Ediţie BZI LIVE de actualitate şi profunzime! Dialog despre efectele negative ale învăţământului on-line în mediul universitar alături de şef lucrări dr. Mihaela Ivancia, prodecan al Facultăţii de Zootehnie din cadrul USAMV Iaşi
Marţi, 2 februarie 2021, începând cu ora 15.00 în lumina reflectoarelor Studioului BZI LIVE este programată o interesantă emisiune de actualitate şi profunzime! Dialogul va avea în prim-plan efectele negative ale învăţământului on-line în mediul universitar alături de şef lucrări dr. Mihaela Ivancia, prodecan al Facultăţii de Zootehnie din cadrul Universităţii de Ştiinţe Agricole şi Medicină Veterinară „Ion Ionescu de la Brad (USAMV) din Iaşi.
Educația, în ansamblul ei, înseamnă mai mult decât transmiterea unor informații, pentru că educația implică și modelarea de caractere, de personalități
În acest context, viziunea universitarului Mihaela Ivancia, Educația: „În ansamblul ei, înseamnă mai mult decât transmiterea unor informații, pentru că educația implică și modelarea de caractere, de personalități. Cadrele didactice, de la catedră și nu numai, comunică tinerilor valori, sentimente, atitudini în același timp cu informațiile de care aceștia au nevoie pentru a-și desăvârși pregătirea profesională. La rândul lor, tinerii transmit profesorilor lor propriile valori, sentimente și atitudini iar acest lucru ajută la formarea unor oameni mai buni și mai de folos societății, pentru că într-un final aici trebuie să ducă educația: la o societate superioară, cu un grad de înțelegere și toleranță mai mare decât în epocile anterioare”.
Pornind de la aceste deziderate, educația on-line, din păcate, nu este suficientă, pentru că astfel se realizează doar o transmitere de informații, uneori incompletă, alteori trunchiată, iar alteori de-a dreptul absentă
Mai departe, domnia sa arata că: „Pornind de la aceste deziderate, educația on-line, din păcate, nu este suficientă, pentru că astfel se realizează doar o transmitere de informații, uneori incompletă, alteori trunchiată, iar alteori de-a dreptul absentă. Deși sunt mai multe platforme e-learning care sunt la dispoziția sistemului de învățământ, utilizarea lor nu suplinește dialogul față în față, dialog care poate duce la o înțelegere mai bună a informațiilor prin limbajul non-verbal și paraverbal. Din nou din păcate, infrastructura necesară utilizării acestor instrumente de lucru, cum ar fi curentul electric sau accesul la internet, nu este la cei mai buni parametri și, în acest fel, se viciază și mai mult calitatea actului educațional.
Totuși, dincolo de impedimentele tehnice legate de mijlocele minime necesare fiecărui student, dincolo de starea anormală generată de comunicarea mijlocită, cel mai greu este faptul că nu poți „citi” cu adevărat pe fiecare în parte așa cum o faci în sala de curs. De aceea, sistemul hibrid utilizat de universitatea noastră este de un real folos, atât pentru studenți cât și pentru cadrele didactice”, a conchis şef. lucrări dr. Mihaela Ivancia, prodecan al Facultăţii de Zootehnie din cadrul USAMV Iaşi. Astfel, despre toate acestea, provocările educaţionale din plină pandemie, plusuri şi minusuri ale învăţământului on-line, proiecte pe care le derulează profesorul Ivancia se va mai dialoga în această producţie media BZI LIVE incitantă!
Publicație : Bună Ziua Iași
USAMV Iași deschide centru de vaccinare în căminul nou construit
Universitatea de Ştiinţe Agricole şi Medicină Veterinară "Ion Ionescu de la Brad" din Iaşi (USAMV) a primit acordul din partea Direcţiei de Sănătate Publică (DSP) în privinţa deschiderii unui centru de vaccinare în campusul universitar, pentru a ajuta la vaccinarea studenţilor şi a profesorilor, dar şi pentru a creşte numărul centrelor existente în Iaşi.
Amenajarea este prevăzută pentru spaţiul din cel mai nou cămin al USAMV, unde va lucra echipa de vaccinare şi vor fi organizate spaţii pentru pregătirea momentului vaccinării, imunizarea propriu-zisă şi supravegherea post-vaccinare pentru a vedea dacă apar reacţii adverse şi a oferi tratament suplimentar. "Este o iniţiativă a universităţii de a organiza în cadrul instituţiei un centru de imunizare, spaţiul este în curs de amenajare, DSP-ul şi-a dat acordul şi urmează ca, la sfârşitul primei săptămâni din luna februarie, acest centru să devină operativ. Va fi amenajat în campus, în spaţiul căminului A5, căminul nou, unde sunt şi cabinetele medicale, deci un cadru adecvat pentru un astfel de centru. Numărul total de medici va fi hotărât de DSP, noi ne-am oferit, ca în condiţiile în care pot ajuta ca voluntari, studenţii de la noi să facă anumite activităţi administrative în cadrul centrului", a declarat prof.dr. Gerard Jităreanu, rectorul USAMV Iaşi.
Conducerea USAMV Iaşi mai intenţionează să achiziţioneze, din veniturile proprii teste rapide pentru studenţi. Acestea vor fi folosite obligatoriu pentru studenţii Erasmus, care vine din zone cu risc epidemic crescut, înainte de participarea la activităţile didactice sau de cazarea în campus
Publicație : Ziarul de Iași
English universities to get £50m for students in financial distress
A wave of rent strikes and protests has highlighted the difficulties many undergraduates face thanks to the Covid restrictions
Universities in England are to be given an additional £50m by the government to support students who are struggling financially as a result of the pandemic, in an attempt to stem growing anger and frustration within the student body.
The new funding has been made available after a wave of rent strikes and protests by furious students, many of whom paid for accommodation they could not use after being told to study online from home during lockdown.
It follows a £20m government funding package in December and is aimed at students who are most in need, particularly those who are struggling to meet additional costs for alternative accommodation and access to remote teaching during the pandemic.
The new funding was welcomed by the sector, but vice-chancellors, university staff and students said it did not go far enough, and calls grew for tuition fee refunds and frustration at the limitations of the online university experience.
Larissa Kennedy, president of the National Union of Students, said: “Many students are currently under extreme financial pressure as a result of the pandemic: they are falling behind on their rent and bills, and needing to access food banks. This will not be enough to tackle the scale of the issue.”
Dr Jo Grady, general secretary of the University and College Union, added: “Small-scale funding packages like this are simply a sticking plaster and not the answer to the widespread problems facing the sector.”
A number of universities and accommodation providers have already said they will not charge rent to students who cannot use their university halls. Universities UK, the representative organisation for the UK’s universities, said the additional £50m was a positive step, but called for additional funding for mental health support and catch-up programmes for students.
Seven vice-chancellors, meanwhile, have sent an open letter asking the government to grant students a 15-month interest waiver on their tuition fee repayments. The letter also recommends that the government make skills funding available to provide short-term qualifications that will improve unemployed graduates’ job prospects.
The leaders of the universities of East Anglia, Essex, Goldsmiths, Kent, Reading, Royal Holloway and Sussex stated: “The pandemic has placed unprecedented pressures on our students. In some of our universities, demands for hardship funds have increased by over 100%. As a result of the pandemic, students also face extraordinary mental health challenges and 18% of students lack access to a computer, laptop or tablet. Additional government support is an urgent priority.”
The universities minister, Michelle Donelan, said: “The additional £50m that we are announcing today will mean we have distributed £70m for hardship in this financial year alone – on top of the £256m of government-funded student premium which universities can use for student support this academic year.”
Publicație : The Guardian
The Guardian view on further education reform: the wrong answers
Plans to boost training and skills should have much greater urgency, given the unemployment crisis facing young people
The diagnosis is, broadly speaking, correct. The UK is bad at vocational education for teenagers and adults. For a combination of reasons, with snobbery high on the list, we have long taken pride in our world-famous universities. By contrast, we undervalue technical qualifications of all sorts, and treat the training offered to the half of the population that doesn’t go to university as an afterthought – when we remember to think of it at all. If proof is needed, it is provided by figures showing that over the past decade, college budgets have been cut harder than any other area of education.
This problem has been recognised for years. Compared with many other countries, notably Germany, the various arms of the British state have been poor at working with employers and others to invest in the skills and training that are required to build a productive economy in the long-term national interest. Marketisation of the sector, which removed colleges from the control of councils, served to weaken the kinds of structures that in other countries are responsible for regional economic planning.
A recent white paper and interim response to the review carried out by Philip Augar for Theresa May offers a remedy (since this area of policy is mostly devolved, the proposals relate to England). For Boris Johnson’s government, improving the life chances of millions of people in less affluent areas, where fewer 18-year-olds progress to university and job prospects are less good for those who do, is politically crucial.
The strongest new pledges, taken from the Augar report, include £1.5bn in capital funding to upgrade colleges and a new loan entitlement, which means everyone – not just university students – will be able to borrow to train or study. The point is to give all adults the chance to undertake four years of post-18 education, with new higher technical qualifications coming shortly. Also welcome are promises to simplify college funding and invest in teaching.
However, these steps in the right direction are undermined by the leisurely pace at which they are to be taken. The Augar review is almost two years old. Now, new loans are deferred until 2025. Given the scale of the unemployment crisis that is unfolding, with the number of jobless people predicted to rise from 1.8 million to 4 million, and younger workers particularly hard-hit, a far greater sense of urgency is needed. When it comes to pledges on teaching, the failure to acknowledge the impact of years of cuts is disingenuous, to put it mildly.
Even more concerning is the undemocratic structure proposed for the future. If we are serious, as a nation, about building a workforce to enable our transition to a green economy, and equip our health, care and digital sectors for the decades ahead, private and public bodies must work together. This was a mammoth task even before the pandemic. But the white paper skims over key questions of accountability, noting the role of mayoral combined authorities, but saying nothing about councils. Instead, it says central government should step in where there are problems, while employer leadership of the new local skills improvement plans, described in the white paper, should be statutory.
In short, the government looks like it is seeking to outsource responsibility for education to businesses, while hoarding yet more power in London. It has put off any funding announcements until the spending review later this year. While any attempt to rebalance our education system towards less privileged young people must be welcomed, there are many aspects of these reforms about which ministers should think again.
Publicație : The Guardian
'We're in a storm': medical students on the Covid frontline
Abbi Bow, a second-year medical student at the University of Bristol, was just 19 when she began working at one of the city’s hospitals on the Covid frontline.
“I realise it is a young age to see and work with people on the edge of life,” she said. “And I do think a lot about the patients I looked after who didn’t make it. I remember their names and faces. I don’t know if that will ever leave me. Sometimes I see a person in the street who looks like a patient that died and it hits you – you’re back there with them.”
But Bow turns this into a positive. “After I become a doctor I will have already been exposed to so much. Learning how to cope with this now will be a benefit in the long term.”
When they worked for their A-levels and dreamed of medical school, young people like Bow could not have imagined they would be caught up in a coronavirus crisis.
But more than 500 students from the University of Bristol’s medical school have donned PPE and worked alongside doctors and nurses in hospitals and GP practices during placements, as volunteers or as healthcare assistants. Many thousands more across the county have done the same.
Bow, now 20, took on a post as a healthcare assistant in April last year and juggles the job with her studies. She works intimately with patients, helping them wash, dress, eat and drink. Some cases stick in her mind.
“Quite recently I was helping care for a patient with Covid,” said Bow. “He was talking but clearly exhausted. His body was tired from fighting Covid.” He didn’t make it. “It’s heartbreaking, a very weird experience. It’s almost as if the person disappears but the body is still there. His wife is now a widow, his child doesn’t have a parent any more.”
She helped another patient say goodbye to loved ones via a computer screen because they could not visit. “I sat there most of the day holding his hand and playing his favourite music. I was this stranger in full PPE holding his hand but I like to think I brought some comfort.”
A third patient Bow worked with was in a coma and looking extremely ill. “Then I went in for a shift and she was sat up in bed eating yoghurt. I thought: ‘That can’t be the same person.’” She went over and chatted about the bright pink nail polish the patient was wearing, which her granddaughter had applied before she went into hospital. “It’s great to think the intervention from us worked and helped her body to fight back. That’s a sweet memory.”
Bow remains optimistic. “It’s sometimes difficult. You wake up and it’s Groundhog Day. We’re not seeing friends and family or going out for dinner or the gym, doing the things we love. It’s good to hold on to the idea we will be able to do these things in the future. Once we can, I think we’ll cherish them more.”
Luke Ottewell, a 22-year-old fifth year student, has been placed at Gloucestershire Royal hospital helping junior doctors by carrying out tasks such as taking blood samples, inserting cannulas and ordering X-rays.
He was sent home to Spain from university during the first lockdown last spring. “But I realised I’d rather be here helping out.” Ottewell returned in the summer and “got stuck in”.
Like his fellow fifth years, he has had to balance revision and caring for ill people. His routine as he prepared for his finals was to begin revising at 6.30am, work a 9am-5pm shift at the hospital and then get back to the revision from 5pm-9pm. “It has been easier to get out of bed in the morning because of the desire to help out during a national emergency,” he said.
Andrew Blythe, the director of the university’s medical programme and a part-time GP, said the students had been exposed to more trauma and stress than most of their predecessors.
“Undoubtedly, they are seeing more sicker patients,” he said. “When they experience death for the first time it is a very powerful and moving experience.”
A few have paused their studies because of physical or mental health issues but nobody has dropped out. “Their experiences are going to have a profound effect on their whole understanding of medicine. I think for a lot of them the pandemic has motivated them.”
Chanelle Smith, another fifth year student aged 22 working with critically ill patients at the Gloucestershire Royal, said her duties ranged from taking bloods to writing discharge summaries. She is about to begin working on the vaccination programme.
“We’re in a storm,” she said. “It’s hard to remain positive but if we can come through this tunnel we’ll all be so proud. Working in such challenging times makes you stronger. I think it’s increased my resilience. It’s been nerve-racking, humbling, exciting but I feel I’m more prepared to be a doctor.”
Publicație : The Guardian
#OnRemplitLeFrigo: une cagnotte pour aider les étudiants précaires
La pandémie exacerbe la précarité étudiante mais la solidarité s’organise, notamment sur Twitter, où des internautes ont initié une cagnotte.
Face à l’adversité, la solution résiderait dans l’entraide. Alors qu’Emmanuel Macron a annoncé la généralisation des repas à un euro pour l’ensemble des étudiants, des citoyens volent à leur tour au secours des jeunes.
Procurer des courses aux étudiants dans le besoin
Une cagnotte a été lancée sur Twitter pour récolter des fonds visant à «remplir le frigo des étudiants durant cette période compliquée», indique la description de l’opération. À l’origine: un reportage de Rémy Buisine, sur Brut, dévoilant les files d’attente interminables d’étudiants devant les distributions alimentaires. Un récit qui a suscité de nombreuses réactions, éveillant les consciences et agitant la toile.
Désireux d’agir, l’entrepreneuse Brunella Emmanuelli, le twitto Philousports et le journaliste Babacar Sall ont effectué un appel aux dons, via Leetchi. Ils expliquent aspirer à utiliser l’argent collecté pour réaliser des courses dans de grandes villes puis les offrir.
Ils ajoutent qu’ils publieront les preuves de leur bonne foi au quotidien sur les réseaux sociaux, afin d’attester que l’intégralité de la somme reviendra à la cause. Le mouvement obtient l’écho souhaité grâce aux nombreux relais sur les réseaux sociaux ; le hashtag #OnRemplitLeFrigo circule et ce lundi à midi, plus de 11.000 euros ont été réunis à ces fins.
Publicație : Le Figaro
Covid-19: Intermarché offre des bons d’achat aux étudiants début février
L’enseigne de supermarchés permet aux étudiants d’obtenir un bon d’achat de 10 euros pour 20 euros dépensés du 2 au 8 février 2021.
Un bon d’achat de 10 euros pour 20 euros dépensés: c’est l’offre valable une semaine que le groupement de magasins indépendants Intermarché a annoncé lundi à destination des étudiants, dont le pouvoir d’achat a pour beaucoup baissé en raison de la crise sanitaire. L’offre, réservée aux détenteurs d’une carte d’étudiant - et également de la carte fidélité du magasin - court du 2 au 8 février, et prévoit que «le montant pourra être dépensé dans tous les points de vente Intermarché sous 2 semaines».
«Nous connaissons les difficultés» des étudiants
Intermarché, enseigne du groupement Les Mousquetaires, revendique 1840 points de vente en France et le statut de deuxième distributeur indépendant de l’Hexagone. «Nous connaissons les difficultés» que les étudiants «rencontrent, et il nous semble primordial, à notre mesure, de pouvoir les accompagner en leur permettant d’augmenter leur budget courses», explique Vincent Bronsard, président d’Intermarché et Netto, cité dans un communiqué.
Les étudiants et les jeunes actifs ne vivant plus chez leurs parents se retrouvent davantage en difficulté financière que le reste de la population à mesure que la crise dure, expliquait la semaine dernière le Conseil d’analyse économique (CAE) sur les bases de données bancaires. Si dans la première partie de la crise la situation des jeunes n’a pas été différente de celle du reste des ménages en matière d’évolution de revenus, «on observe une forme de décrochage à partir d’août», constate cette étude.
Publicație : Le Figaro
Aide psychologique, familles d’accueil et petits jobs… des initiatives pour aider les étudiants en détresse à Lyon
Depuis le début de la pandémie, des associations et collectifs cherchent des moyens d’aider les jeunes qui traversent des difficultés matérielles ou psychologiques.
Comment aider les étudiants en difficulté, dont la détresse transparaît de plus en plus à mesure que les semaines de cours en ligne se succèdent ? Depuis le premier confinement, de multiples associations tentent, sur le terrain, de venir en aide à ces jeunes qui éprouvent des difficultés matérielles ou psychologiques.
C’est le cas du Collectif de solidarité étudiante (CSE), monté par deux enseignantes-chercheuses en histoire du droit à l’université Jean-Moulin Lyon-III, Catherine Fillon et Chrystelle Gazeau, avec le concours de diverses associations étudiantes. Dès le premier confinement, leurs efforts ont permis de mettre sur pied une « réserve civique » de bénévoles – dont bon nombre d’étudiants – pour apporter une aide en nature (produits alimentaires, d’hygiène, etc.), au pied des résidences universitaires.
Le collectif s’est doté de sa propre cellule d’aide et de consultation
« Mais très vite, l’urgence sanitaire et psychologique s’est manifestée. Des étudiants nous ont alertés sur les risques de suicide chez certains de leurs camarades », explique Mme Fillon. Le collectif s’est, alors, doté de sa propre cellule d’aide et de consultation, « avec des psychologues et psychothérapeutes professionnels, qui donnent bénévolement de leur temps ». Non sans difficulté. « La médecine universitaire nous regarde un peu en chiens de faïence, soupire Catherine Fillon, on empiète sur leurs plates-bandes. »
Un appel pour parrainer des jeunes
Après le deuxième confinement a été lancé un appel à « des familles lyonnaises pour parrainer des jeunes, en particulier des étudiants étrangers éloignés de leur famille et qui souffrent de la solitude », poursuit l’universitaire. Le CSE fait signer une charte aux familles volontaires, par laquelle elles s’engagent à recevoir à déjeuner au moins deux fois par mois leur filleul ou filleule, à se rendre disponible à tout moment pour les aider à remplir les formalités administratives « ou simplement pour parler ».
Soixante-dix familles ont, pour l’heure, répondu présentes. Dont celle de Dominique Luciani, elle aussi enseignante en droit à Lyon-III. Avec son mari avocat, elle accueille depuis début janvier un étudiant camerounais en licence de philosophie à l’université catholique de Lyon, dont elle préfère taire le nom. Le jeune homme « n’est pas rentré au Cameroun depuis trois ans, n’a pas un rond, pas de bourse et vit dans une chambre de dix mètres carrés en cité U ». Dans un courriel envoyé à la présidente du CSE, il dit avoir reçu « l’un des plus beaux accueils de [sa] vie » chez les Luciani.
Publicație : Le Monde
Après le Brexit, le soulagement de la recherche scientifique au Royaume-Uni
Le Royaume-Uni reste dans Horizon Europe, le principal programme de financement de recherche. Mais le retrait d’Erasmus et la hausse des frais universitaires inquiètent.
L’université d’Edimbourg a été créée en 1583. « Nous avons survécu aux guerres napoléoniennes et nous survivrons au Brexit », plaisante Jonathan Seckl, professeur de médecine et responsable de la recherche de l’établissement. Il ne cache néanmoins pas l’immense soulagement qu’il a ressenti en découvrant les détails de l’accord entre Londres et Bruxelles sur les relations post-Brexit, signé le 24 décembre. Après des années de doute, la recherche est l’un des rares domaines où le statu quo l’a emporté. Le Royaume-Uni reste dans Horizon Europe, le principal programme de financement européen, doté de 95 milliards d’euros de 2021 à 2027.
« C’est une excellente nouvelle pour nos collègues, une excellente nouvelle pour la recherche et une excellente nouvelle pour le monde », estime M. Seckl. Son université a reçu 238 millions d’euros de fonds européens de 2014 à 2020, pour 370 projets, ce qui la place au cinquième rang de son pays. Cet argent a notamment permis de participer à des études sur les fonds sous-marins de l’Atlantique Nord ou d’utiliser l’intelligence artificielle dans la lutte contre le cancer.
Ce soupir de soulagement est partagé par l’ensemble du monde de la recherche au Royaume-Uni. A l’instar de seize autres nations, dont la Suisse et Israël, le pays va devenir un membre associé d’Horizon Europe. Il reste aussi dans le projet Copernicus, une constellation de satellites d’étude de la planète et du climat, ainsi que dans ITER, un projet de recherche sur la fusion nucléaire, situé à Cadarache (Bouches-du-Rhône).
Garder sa place dans les réseaux
« On a travaillé pendant des années pour obtenir ça, on est très contents », confirme Catherine Guinard, du Wellcome Trust, une importante association britannique qui cofinance de nombreux projets de recherche dans le domaine de la santé, souvent en partenariat avec les fonds européens. Outre l’aspect financier, elle souligne l’importance de maintenir les universités britanniques au sein des réseaux européens. « Beaucoup de projets se font dans le cadre d’Horizon Europe et il aurait été bien plus difficile de maintenir la collaboration en n’en faisant pas partie. »
Le Royaume-Uni ne fera cependant pas partie d’un sous-programme destiné à financer les start-up. Il n’aura pas non plus accès au signal sécurisé de Galileo, le réseau satellite de géolocalisation (concurrent du GPS), réservé à des usages de défense.
Cet accord de partenariat dans le domaine de la science était loin d’être acquis d’avance. Entre le vote pour sortir de l’Union européenne, en juin 2016, et la signature de l’accord la veille de Noël, le gouvernement britannique était volontairement resté vague sur ses intentions. « On l’a échappé belle », estime dans une vidéo postée en ligne Mike Galsworthy, le fondateur du groupe de pression anti-Brexit Scientists for EU (« les scientifiques pour l’UE »).
Publicație : Le Monde
|
