DOCENTE

VALORISONS LES ENSEIGNANTS