Ella Ghosh’s Post

Interested in topics of diversity and migration in the context of Irish higher education? Check out this interesting article by our SAI college Sandra Nolan.

While focused on the experiences of migrant and minority students on one university campus, insights can be transported to other higher and further education context

📢 Concern Over Mexico's Lack of Participation in PISA 2025 📢 Organizations specializing in education and the Mexican Chamber of the Publishing Industry (CANIEM) have expressed their concern over the Mexican government's decision not to participate in the PISA 2025 test. 🔍 These entities warn of possible setbacks in the quality of education in the country and urge the Ministry of Public Education (SEP) to reconsider and authorize the conduct of this international evaluation in Mexico. 💬 The network Women United for Education (MUxED), which comprises 219 women from various sectors, has sent a letter to SEP head Leticia Ramírez requesting reconsideration of participation in PISA. They also highlighted the importance of maintaining international standards and advancing toward gender equality in education. 📊 The OECD confirmed that Mexico has not met the requirements to participate in PISA 2025, which worries these organizations. ❗ MUxED presented 10 reasons not to abandon PISA, emphasizing aspects such as gender equity in education, a comprehensive vision, international comparability, data for evidence-based policies, educational improvements, monitoring educational progress, impetus and accountability, among others. 🎯 Meanwhile, CANIEM urges the authorities to reconsider the decision, emphasizing that the results of PISA are crucial for diagnosing our education system and for planning policies that aim to overcome the current educational gap. 💡 At Made for Joy, we lend our voice in support of Mexico's participation in PISA 2025 for a prosperous educational future and for the benefit of Human Flourishing. #Pisa2025 #EducationMexico #GenderEquity #CANIEM #MUxED Emiliana Rodriguez-Morales Jack Abbott Carlos Consuegra Nadia Calderas

FAU Equality Prize 2024 Dear members of FAU,   Following a resolution passed in 2005 by the Executive Board, the Renate Wittern Sterzel Prize of Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU) is awarded annually for an especially successful equality project at the University.   The prize can be awarded to members and/or organizational units of FAU. The prize money is 10,000 euros and must be used to continue existing or to develop new activities in equality and diversity at FAU. Suggestions for prize winners can be made by all FAU members, including students. Direct applications are also possible.   Student activities and teaching projects that deal with and receive funding for the topic of equal opportunities and diversity can also be nominated for the award.   The deadline for submitting applications and nomination ends on June 30, 2024. Information about previous prize winners is available here Renate-Wittern-Sterzel-Preis (Gleichstellungspreis) - Büro für Gender und Diversity (fau.de)   The Executive Board and the Office of Equality and Diversity are looking forward to receiving a large number of applications and nominations and would like to ask you to forward the call for applications for the prize to all members of the University. Nominations Suggestions for prize winners can be made by all FAU members, including students. Direct applications are also possible. https://lnkd.in/eMePpvgd  

"Educational Challenges for a New Century - Policies for Sustainable Growth" by Eugene Eteris, published yesterday, unravels the ‘new reality’ of national educational reforms, exploring optimal strategic directions for education and training. Offering a particular emphasis on EU-wide political guidelines, it encompasses lifelong learning across all levels, and it showcases the pivotal role of modern skills in education for reducing poverty, promoting gender equality, and enhancing lifestyles. Discussing how reformed education is vital for a robust national response, the book emphasizes the social responsibility inherent in educational policy. It advocates for reforms to overhaul content, enhance teaching pedagogical skills, and impart socially valuable and responsible knowledge. It further identifies how strategic focus on education and training holds the potential to enrich innovation, competitiveness, employability, and productivity. Designed to inform scholars, policymakers, and professionals influencing national educational reforms amid contemporary challenges. This book provides essential insights into the evolving educational landscape and its impact on societal progress. For more details, you can view the book here: https://lnkd.in/eU8iwAAE This book belongs to the SpringerBriefs in Education book series: https://lnkd.in/eAERG44D

The words "diversity" "divert" and "divisive" come from the same roots. But somehow, "diversity" has come to mean 'good' and 'noble' ...esp. when it's used in conjunction with the words "equity" and "inclusion". Current usage of "diversity" (e.g. when used in DEI Plans and Offices) is 'diverting' attention away from specific barriers and issues that it's purported to remedy. In Higher Ed in Canada, for example, "Diversity, Inclusion and Equity" (DIE) initiatives arose from Human Rights Tribunal cases & court settlements. Human rights complaints were filed against the Canada Research Chairs program by 8 female academics in early 2000s. A court settlement ensued. Issues included under-representation- Not 'diversity'. Issues included "systemic barriers" - Not 'inclusion', nor 'equity'. DIE didn't enter the equation until almost 2020, when the same women that filed the first complaint pointed out that there were still "systemic barriers" in how the almost $300 million per year was doled out to Research Chairs (embedded in universities) Not only that, a second human rights complaint brought forward by a minority male academic, also secured a settlement in 2018. "Diversity" loosely focuses on composition without addressing representation or fairness. "Under-representation", on the other hand, is concerned with proportional and equitable presence of specific groups of people within larger contexts. Identifying "Under-representation" gets at systemic barriers. "Diversity" diverts attention and manipulates language. Emphasizing "diversity" is a fuzzy, blurry, murky game of "commitments" and "plans" and "statements". Addressing under-representation involves shining light on deeper systemic issues, advocating for fairness, openness and respect. It requires respectful dialogue to work through actual evidence. For example, in 2021, Wendy Cukier and colleagues published a paper demonstrating that in 2020 almost 70% of University presidents in Canada were men. Almost 90% of those: white That points to a 'representation' problem- Not 'diversity', nor 'inclusion' Canadian Association of University Teachers, in 2018: for every $1.35 a F/T white male professor earns- a F/T minority female prof makes $1.00 That is a 'systemic barrier', unfair, and ludicrous. And largely unaddressed. Read almost any higher ed "Diversity, Equity, Inclusion" plan or commitment and you will find circular logic. For example, to increase "diversity" includes broad initiatives aimed at 'inclusiveness' and 'equity'. The logic is "diversity is good because we say 'diversity' is good." But still does not get at representation issues or gross pay inequities (eg. systemic barriers). To do that requires clear language, plus respectful and difficult dialogue. Addressing under-representation and inequities means targeted interventions to remove barriers and deal directly with inequities - Not bias and 'diversity' training... Thoughts?

Recently had a meeting with the representatives of CEB SHL in the region, and discussed an initiative on professional skills and work equality for women in Central Asia. However, I cannot overlook the fact that the root of many challenges and risks lies at a lower level - in girls' access to education in Central Asia. According to the latest study, "Gender and Education in Central Asia" by Aliya Kuzhabekova, Naureen Durrani, and Zumrad Kataeva, significant challenges remain in ensuring equal access to education for girls. Despite high enrollment rates in primary education, girls in Central Asia face barriers as they transition to secondary and higher education due to socio-economic factors, cultural norms, and early marriages. This inequality not only limits women's opportunities in making decisions, both in personal and public life, but also has broader implications for the region's development. Having led numerous social initiatives in Central Asia, I have witnessed firsthand the transformative power of education and training. Notably, projects with high social, cultural, and ecological impact are mostly implemented by women. On the other hand, there is a huge lack of women professionals at the decision-making level. Overcoming this gap is an important task for the region as well as an opportunity for development. A link on the study https://lnkd.in/dmyESpMZ #WomenInEducation #CentralAsia #SustainableDevelopment

Publication_ Gender_ Our identity: My co-author, #DrNilufaKhanom and I will present on Migrant women's voices in Australian higher education at this year's ANZAM at the University of Wollongong. Our research highlights the need for racial literacy in academia, recognising and challenging racial inequities. It's time for inclusive policies to uplift migrant women's voices and ensure equity. Embracing racial literacy can transform the landscape of higher education. We encourage and invite the participant to show their EOI for in-depth interviews and contribute to the landscape of identity in the Australian Higher Education Sector. Let's do it. #RacialLiteracy #MigrantWomen #HigherEducation #DiversityAndInclusion #Equity #WomenOfColor #AcademicLeadership

UP Invites Assembly Members to Vote on the University Statute 🎓 As the Assembly of the Republic of Kosovo prepares to meet on May 23, 2024, with the approval of the new University Statute on the agenda, the University of Pristina calls for support from all political parties in the Assembly. 📅 This Statute is being revised for the first time in over twelve (12) years. Given the rapid changes and evolving trends in higher education, the status quo has become clearly unsustainable, making these changes urgent and necessary. Many statutory criteria and requirements have remained unchanged since the Statute was last approved in 2003. 🏛️ Structurally, the Statute envisions a more decentralized operation of the university, delegating and clarifying managerial responsibilities and accountability to the rector and deans. Concurrently, it strengthens the academic role of the senate and academic unit councils. 📊 The Statute sets forth rules that advance gender equality aspirations, raise the criteria for leadership positions, and impose significant time restrictions on individuals who hold or have held high party or political functions and seek leadership roles within the university. ⚖️ The vision for reform embodied in the proposed Statute has been developed by the University itself, promising a new standard not only for the University but for the entire higher education sector. 🌍 Therefore, we call upon members of all parties in the Assembly of the Republic of Kosovo, without exception, to vote for this Statute and pave the way for the University to realize this reformative vision. 🌟 #ImUP #UPgrade #growUP #riseUP #beUP #UPspeak #loveUP #UPeducation #cheerUP For more ℹ️: https://lnkd.in/dgtAaSKK

It's Human Rights Day today and the theme for 2024 is, “Our Rights, Our Future, Right Now”. This highlights the continued relevance of human rights in addressing global challenges. This year, the UN human rights office aims to inform and change perceptions on human rights while mobilising action. We should never forget that Human Rights are universal, inalienable, equal, indivisible, and interdependent. Human rights are not granted by states - they belong to everyone, everywhere, simply by virtue of being human. They transcend race, gender, nationality, or beliefs, ensuring inherent equality and dignity for all. These rights include fundamental ones, like the right to life set out by Article 3 of the Universal Declaration of Human Rights (UDHR), and those that enable a fulfilling existence, such as access to education and health. The UDHR is the most translated document in world history, available in more than 500 languages. Human rights are also inalienable, meaning they cannot be taken away except in specific legal circumstances, such as imprisonment following due process. Human rights are indivisible and interdependent, which means that the fulfilment of one right often relies on others. For example, the right to education is crucial for exercising political rights, such as voting in elections. Similarly, the right to health and access to clean water are vital for the right to life and dignity. Understanding this interconnection is essential in addressing complex global issues. Tackling one area can lead to progress in others – such as gender equality or poverty reduction – while ignoring even one right can create a ripple effect, harming individuals and communities in multiple ways.