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Deputy Educational Management, Martin Vegas Towers, said that beginning of this year will be very intense, so are running all actions to have the basic preparation required from the first day of school, so that the students have their teachers in the classroom, materials and textbooks and study in classrooms that have received the proper preventative maintenance.

Vegas Towers, after recalling that the Ministry of Education – MINEDU, advanced in all regions of the public tenders for evaluating teachers (Teachers Agreement 2012), in order to complete contracts before the beginning of the year 2012, indicated that due the forecast, the problems presented in the assessment, in some regions, have been able to address quickly.

On the other hand, reported that it distributed 25 million textbooks nationwide. It’s a logistics operation which works simultaneously purchase and distribution. Even the armed forces in providing support to schools in inaccessible jungle for companies, he said.

Education Officer also commented that one of the goals of management is to improve learning in both primary and secondary, in the areas of communication and mathematical logic. For example, said that communication is currently achieving 30% and what we want is to reach 60% by the end of government. This year, 10% intend to improve learning achievement in communication, she said. Another goal is in Rural Education, starting with an investment project for 70 points in the country, both in Castilian and Quechua.

He clarified that children from this year should be registered under 6 years old to first grade. “The message is clear, both in public and private schools. Those who registered for the first time should do with the age as of March 31. As for the problems with children who were enrolled on an irregular basis without complying with the requirements – said that for them – has decided on a solution directly to the child, but – warning – to be punished schools that violated the rule.

In terms of tuition for children with disabilities, recalled that the 300 000 children with disabilities, school age, only one quarter is inscribed in the education system. He reiterated that regular schools should support one or two children with mild disabilities and UGEL request of the educational institution must provide the technical-pedagogical support for teachers. But – stressed – which also must make awareness to children and parents. “Parents are concerned because they believe that children with learning disabilities can delay their children”, he said. He also commented that it is working with Telephonic, a strategy for working children, timely enroll in both rural and urban areas. They do sometimes months later, he said.

From this Wednesday the country reinforces the national commitment to human rights by creating the National Council of the National Human Rights Education (Planed), the initiative that will enable different institutions and organizations work together to develop strategies and actions to strengthen a culture of peace and human rights for the country.

The presentation of this commitment, the meeting was held at the Ministry of Education and was headed by Vice President, Angelino Garson, the Minister Maria Fernando Campo and the Ombudsman, Colmar Antonio Perez, was also an invitation to the whole country is betting on an education in and for Human Rights.

The Decree establishes the National Council of Planed is of great importance to the country since its creation, establishing a coordinating body which will articulate the work of public, private and civil society organizations, to design, implementation, evaluation and ongoing monitoring and comprehensive public policy on human rights education.

“This Plan consolidates public policy formation with values that respect and promote human rights,” said Minister Maria Fernando Campo during the presentation of the initiative and its Council. The Planed, he added, “Also point to the school life and resolution of conflicts in the educational environment.”

In order to measure the impact of the ALFA project “Quality Assurance: Public Policy and Management University,” Vice Minister of Higher Education Javier Bolero Alvarez, participated in the closing seminar of the project, which took place from 11 to 13 January in Barcelona.

On this school day, the deputy speaker of the panel Bolero was “View from the design of public policies,” which presented the results of the impact applied in seven countries (Argentina, Chile, Colombia, Costa Rica, Mexico, Spain and Portugal).

The purpose of this meeting was to disseminate the project results and to have comments from government officials, accrediting agencies and universities in the region, from the perspective of public policy, to suggest actions that assurance processes contribute to improving the quality of university teaching.

The project “Quality Assurance: Public Policy and Management University” has been developed over the past three years and has been designed to assess the impact of the processes of quality assurance of higher education systems, institutional management and the teaching – learning in selected countries of Latin America, for the purpose of having a history that can contribute to policy in the field of quality assurance in higher education.

The draft impact study focused on the countries already mentioned and in addition, designed and developed training modules on issues related to quality assurance.

During his visit to Barcelona, Bolero Alvarez shared with the audience his observations, from the point of view of the regulatory role of the state, given the importance of higher education in Colombia.

This concentration is the first protest of the school year of the Community, for which the teaching unions in the region have prepared a full calendar of demonstrations to protest the ‘instructions’ issued by the Ministry of Education, which include increased teaching hours of secondary school teachers from 18 to 20 hours and the suppression of 3,300 temporary teachers.

“We are more than 20 hours”

The concentrates, many with a green shirt, a symbol of these demonstrations, have blown whistles, pots and chanted slogans have the following messages: “We are more than 20 hours”, “Esperanza advocates teaching”, “No cuts, not privatization, “or” public education for all and for all. ”

Open dialogue.

Education secretary general of the CCOO, Pace Garcia, has asked the regional government “rectify” and remove the instructions of the course for 2011/2012 may be split into more complicated matters and can serve students with more difficulties. He assured told Fee that teachers “will not trade quality for money” in reference to allowances announced by the Ministry to mark the rise time, and has ensured that unions “are open to dialogue,” because “bet for education is to bet the future.”

Increased responsibilities.

In exchange for the increased hours, part of secondary school teachers-tutors, heads of departments and ICT coordinators, will receive a salary, while the rest of the teachers receive no pay.

“Our head we have to defend”

A director of secondary school, Barbara Mendez, told Fee that the “smear” waged by the president of the Community, Esperanza Aguirre, against teachers has been “dreadful” and therefore not worth the apologies of this morning in which the regional president was justified in that “he who has a mouth is wrong.” ”She’s our leader and is the first we have to defend, and not insulting,” said the head of the Institute of ESO Bobadilla del Monte.

Strike and demonstration.

The unions CCOO, ANPE, FETE UGT-CSIF and have called a strike and demonstration for next Wednesday, September 14, an information campaign aimed at parents, closures and other acts of protest.

The Ministry of Education accepted the resignation of the directors of the seven units of local school management (UGEL) of metropolitan Lima, because in many cases had allegations of corruption, incompetence and abuse of authority, announced the head of this sector, Patricia Salas.

She explained that the removal of the officials also decided because, in the framework of the objectives of its management, need to work with teams to share educational policies proposed by the current government.

“We reorganize and improve the work fulfilling. Just as we did with the director of the Regional Metropolitan Lima, so we have done with these officials, after careful evaluation of the functions carried out,” he said.

He said that has been rigorously selected, along with the Regional Bureau for Education in Metropolitan Lima and the Municipality of Lima, the people and this is taken into account the views they have about education, which needed to be improved, with equity, professional quality and integrity, he said.

“We have set ourselves an education of high quality, with inclusion. Then the person who leads the management should have this kind of vision about the work we undertake,” he said.

On the other hand, said by the director of the school to organize the school so that it is clean and tidy, he said, referring to the alleged lack of hygiene and lack of water from two schools in the district of San Juan de Miraflores.

He said this is because many schools do not have the staff needed service, but stressed that many directors have resolved these problems by organizing the parents and students to exercise their management skills.

He added that the sector promotes the concept of teamwork. ”We want to ensure a logical management is coordinated and articulated, lest we become aware of such problems through the media, but via the corresponding regular, so you can make timely decisions on the subject.”

As for the violence that occur in society and in schools, said that is a concern of the Ministry of Education and its solution must work together.

Richard Carrillo, educational director of the National School Climate in New York, USA, gave a lecture and conducted a workshop in the Faculty of Education, invited Byte School of Education Differential and sponsored by the Embassy United States to Chile.

The meeting, entitled “School Climate: learning to survive in diversity”, was opened byte dean (I) FACED, Rafael Sarmiento, who praised the possibility of having the presence of Professor Carrillo, highlighting the importance it is for the teacher training faculty on the principle of integrating diversity in all its manifestations.

The keynote of the day was by Professor Carrillo, who discussed strategies for creating classrooms fair, equitable and inclusive and conversed with those present about their experience of over twenty years teaching facilities primary and secondary education U.S. and Peru.

Subsequently, workshops were held, where attendees could discuss with the U.S. expert on addressing school violence, a subject on which Professor Carrillo has extensive experience as throughout his career he has led numerous educational programs and worked on two subcommittees charged with creating standards for the law against bullying, enacted in the state of New Jersey, USA, in 2010.

The activity was held in the framework of dialogues with experts organized by the VRIFondef Project ”Implementation of Model Evaluation and Counseling ’Inclusive’” and with the participation of community coordinators of school integration projects, representatives of groups and educational foundations, academics and students from the School of Education Differential.

A coherent system of teacher evaluation cannot be sustained in a single instrument and strategy, said today the Minister of Education, Patricia Salas O’Brien, announcing that his office is working on a design of a legitimate and reliable assessment. ”We have a package of instruments and various strategies that will reduce the risk, because there is no perfect assessment,” the minister said during an interview on Sunday Expanding Radio Programs del Peru (RPP).

In that sense, Patricia Salas said that the Ministry of Education has organized a Management Unit to implement a comprehensive policy for teacher development.

This working group seeks to reach a solution, not only from logic but also job training and a permanent system that allows us to see the development of the capacities of teachers in the country, he said.

The minister also reiterated that Patricia Salas one of its objectives, the head of his Ministry, is to raise the quality of education in Peru and reduce the gaps between the rural and urban education.

He pointed out that its management will be framed to give priority to equity, rural and bilingual education as a clear sign of respect for the rights and dignity of indigenous peoples in the country, and to reduce the gap which separates urban education.

We must raise the quality of all education in Peru, but with greater emphasis on the rural education, in full coordination with regional governments, said minister.

Patricia Salas said that his administration will be guided by the National Education Project (NSP), which contains goals, policies and measures to improve education articulated, and the mandate of inclusion that has the government of President Lolita Humana.

Finally, he stressed that so far, the meetings with the President and Minister of Economy, Luis Miguel Castillo, was auspicious in everything related to the goals and budget of your industry.

The Ministry of Education and Culture grant, through a resolution published today in the Official Journal of Extremadura (DOE), Outstanding High School Awards for the academic year 2010/2011, a total of nine students, amounting to 900 Euros each, for a total of 8,100 Euros.

Students are awarded Balthazar Corral Ana Marta Pederast Giuliani, the IES ‘Professor Hernandez Pacheco’, Caceres, Blanca Blanco Lopez and Laura Hidalgo Mansion, IES ‘Albarregas’, Merida, Leonor Cristina Montes Garcia Lunge and Barraging, the IES ’Santa Eulalie’, Merida, Isabel Galan Galvez, the IES ‘San Fernando’, Badajoz, Maria Teresa Santos Delgado, IES ‘Rodriguez Minion’, Badajoz, and Beatriz Vera Polo, IES ‘Suarez de Figueroa’ Zarf.

The Department announces the awards in order to officially recognize the merits based on the effort and work of the students who has studied high school with excellent academic performance in schools in the Autonomous Community of Extremadura.

To be eligible for Awards Outstanding High School pupils had to have passed the high school in this course and have a qualification file that applying the scale lay down in any type of high school, was equal to or greater than 8, 75 points.

The selection procedure consisted of passing a test that consisted of two parts and held on the 28th of June at the IES ‘Santa Eulalie’, Merida.

In the first part, participants performed a text analysis of linguistic, philosophical or historical, in that they obtained a maximum score of 10 points, and analysis of text in the first foreign language submitted and responses to the issues that matter cultural, linguistic or grammatical, could be raised on it, which could also reach a maximum of 10 points.

The second part of the test consisted of performing two exercises on two matters of form, one for each of these subjects studied by students in second high school and chosen by him in his application, with a maximum score of 10 points each.

To achieve the award, students must have tested at each test at least 5 points and an overall rating equal to or greater than 32 points.