EFE, Puerto Príncipe, EFE, 07/01/2011, extracto.-
Los problemas de acceso a servicios básicos como el agua, el saneamiento, la salud y la educación se mantienen para los cuatro millones de niños de Haití casi un año después del terremoto que sacudió al país el 12 de enero de 2010, dijo hoy Unicef.
El proceso de recuperación 'apenas está comenzando' para los menores, que son quienes más 'han sufrido y siguen sufriendo' a causa de las emergencias del pasado año, entre las que figuran el devastador terremoto, un huracán y una epidemia de cólera, dijo Françoise Gruloos-Ackermans, representante de Unicef en Haití.
La agencia internacional presentó un balance de la situación de la infancia haitiana cuando está a punto de cumplirse el primer aniversario del terremoto, que, con una intensidad de siete grados en la escala de Richter, dejó unos 300.000 muertos, otros tantos heridos y 1,5 millones de damnificados.
El informe, titulado 'Los niños y niñas de Haití: un año después. El largo camino del socorro a la recuperación', revela que de los más de un millón de haitianos que viven hacinados bajo carpas y tiendas de campaña desde que ocurrió la catástrofe, 380.000 son niños.
Mostrando entradas con la etiqueta educación. Mostrar todas las entradas
Mostrando entradas con la etiqueta educación. Mostrar todas las entradas
viernes, enero 07, 2011
sábado, octubre 16, 2010
domingo, agosto 29, 2010
abc - vídeo - Crisis in the Classroom - This Week - Christiane Amanpour -
abc - this week - with Chistiane Amanpour
Arne Duncan, Randi Weingarten and Michelle Rhee discuss education reform.
Arne Duncan, Randi Weingarten and Michelle Rhee discuss education reform.
sábado, julio 03, 2010
martes, junio 29, 2010
I.H.T. - Aleksander Kwasniewski - On Holocaust Education - NYTimes.com
I.H.T. Op-Ed Contributor - On Holocaust Education - NYTimes.com, 28/06/2010, extracto/excerpt
In an article on June 18, Kofi Annan, the former secretary general of the United Nations, wrote that the teaching of the Holocaust should focus more on preventing ethnic conflict and genocide.
Before questioning the value of Holocaust education,one should first address its goals:
What, exactly, are we trying to achieve in teaching about the Holocaust? Is it realistic to expect that the study of the Holocaust will diminish human rights abuses and racism, and instead nurture democracy and tolerance? Will mixing the narrative of the Holocaust with other types of atrocities really encourage better human behavior?
In an article on June 18, Kofi Annan, the former secretary general of the United Nations, wrote that the teaching of the Holocaust should focus more on preventing ethnic conflict and genocide.
Before questioning the value of Holocaust education,one should first address its goals:
What, exactly, are we trying to achieve in teaching about the Holocaust? Is it realistic to expect that the study of the Holocaust will diminish human rights abuses and racism, and instead nurture democracy and tolerance? Will mixing the narrative of the Holocaust with other types of atrocities really encourage better human behavior?
viernes, junio 18, 2010
Kofi A. Annan: The Myth of 'Never Again' - NYTimes.com
I.H.T. Op-Ed Contributor - NYTimes.com, 17/06/2010, extracto/excerpt.-
Many countries in Europe and North America now require all high-school pupils to learn about the Holocaust. Why? Because of its historical importance, of course, but also because, in our increasingly diverse and globalized world, educators and policy-makers believe Holocaust education is a vital mechanism for teaching students to value democracy and human rights, and encouraging them to oppose racism and promote tolerance in their own societies.
That was certainly my assumption in 2005 when, as U.N. secretary general, I urged the General Assembly to pass a resolution on Holocaust Remembrance, which included a call for “measures to mobilize civil society for Holocaust remembrance and education, in order to help to prevent future acts of genocide.”
Indeed it might seem almost self-evident that Holocaust education would have that purpose, and that effect. Yet it is surprisingly hard to find education programs that have clearly succeeded in linking the history of the Holocaust with the prevention of ethnic conflict and genocide in today’s world.
Many countries in Europe and North America now require all high-school pupils to learn about the Holocaust. Why? Because of its historical importance, of course, but also because, in our increasingly diverse and globalized world, educators and policy-makers believe Holocaust education is a vital mechanism for teaching students to value democracy and human rights, and encouraging them to oppose racism and promote tolerance in their own societies.
That was certainly my assumption in 2005 when, as U.N. secretary general, I urged the General Assembly to pass a resolution on Holocaust Remembrance, which included a call for “measures to mobilize civil society for Holocaust remembrance and education, in order to help to prevent future acts of genocide.”
Indeed it might seem almost self-evident that Holocaust education would have that purpose, and that effect. Yet it is surprisingly hard to find education programs that have clearly succeeded in linking the history of the Holocaust with the prevention of ethnic conflict and genocide in today’s world.
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