Publicación de Kim Matthews

Beyond what we all know (i.e., that there are no job opportunities, that salaries are insufficient, that people end up doing something completely different from what they studied, etc.), this study conducted by Javeriana University on the perception of young Colombians regarding education reveals several noteworthy points. On the one hand, 88% of respondents do enjoy learning. This demonstrates that, despite the difficulties and challenges they face, young Colombians have an intrinsic passion for knowledge and education. In fact, this interest in learning has always been a significant driver for personal and professional development, as well as a key factor in fostering positive changes in society. We are a country full of resilient people. Secondly, 79% of young Colombians consider that studying is useful. This perception underscores a widespread awareness of the importance of education for developing the skills needed in the job market. Although there are challenges in translating education into job opportunities, young people value academic training as an essential tool to improve their life prospects and contribute to the country's development. The question, then, should be whether the government, institutions, and curricula are designed for today's youth, or whether we are stuck with programmes and policies that do not correspond to current needs. Personally, I am inclined to think that, despite efforts, there is a huge room for improvement. Finally, it is quite striking that 92% consider education in Colombia to be very good. And, in general, it is true. Although teachers often teach with limited resources, many areas of the country achieve good results. For me, this figure reflects recognition of the dedication and effort of educators and the educational system as a whole. Despite the challenges, the quality of teaching and the commitment of teachers help maintain good educational standards. From a personal perspective, I believe that the programmes I studied in Colombia are not inferior to those of major European universities. And that is very positive. Overall, the data presented in the study are a testament to the potential and resilience of the Colombian educational system. Our country is full of brilliant people who deserve and need opportunities. I hope that the education sector continues to be prioritised over military spending. I hope that the love Colombians hold for learning never fades.

Arte y manualidades para la educación cívica: ejemplos de los modelos educativos del siglo xx

Educación Inclusiva en Matemáticas: Un Enfoque Necesario para el Siglo XXI La educación inclusiva se ha convertido en un tema central en el ámbito educativo, promoviendo la idea de que todos los estudiantes, independientemente de sus capacidades, deben tener acceso a una educación de calidad. Sin embargo, cuando se trata de materias como las matemáticas, los desafíos pueden ser aún más pronunciados. ¿Cómo podemos asegurarnos de que nuestras aulas de matemáticas sean verdaderamente inclusivas? Los leo!!!

“Senior” may soon take on a new meaning on college campuses across the U.S. and Puerto Rico! Colleges and universities are finally recognizing the importance of integrating 65+ students through efforts in recruitment, retention, classroom instruction, and student life. With a shift in traditional student demographics, programs catering to older learners not only benefit institutions but also address the expanding senior market’s thirst for intellectually stimulating activities. Extending living-learning communities to older adults presents opportunities for personal growth that go beyond workforce training. Offering tuition incentives to the 65+ demographic to rejoin college can also yield significant results, tapping into a valuable and often overlooked segment of the population. In Puerto Rico, institutions that actively involve older students in campus life can distinguish themselves from peers focused solely on career outcomes, gaining a competitive edge. The integration of older learners enriches the overall college experience for both them and traditional students, creating new job prospects and fostering a mutually beneficial relationship. Universities play a crucial role in challenging stereotypes, promoting inclusivity, and ensuring a seamless integration for all community members. #SeniorEducation #InnovationInHigherEd #CollegeDiversity

Compartimos la participación de nuestro Rector, Paulo Falcon en el programa Educación y Sociedad, conversando acerca de la importancia de la educación durante todas la vida, y cómo la Universidad sirve de apoyo en ese proceso. https://lnkd.in/duxRhmXf

Recent research from KU Leuven highlights the importance of recognising and appreciating cultural diversity in schools to foster student excellence. A study conducted in 18 "super-diverse" schools in Belgium found that students in environments where cultural and religious identities were acknowledged were more likely to perform above average, or even excellently, in math. Conversely, schools that enforced assimilation policies, such as restricting languages spoken at home or banning religious symbols, saw lower performance. This echoes broader research on early intervention in combating biases, showing that short-term diversity programmes, such as those addressing race, gender, and body type, often fail to create lasting change. Effective interventions must begin early and be sustained over time, targeting skills, values, and behaviours. Additionally, inclusive teaching creates a "network effect," influencing not only students but also their social circles, gradually establishing new norms of inclusivity. This is why the programmes we create at the All-in Foundation are so incredibly powerful. Ultimately, fostering an inclusive school environment where students feel accepted can significantly enhance both well-being and academic outcomes. You can find the original article about the study below (in Dutch) #Inclusion #Education #Diversity #EffectiveInterventions

En la EBR se aborda, se piensa, diseña y aplican prácticas de inclusividad pues la diversidad, la neurodiversidad estudiantil lo demanda, lo necesita. Estudiantes con TDHA, TEA, dificultades de lecto - escritura u otras se encuentran presentes en las aulas actuales. Es fundamental emplear el DUA y considerar que estos estudiantes que hoy podemos tener al frente pasarán a la educación superior. El siguiente documento aborda la cuestión ¿Cuál es la contribución de la universidad al desarrollo de la educación inclusiva? ¿Qué retos enfrenta? ¿Qué propone a estos desafíos? Créditos: García, Mayka & Cotrina, Manuel. (2012). La contribución de la universidad al desarrollo de prácticas educativas inclusivas: dilemas y propuestas para avanzar compartiendo. Revista de Educación Inclusiva. 5. 

📣 New Pub. Alert: Thrilled to announce the release of my latest publication, co-authored with Dr. Johnny Ramirez, “What’s that supposed to mean?”: Examining Chicanx/Latinx transfer student intersectional microaggressions at a public four-year research-intensive university published in the Race Ethnicity and Education Journal: ABSTRACT This study employed a Critical Race Theory’s intersectionality framework to examine microaggressions Chicanx/Latinx students experienced targeting their transfer student identity while simultaneously interrogating their racial, ethnic, class, and gender identities. The authors define transfer student intersectional microaggressions as microaggressions rooted in stereotypical beliefs that associate the community college transfer student identity with racialized, classed, gendered, and ageist-based assumptions to suggest lower academic abilities, socioeconomic status, and/or a questionable moral character. Based on a qualitative case study of 16 Chicanx/Latinx transfer students at a research-intensive public institution, two major forms of transfer student intersectional microaggressions emerged: (1) interrogation of perceived academic/intellectual capabilities and (2) interrogation related to race, class, gender, and/or age. Participants consistently grappled with the impact of microaggressions on their intersecting identities. This study revealed that the transfer student identity amplifies intersectional oppression for Chicanx/Latinx students. The authors offer policy and practice recommendations. Please message me if you would like a copy. To link to this article:

Essays primarily on Academics & Administration: 19: Hub and Spoke Institutions 2 1. This concept of Hub and Spoke Interphase is gradually being extended to the realms of Schools, UG and PG Colleges, Pharmacy Colleges and Engineering Colleges.Teachers Training Colleges and Polytechnic Colleges will be woven in the pattern in due time. In a threadbare discussion involving both Schools and Colleges, a lot of issues, and some problems came forth under the purview. 2. Firstly, will Schools and Colleges form absolutely separate units of Hub and Spoke Institutions, or both can come together, as per situational needs? There is nothing definitely demarcated in this respect, and depends on how the Hub Institutions plan it. We have often seen in the past reputed Schools participate in Science Day Exhibitions held in Colleges, where they were allotted earmarked space to display their innovative contributions to the same. We had also seen Students of local Schools allowed to make College visits, particularly to have clear concepts of good Labaratory and Library. Most Colleges do not have a dedicated Physical Education Faculty, but the Schools do. That is why, during the College Sports Meet, we must hire Physical Education Teachers from the local Schools, or District Sports Board. Hub and Spoke Institutions, particularly those involving both Schools and Colleges, will resolve this problem officially, as well. Though some highbrow College Teachers are of the opinion that such free admiring should not be encouraged, it is needful if rules permit, and more importantly both Institutional Heads of Schools and Colleges see eye to eye in this respect. With Faculty of Schools and Colleges equally qualified and visionary at present, the bridge would be beneficial for the Students and the Teaching Community in the long run. 3. A few doubts arose about this sharing of curricular and cocurricular infrastructure. The first is proper permission from the competent authority, and the second is the question regarding the expenses. Teachers often ask whether taking online or offline Classes in some other Institution has the legal nod of the competent authorities-- the Governing Body and the Government. Teachers also ask if these extra Classes or labour, beyond the Routine of the Institution they work in, will bring some financial incentive, certificate , or add marks to their CAS--- Career Advancement Scheme. Though the Government is looking into it, we must learn to come out from viewing everything from the angle of personal benefit, whether pecuniary or otherwise. The other problem is also arranging and endorsing the necessary expenditure for it. A H.M. rightly pointed out that about 250 Students from Spoke Institutions came to their Hub Institution at the time of Midday Meal, and were served food. Later, the expenditure was not endorsed. GB or Higher Authorities must address minor issues so that the goodwill for such epoch- making initiatives are not lost.

Aprobado el curso en HERRAMIENTAS DOCENTES PARA LA EQUIDAD E INCLUSIÓN. Importante temática respecto a la inclusión de estudiantes desde el paradigma de la neurodiversidad en la educación superior.