LOS ENSENANTES EN AMERICA LATINA

Debemos tener muy presente que en la vida no hay premios ni castigos, sino consecuencias.

El rol de los enseñantes en America latina ha cambiado fundamentalmente en los últimos 35 años. Se ha pasado, de ser el personaje más importante en la formación del niño y del adolescente, a ser lo más criticado dentro del ámbito familiar. La escuela, ha pasado de ser un centro de formación a ser un centro de contención.

Hoy en día, es muy común escuchar que en una escuela de nuestro continente se ha golpeado a un maestro. Que un profesor ha sido agredido por un grupo de alumnos o por padres. Que una madre fue a la escuela a golpear a una maestra o a un director.

Podriamos decir que la educación ha entrado en America Latina en una zona de batalla y por ahora, esta batalla la estamos perdiendo.

Todas las batallas en la vida sirven para enseñarnos algo, inclusive aquellas que perdemos.

Sabemos perfectamente que el odio no cesa con el odio, el odio cesa con amor. Esta es una ley muy antigua y los educadores sabemos mucho de amor. Nuestra tarea se basa en la premisa del amor.

Los educadores creyentes, estamos todos trabajando en forma conjunta para transformar este desafio de la sociedad. Nuestra asociación esta preparando una oración sencilla pero pensamos que sera eficaz. Dios, dame fe ... para seguir adelante a pesar de todo. Dame grandeza de espíritu ... para perdonar. Dame paciencia ... para comprender y esperar. Dame serenidad ... para aceptar las cosas que no pueda cambiar. Amen

                                                                                                                                Hector Rigaldo

"The Transcendent Value of Human Dignity Offers a Secure Basis to the Rule of Law"

Archbishop Mamberti's Intervention at the 67th U.N. General Assembly

"The Transcendent Value of Human Dignity Offers a Secure Basis to the Rule of Law"

NEW YORK, New York, SEPT. 26, 2012 (Zenit.org).- Here is the address delivered by Archbishop Dominique Mamberti, Secretary for Relations with States of the Secretariat of State and Head of the Holy See Delegation, at the 67th General Assembly of the United Nations.
* * *
Mr. President,
As the Secretary-General’s Report (A/66/749, 1) rightly notes, humanity currently faces a situation full of challenges and difficulties. On the one hand, there is always surprising and rapid scientific progress, such as greater access for many to education and to economic well-being, as well as the emergence of new actors and world powers; on the other hand, the world financial crisis, which is worsening some humanitarian and environmental emergencies, does not seem yet to be over, and may even herald new and dangerous conflicts. In this context, the effective spread of the rule of law by every means becomes a particularly urgent task for a just, equitable and effective world governance. .......

THE TRANSCENDENT ....

BELGIQUE: « Pour l’Ecole, un projet, des acteurs ! »

Congrès 2012 de l'enseignement catholique

Dix ans après son Congrès de 2002, l’enseignement catholique réédite la démarche les 18, 19 et 20 octobre 2012. Ce Congrès se veut un moment privilégié pour (re)penser son projet. Mais celui-ci n’aura de sens que s’il aide réellement les acteurs de la communauté éducative à relever les défis de notre époque. Il ne peut, en effet, se penser de manière pertinente qu’en interrelation avec ces défis et ceux qui y sont confrontés.
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Congrès 2012

ITALIA: CENTO PIAZZE PER LA SFIDA EDUCATIVA

5 OTTOBRE -
 INSEGNANTI IN UNA SCUOLA CHE CAMBIA



Nel 2012, con la III Edizione di “Cento piazze”, come le precedenti significativamente svolta in collaborazione con l’Ufficio nazionale per l’educazione, la scuola e l’università della CEI e la Fondazione AIMC onlus, l’AIMC, con il patrocinio dell’UNESCO, intende dare un respiro ancora più ampio all’iniziativa, raggiungendo direttamente i luoghi della formazione, della scuola attiva, le realtà in cui concretamente gli insegnanti incontrano bambini, adolescenti e giovani, le famiglie e tutti i soggetti impegnati nell’educazione per dare speranza in un futuro migliore.

CENTOPIAZZE

FRANCE: SENSIBILISATION AU HANDICAP

Lancement d'une campagne interne de sensibilisation au handicap au ministère de l'éducation nationale
Communiqué de presse - Vincent Peillon - 18/09/2012

Le ministère de l’éducation nationale lance, mardi 18 septembre 2012, une campagne interne de sensibilisation pour changer de regard sur le handicap au travail, dans le cadre de la convention signée avec le Fonds pour l’insertion des personnes handicapées dans la fonction publique (FIPHFP).

Cette campagne s’adresse à tous les agents du ministère, de l’administration centrale aux académies, en passant par les établissements scolaires.
Pour sensibiliser tous les agents, un film documentaire, portrait croisé de quatre agents en situation de handicap est diffusé sur education.gouv.fr et sur dailymotion ; deux affiches intitulées "mon handicap j’en ai parlé et j’ai bien fait" sont mises en ligne sur les sites du ministère (administration centrale et académies). Elles sont également distribuées dans les établissements scolaires accompagnées d’un livre de témoignages de personnes handicapées travaillant dans l’éducation nationale.

Pour accompagner les personnes en situation de handicap, dans chaque académie, un correspondant handicap sera l’interlocuteur privilégié ; il est chargé de l’écoute et de l’examen au cas par cas de chaque situation, en toute confidentialité.

Pour informer les acteurs de terrain, des guides pratiques sur l’accueil et l’accompagnement d’une personne handicapée sont disponibles et une brochure sur les droits et démarches pour se déclarer est diffusée largement auprès des personnes concernées par la déclaration.

Parler du handicap, c’est déjà s’en sortir. Se déclarer permet d’être accompagné pour dépasser ses craintes.

Pour en savoir plus : www.education.gouv.fr/handicap-tous-concernes

EDUCATION AT A GLANGE 2012

Education at a Glance 2012

Education at a Glance 2012
OECD INDICATORS

Foreword Governments are paying increasing attention to international comparisons as they search for effective policies that enhance individuals’ social and economic prospects, provide incentives for greater efficiency in schooling, and help to mobilise resources to meet rising demands. As part of its response, the OECD Directorate for Education devotes a major effort to the development and analysis of the quantitative, internationally comparable indicators that it publishes annually in Education at a Glance. These indicators enable educational policy makers and practitioners alike to see their education systems in light of other countries’ performance and, together with the OECD’s country policy reviews, are designed to support and review the efforts that governments are making towards policy reform.
Education at a Glance addresses the needs of a range of users, from governments seeking to learn policy lessons to academics requiring data for further analysis to the general public wanting to monitor how its country’s schools are progressing in producing world-class students. The publication examines the quality of learning outcomes, the policy levers and contextual factors that shape these outcomes, and the broader private and social returns that accrue to investments in education.
Education at a Glance is the product of a long-standing, collaborative effort between OECD governments, the experts and institutions working within the framework of the OECD’s Indicators of Education Systems (INES) programme and the OECD Secretariat. The publication was prepared by the Innovation and Measuring Progress Division of the OECD Directorate for Education with input from the Centre for Educational Research and Innovation, under the responsibility of Dirk Van Damme and J.D. LaRock, in co-operation with Etienne Albiser, Eric Charbonnier, Ji Eun Chung, Pedro Lenin Garcia de Léon, Bo Hansson, Corinne Heckmann, Estelle Herbaut, Karinne Logez, Koji Miyamoto, Gara Rojas González, Sophie Vayssettes and Jean Yip. Administrative support was provided by Rhodia Diallo and Rebecca Tessier, editing of the report was undertaken by Marilyn Achiron and J.D. LaRock, and additional advice as well as analytical and editorial support were provided by Marika Boiron, Elizabeth Del Bourgo, Joris Ranchin, Giannina Rech, Wida Rogh, JungHyun Ryu, Amy Todd, and Elisabeth Villoutreix. Production of the report was co-ordinated by Elizabeth Del Bourgo and Elisabeth Villoutreix. The development of the publication was steered by member countries through the INES Working Party and facilitated by the INES Networks. The members of the various bodies as well as the individual experts who have contributed to this publication and to OECD INES more generally are listed at the end of the book.
While much progress has been accomplished in recent years, member countries and the OECD continue to strive to strengthen the link between policy needs and the best available internationally comparable data. This presents various challenges and trade-offs. First, the indicators need to respond to educational issues that are high on national policy agendas, and where the international comparative perspective can offer important added value to what can be accomplished through national analysis and evaluation. Second, while the indicators need to be as comparable as possible, they also need to be as country-specific as is necessary to allow for historical, systemic and cultural differences between countries. Third, the indicators need to be presented in as straightforward a manner as possible, while remaining sufficiently complex to reflect multi-faceted educational realities. Fourth, there is a general desire to keep the indicator set as small as possible, but it needs to be large enough to be useful to policy makers across countries that face different educational challenges.
The OECD will continue to address these challenges vigorously and to pursue not just the development of indicators in areas where it is feasible and promising to develop data, but also to advance in areas where a considerable investment still needs to be made in conceptual work. The further development of the OECD Programme for International Student Assessment (PISA) and its extension through the OECD Programme for the International Assessment of Adult Competencies (PIAAC), as well as OECD’s Teaching and Learning International Survey (TALIS) are major efforts to this end.

Régards sur l'éducation
Education at a Glance 2012

ARGENTINA: MIRAR LAS INFANCIAS

Entre los días 27 y 28 de septiembre se llevará a cabo el 17° Curso para Educadores de Niveles Inicial y Primario. El lema del curso es "Mirar las infancias para generar nuevas respuestas en las escuela". El curso está destinado a docentes, directivos, representantes legales y a Equipos de Orientación Escolar de Niveles Inicial y Primario.

 La sede del curso será en el Colegio La Salle, Ayacucho 665, Ciudad Autónoma de Buenos Aires.

MIRAR LAS INFANCIAS