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The implementation of the Regional Single Test will be held on Sunday January 22, 2012, from 09:00 hours on the premises to be determined by the respective Regional Offices of Education throughout the country. In the case of Metropolitan Lima, will be determined by the DRELM, according to reports. FEDAT administrative formalities, registration and submission of dossiers are Free. Applicants can register for UGEL they choose or the Regional Offices of Education-DRE are still responsible for administrative management of educational institutions of Basic Education and Technical Production.

Only candidates can register evidencing title Pedagogical that necessarily must be registered in the Register of Degrees and Titles of the MED or DRE, and the National Assembly of Rectors (for Education graduates and graduates in the Schools of recognized Teacher Training university status). Education degree awarded by a foreign university must be validated by the National Assembly of Rectors and obtained a Higher Pedagogical School, also from abroad, must be validated by the National Pedagogical Institute of Monterrico, respectively.

Upon enrollment, the applicant must submit a copy of Teaching Professional Degree authenticated by the MED or DRE, FEDAT copy of ID card, ID card or Alien, Curriculum Vitae documents (duly FEDAT), Affidavit in accordance with the format attached ( Annex 05), Proof of mastering one or more native languages, issued by the Procurement Committee in accordance with the format set out in Annex 08, only for those who wish to apply for vacancies EIB, effective resolution of disability issued by the CONADIS, if appropriate official document issued by the competent authority stating their status as graduate of the Armed Forces, if applicable.

It is recommended that applicants at the time of registration should indicate the mode or form of education which they are applying, considering that must prove the requirements of Annex 06. If the applicant has two or more different levels of educational qualifications or specialties or other studies, apply only to a form voluntarily or educational form, limiting its participation to choose. Bilingual educational institutions, teachers must also demonstrate mastery of the original language where the school is located. To this end, the applicant must submit the registration certificate issued by the Evaluation Committee of the jurisdiction applying. To apply for vacancies for educational institutions located in border areas, as well as all requirements are required, a Peruvian by birth.

Social action, education work and the fight against drug trafficking is high on the agenda that addressed the Governor Sergio Urinary in the first cabinet meeting of the new management with the owners of the ten ministries and their principal officers, who urged to build teamwork.

“We stand committed to a national government and sensitive, and in a context that allows us to move forward and continue doing. We cannot lose this opportunity, “said Urinary, accompanied by the lieutenant governor José Caceres, in the meeting that took place in the Hall of Governors of the Grey House.

Addressing the needs of the most vulnerable to those who still could not reach was one of the key goals identified by the president, who reiterated his determination to have full-time schools in all districts of the province in four years. “You have to go with everything: with the works and human resources,” he said. Then put “February or March” deadline to know what the establishments where the method is implemented.

“The challenge requires the participation of all stakeholders and teachers have a central role. Must be added to those who still are not involved and it is important the contribution of unions in this crusade, “he said. He spoke of “a new era in the relationship between government and teachers” and called: “There is a group of leaders who are committed not only to go to teach, but to fight for the weaker sections of our society. There are thousands of teachers who are committed to help, not the governor Urinary, but the state and society. “

“We must go forward, go forward and doing things. You have to consider challenges and implement them without fear and with much work. That’s another premise of our management, “concluded the president.

With the aim of agreeing the proposed regulation of Participatory Education Regional Councils (Copra) tomorrow, Wednesday, will be held in Lima a workshop with these bodies linked to the civil society and the regional government. During the experience, organized by the National Education Council (CNE) and the Ministry of Education (MED), will be present Martin Vegas, vice minister of the MED Educational Management and Andres Card, vice president of the CNE. The latter will be responsible for opening and welcome members of the Copra.

Other exhibitions include the so-called “regional experiences of the operation and organization of Copra” that representatives of the regions of Puno, Piura, Tumbes, San Martin and Cusco, will perform. Finally, the plenary will be developed by Grover Pang counselor, member of the CNE.

This meeting, which is expected the participation of representatives of 26 regions, looking for – well – look at the organization and operation of Copra, and the articulation of regional councils with public sector bodies such as the Directorate for Education and Regional Government. The event will be held from 9 am in the auditorium Carlos Marietta, of IPAE and sponsored by USAID / PERU / SUMA.

It is noteworthy that the Copra is an organ of participation, coordination and monitoring that contributes to the development, monitoring and evaluation of the Regional Education Project. It is also a space for coordination between related institutions and other educational work in the region, in order to join efforts to improve educational quality.

Jalapa, Veracruz – Veracruz In working to improve educational quality and infrastructure and create more development opportunities for children and young people, said Secretary of Education, Adolfo Hernandez Moat, to appear before the State Legislature because of the gloss First Report of Government.

In the Auditorium Sebastian Lerado de Tenaha, the state official explained the work done since the Ministry of Education of Veracruz (SEV) in the first year of government, which considered, have made important advances, particularly through the program social Forward, which, he estimated, has strengthened education in Veracruz.

The Development Plan 2010-2016 Veracruz shows Veracruz education policy focuses on expanding coverage and attention to the potential demand, improve the quality of services offered, promote continuing education and professionalization of teachers, improve the results of academic achievement of students, institutions and the educational system of Veracruz, among others.

To achieve the goals, it is extremely important social participation in education, he added, noting that the state of Veracruz is the second entity in the number of students and teachers and first place in schools. In this school, were treated two million 360 thousand 104 students, with the support of 134 000 784 teachers, 24 000 186 campuses.

He added that the SEV is working to improve the quality of life of the population. Therefore, it aims to reduce inequality of opportunity in access to education and work continues with programs that enable greater social inclusion.

An example of this, he said, is the great crusade for literacy launched this year in support of the task performed by the Veracruz Institute of Adult Education (IVEA), which includes the participation of thousands of pupils middle and higher levels. This year, 23 000 807 students collaborated with the goal of literacy everyone at least two adults.

When referring to the quality and educational equality are the basis of work undertaken since the Ministry of Education, recalled that the publication of Law No. 276 on August 1 this year created the Popular Autonomous University of Veracruz and increased supply education degree with 46 races to benefit 20 000 777 students.

Hernandez Moat said that since the BSS encourages men and women have equal opportunities and alternatives. Therefore, the Gender Unit has worked hard dependency on the dissemination, consultation and delivery of lectures and Gender Equality and Prevention of Violence; Challenges of XXI Century Women, Equity and Gender and also organized the workshop Equality State Gender and Violence Prevention in Childhood Phase (SEP-UNAM).

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In Techno polis is a space for all teachers and those interested in education and its various stages: it is the Pavilion of the Ministry of Education. It was designed so that visitors take a tour similar to the path that makes a person for the national education system, including the stage of compulsory education (Early Childhood Education, Primary and Secondary Education).

Eva Tenenbaum is studying to be elementary school teacher and is doing his first experience coordinating activities with the kids who come to the Dome of Primary Education, which represents a traditional classroom. ”We had very well here, kids come and carry out activities both educational and entertaining,” says the future teacher.”The idea is to introduce kids all activities from the viewpoint of science, with materials produced by the Ministry, which is also delivered in schools,” he adds.

On the way to the flag highlights some aspects of the national educational management in recent years and milestones of this governance, in terms of incorporating science and technology in each of the stages of education.

When I was asked to write a note to refer to teachers in their day, I thought hard what he had to stand out among so many tasks, needs, difficulties, troubles, challenges and rewards experienced by teachers every day. And not only teachers, also teachers, principals, secretaries, librarians, school counseling teams, the teachers, those responsible for media-pedagogical technical support, etc.. Finally, all teachers. And no doubt highlight two qualities that defined it in these times I say proudly that begin to be massive in our industry: identity and commitment. And I note this because it was not always so, though no doubt Argentine teachers always had a commitment to the task of teaching and identity as teachers, but from what I’m talking about is the social and political commitment that we assuming as a collective defense of public education, the rights of our kids, and the contribution we can make the educational system to the transformation of our country and our society, we are clearly taking education workers.

Commitment and identity are fundamental to ensuring a quality education. We are fully as political subjects, i.e. subjects of law with processing capacity are key to school improvement and provide directionality.

We do not want the school to teach that there was always poor, or that is submissive boys as demanded by some employers of AEA so they can exploit them without any problems. We want to be subjects of rights, critical citizens who take ownership of knowledge and use it as a tool not only for individual development but also for the political, economic, cultural and social community.

But there is one very important condition in order to deepen the changes and improve education, that society as a whole and in particular political leaders, social, religious and business, should demonstrate to the teacher: respect and recognition.

Rep. Becker criticized the project Germaine prohibiting profit in education and invited the Senator to continue working Quintana for the country, but profit from state resources.

The problem living Education Chile a few months ago, and that is affecting thousands of students, is now focused on two key points: The Education Quality and profit.

The latter, which has been the most controversial, today became one of the biggest concerns of the supporters of educational establishments, which in Araucanía, did not rule out move to keep the state subsidy.

PPD Senator Jaime Quintana, who chairs the Education Committee, said the project requires all the resources to reinvest in the same establishment “prohibit the organization that is made with state resources.”

Facing statement, Rep. Becker Germaine, who also serves on the Education Committee, responded to the words of Senator PPD, stating that, “I think Senator Quintana has good intentions in making this proposal, however I think is quite naive ask the supporters who cannot take any remuneration for their work. ”

“This would be like asking the Senator himself Quintana to keep doing quality work as a senator, but not profiting from public resources, so you should return your diet and do not use it,” Germaine said Becker.

In addition, Becker said that “nobody has been able to demonstrate that there is an inverse relationship between quality and profit. There are subsidized and municipal schools of good quality and there are also both, leaving much to be desired. Therefore, we have to do is to demand quality and good use of public resources. ”

The MP also added that “our conception of society there are two fundamental issues regarding education. First, those parents have the right to choose between alternatives and not restricted only to the state and religious choices, as would be the case that ended with the schools that have private enterprise. ”

“Secondly, we require all establishments, regardless of what type they are, have a level of quality according to our times. For this, we created a Quality Agency, which will support schools to improve at this point, and a Superintendent of Education, which oversee the proper use of public resources. ”

Control Holders.

Germaine Rep. Becker also addressed what will happen to the holders of educational establishments that do not meet established standards.”As for holders that do not reach a reasonable level of quality, or used in bad shape public resources, what to do is remove the ability to continue providing education.”

Finally, the deputy added that “if a holder does a poor job and does not reach acceptable quality levels, and they do not reinvest in its educational project, then the holder must leave the system.”

Daniel Martinez Connell .- This September 11, while the morbidity of the world media will go to New York and the White House, in Chile a silent majority increasingly look to its heart and history to remember another anniversary of the coup , 38 to be exact.

On one occasion, after one of her electoral defeats, Dr. Salvador Aliened reiterated its decision to continue competing and said something sarcastic, “When I die, I put on my tombstone: Here lies Salvador Aliened, candidate for President ”. These days, amid a large familiar discretion, the former president was buried for the third time and I hope his bone-borne and brought by the Chilean geography-end to rest in peace, whatever the headstone to be put.

Also in these very days, before the commemoration, entered with a strong pace to La Moneta a group of student leaders who were born after the death of Aliened, but have acted with varying degrees of clarity, raising demands on education anyone from work can be found in the program of the Undead Popular.

Why so much sacrifices if they give us does not meet my expectations?

By international standards, Chile has high rates of quantitative and qualitative education, and has greater expectations of schooling than other similar countries. Why then, despite these advances, education has become a major source of discomfort?

An interesting sign is that the statistics of 1973 show that education was beginning its transformation from a minority to a mass. However, despite the marked popular interest government attended high school only half or less of teens

today, almost four decades, bad or get them all. The phenomenon of mass participation of those years also went to school and education is dressed people. At that time the basic approach was to educate the whole society and, through him, to begin a transformation in two decades would satisfy a progressive set of expectations.

Few thought at the time the prestige of being professional in a career high income could give. Education was understood as a right of all to the benefit of a nation remade itself.

The coup of September 11, 1973 wiped out those hopes, high-speed printed to Education a market mentality, climber and filled the elite discourse of concepts such as efficiency, quality, efficiency, high quantity, and so on. All of them according to the model imposed by the Pinochet dictatorship and neoliberal advisors. Education went from being a right to become a high commodity price.

The timid reforms introduced four Concertación governments were clearly inadequate and the model retained its privatization and elitist character. Even so it came to education and becoming a mass phenomenon and deficits of poverty and marginalization of inheritance left by the dictatorship were compounded by the frustration of generations that had been growing. Hence the return of democracy a clear way out of that frustration generational and class outside the classroom found in satisfaction with social expectations.

The student uprising that came during the incubation of the Coalition explains, among other things, because more and more families and students that would not be found or that university education which would satisfy their job prospects and social return. Whether because it was received as a non-corresponded to expectations, either because the “quality” of the training did not ensure realization of the aspirations and incubated parents and students felt cheated.

The so called return of democracy certainly covered the most important, but education was not a priority at many factors leading to social unrest among the citizenry, have moved toward the quality of education. So the new generations focused on school and university, the underlying cause of their disappointment and their parents. The quality of education thus became a catalyst for many ailments.

While studying mate I’ll always be poor.

Highlights in this catalog of injustices and grievances that the model reproduces the elitist class education in Chilean society. The students all go to school, it is true, but everyone in the neighborhood, social class, the circle in which “found.” Do you live in uptown? For their studying with those around you. Do you live in a city slum? Well we’re going to give education, but where you belong, where your parents survive in poverty.

If somewhere is expressed in all its harshness classism and elitism of Chilean society is called municipal education. Those who cannot pay have to accept in exchange for free near the relegation education to their status. If parents can gather some money and go to schools with shared financing and, obviously, those with high incomes paid study at private schools but receive state subsidies.

The national university system is nothing more than playing high injustices and frustrations mentioned where not only equality but missing where they were historically excluded are sent back to form at the end of the row.

Ciudad Victoria, Tamaulipas .- The re-education and Spanish at failing primary was below the national average and well below the other border states, Nuevo León, Coahuila, Chihuahua, Sonora and Baja California.

Only 39.8 percent of elementary students have a good level against the excellent Spanish national average is 40 percent, and math level is even lower 32.9 percent good or excellent against the national average is 37 percent.

The Ministry of Education announced that there will Tamaulipas to develop effective strategies to enhance the teaching-learning students in the state.

Under Secretary of Planning of the SET, Lucia Castillo Aimed Pastor, said he will work based on the results obtained in each school to the National Assessment of Academic Achievement in Schools (LINK) 2011.

“We will deal with specific actions to those schools that different circumstances require extraordinary support.”

The strategies are to be performed by each workplace, based on qualifications, why cannot generalize the method.

He said he was able to raise the indicators in comparison with last year, but acknowledged that further work needs to be done.

Awarded this year to advance the actions taken in advance by the SET to raise indicators.

“We worked with different groups in the educational structure to previous activities that would improve results through effort.”

In evaluating this year, the indicators rose in Spanish for primary increased from 6.9 to 8.7 of pupils in the level of excellence. While in mathematics increased from 7.7 to 9.5.

For secondary had 1.1 percent of students tested at the level of excellence in the field of Spanish and now decreased to 0.9 percent. In Mathematics by 1.9 percent of students reached the level of excellence, and now rose to 3.2 percent.