LaplanteBooks.com

Archive for the ‘Education Act’ Category

In this sense, we went to organizations and individuals associated with the formal and informal education to reaffirm the Dakar Declaration of 2011:

The right to education as a fundamental human right and interrelated with economic, social, political, cultural and environmental (horizontal approach).

The recognition of the struggle for civic education, democracy, the new challenges of labor, social justice, equality, within the framework of lifelong education.

A public education under the responsibility of the state, secular and free education from kindergarten through college, and throughout life, and why we are fighting union perspectives, associations of parents, students, and general, civil society organizations, linked to public financing of education.

Education inclusive of all ethnic, gender, generational, territorial, sexual orientation, disability, including education in rural areas, etc…

The claim of the pedagogy of Paulo Frere and other pedagogical theories based on local knowledge, popular education, citizenship, education for peace and recovery in the history of peoples.

The development of advocacy strategies to address local, national, and international organizations, against the privatization and commoditization of education, from the perspective of education as an inalienable human right.

Strengthening the social movement that fights for education as a right.

Our rejection of the impertinence of colonial education, especially in African countries, which ignores and despises the knowledge and local histories.

Apply knowledge production, which meets significant local contexts, on issues such as migration, displacement, war and all forms of discrimination, including the right to education in their own language.

The specific request to meet the conditions of students and teachers who are in conditions of war, requiring the safeguarding of their lives and human rights.

The strengthening of the struggle for better assurance of teaching under the deterioration of working conditions and workers in education and teaching conditions.

In compliance with the Ministerial Directive No. 23, the Ministry of Education calls for guiding educational facilities officers, benefit from the gratuity in terms of Decree 4807 de2011 and the Departments of Education certified report before January 30, complete information requested in the directive, to access free resources to the Ministry to turn the resources directly to the educational funds of the institutions.

To this end, the Ministry of Education reminds certified territorial entities and educational institutions must provide the necessary information in a timely and complete, in accordance with Directive 23 and thus ensure that the shift of resources to perform as of February 2012. In that sense, to the extent that institutions delay the delivery of the relevant documentation, sending resources will also be affected.

Decree 4807 of 2011 further states that there will be rotated to educational resources officers who do not submit the required information and be informed about the omission of such information to the agencies.

Similarly, the Education Minister Maria Fernando Campo invites parents to enforce and to denounce the free establishments where they are charging for some concept. In case of any problems, citizens can go to the Ministries of Education in your county or department. “The Ministry of Education we will look at following up on these cases and take necessary corrective.” Moreover, it is a national hotline enabled 01 8000 910 122, which will be attending to citizen complaints.

The STEC-IC, before the course starts, he has presented the Ministry of Education the urgent need to increase staffing of the centers. Only then can expect that the course runs smoothly, while ensure adequate care of all the needs of students and an effective organization of schools. Also demand that the ancillary services (transportation and dining room) start on time, by hosting all of the students who need them and with respect to the relevant regulations.

The STEC-IC welcomes the conciliatory spirit shown by the new Board and management team, while still waiting for concrete measures that cannot be ignored under the pretext of budgetary constraints. After the continued cuts suffered in previous years, covering staff, already diminished by cuts in previous years is not sufficient to achieve the goal of reducing rates of school failure and neglect suffered by the Canaries.

In this regard, we ask the new Board consistent with the critical line against the government of CC and PP maintained during the time when the PSOE was in opposition and with the explicit support expressed in favor of a Popular Legislative Initiative Canarias Education Act to raise investment and grants to public education the importance it deserves.

On the other hand, STEC-IC believes that the outcry of the educational communities during the last years, caused by the policy of cuts and the refusal of the Ministry to appoint substitutes for teachers who are lawfully on sick leave, moving the rest of the teachers at the school accountability and the backlog, nor has been satisfied in the regulation of this course. Instead, it contains a statement of principles on the autonomy of the centers, which we consider as an attempt to return, but only partly democratic participation of the educational communities through School Councils. That responsibility should not become necessary complicity in the cuts. However, there is a real autonomy; schools must have the resources to plan their activities in a flexible manner. We condemn, therefore, that the so-called short replacement plan, imposed during the past year and has not yet been removed, continue to prevent true self-center while continuing overloading faculty, teachers unfairly endorsing responsibility Exclusive fill gaps in the system.

In addition, STEC-IC calls for school boards to participate actively in the development of those management plans do not turn them over to managers / as only, as has happened so far in most cases.

Another serious problem that has not yet been resolved is the reordering of lists of teachers acting carried out at the end of last year as a result of a standard non-negotiated, imposed by the former Minister of Education and the Canary Islands Government.

The union has demanded a priority for the reinstatement of hundreds of teachers from these lists that have been fired. However, to date there has been any resolution on the matter and the issue already on the path the courts. The STEC-IC calls for urgent resolution of this problem and the subsequent negotiation of the standard.

Within commitment of the Ministry to go changing the rules, we hope that the process of open dialogue and negotiation with the unions representing the teaching step in the direction of tackle and successfully resolve the many problems that has repeatedly been suffering public education Canarias: student absenteeism, school failure, inadequate ratios, lack of equity, substitutions are not covered, instability of the workforce, insufficient budget for education, among others. We also hope, in the same vein, the recognition and fulfillment of commitments undertaken by signing agreements by the Ministry with the unions and the education community.

At a time when the budgets of the Autonomous Region in 2012 are under development, we demand Mr. Minister of Education the participation of various sectors of the educational community in their preparation. The STEC-IC, as union assemblies, continues to promote participatory democracy and co-responsible and will continue to exercise democratic control over the actions of the Ministry of Education with the aim of not allowing the continued deterioration of public education services.