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CONGRESO DE PEDAGOGÍA EN INGLÉS UNIV. CATÓLICA SILVA HENRÍQUEZ (UCSH):
EXPERIENCIAS REPLICABLES EN LA ENSEÑANZA DE INGLÉS EN LA EDUCACIÓN ESCOLAR Y
SUPERIOR ACTUAL

Posted on October 31, 2021 by profesorbaker

Zoom: https://us06web.zoom.us/j/82788178085

Jueves: 04 de noviembre. 09:00 a 15:00 hrs.

La Facultad de Educación y la Escuela de Educación en inglés de la Universidad
Católica Silva Henríquez, tienen el agrado de compartir el programa con las
ponencias seleccionadas para nuestro congreso “Experiencias replicables en la
enseñanza de inglés en la educación escolar y superior”, a realizarse este 4 de
noviembre.

Fuente: UCSH

TÍTULO

Profesor(a) de Inglés para Educación Básica y Media

GRADO

Licenciado(a) en Educación

DURACIÓN / JORNADA

10 Semestres / Diurna

SEDE / MODALIDAD

Casa Central / Presencial

Malla CurricularFolleto de CarreraInvestigación Escuela

¿POR QUÉ ESTUDIAR PEDAGOGÍA EN INGLÉS EN LA UCSH?

* Pedagogía en Inglés de la UCSH es reconocida entre las mejores del país,
principalmente por nuestra vinculación con el medio y apoyo a nuestros
egresados con el trabajo realizado con las actividades de A+S y la Red de
Apoyo a Egresados Salesianos de Inglés (RAESI).
* Tenemos convenios con prestigiosas entidades internacionales como la
Universidad de Malmö, en Suecia; Radboud University Nijmeyen, en Países
Bajos; Deakin University, en Australia; Queen’s University, en Canadá.
* La carrera se encuentra Acreditada por 5 años gracias a la constante
autoevaluación en pos de una mejora continua. Cabe destacar que los y las
estudiantes de la carrera poseen una sólida formación en la didáctica y la
evaluación del idioma, así como el uso de las tecnologías como herramientas
promovedoras del aprendizaje.
* Nuestros docentes poseen grado de doctor y magíster en distintas áreas del
saber, ya sea en Educación, Evaluación e Investigación, o en campos como la
Lingüística o la Enseñanza del Inglés permitiendo así la puesta en practicas
de metodologías innovadoras en la enseñanza de una lengua extranjera.

PROFESIONAL UCSH

El Profesor de Inglés de la UCSH es un profesional integral que conoce en
profundidad el currículum nacional de su disciplina, a partir del cual
desarrolla estrategias y herramientas que promueven el aprendizaje activo de sus
estudiantes, atendiendo a los contextos sociales y educativos diversos con
responsabilidad, calidad, e identidad humanista. Evidencia conocimiento de la
cultura y un avanzado dominio de la lengua inglesa proporcionando
permanentemente retroalimentación significativa a través del monitoreo y
acompañamiento constante del trabajo de sus estudiantes. Es un profesional
crítico, reflexivo y proactivo que se adapta y genera cambios, analizando su
práctica docente de manera permanente en búsqueda de una actualización del
conocimiento para la mejora de los procesos de aprendizaje de sus estudiantes.

CAMPO LABORAL

El Profesor de Inglés UCSH se especializará en la enseñanza de la lengua inglesa
para estudiantes de educación básica y media. Asimismo, podrá realizar labores
educativas en la enseñanza de adultos, ya sea en el ámbito público o privado.

Fuente: http://educacion.ucsh.cl/educacion-en-ingles/

Posted in Uncategorized | Tagged EFL, English, TEFL, conference, Congreso de
Pedagogía en Inglés Univ. Católica Silva Henríquez (UCSH) | Leave a comment

DEVELOPING THE CLIMATE CITIZENS OF TOMORROW

Posted on October 29, 2021 by profesorbaker
Source: SDG ACTION

Never has education been more vital as a force for positive change.

Learning must inspire and empower the next generation to tackle climate change
head on.

If the COVID-19 pandemic – and the battle to bring it under control – has taught
us anything, it is that global crises require global solutions. This particular
war is not yet won, but the victory, when it comes, will be because humankind
worked together.

This collaboration includes – importantly, for the purposes of this article –
very many different academic and intellectual disciplines. Scientists have of
course correctly taken much of the credit, but the collective effort would not
have been possible without statisticians, human geographers, economists,
behavioral scientists, and communicators. Many others too, no doubt.

They have needed to work together, to listen to one another, to cross-fertilise
ideas, and to collectively problem-solve.

If such a diverse team is needed to take on COVID-19, just imagine the coalition
of skills, disciplines, and thinking we will need if humanity is to tackle the
climate crisis before it is too late.

Developing the citizens of tomorrow capable of the kind of collaboration and
thinking we will need if climate catastrophe is to be averted is, at least in
part, the responsibility of today’s schools, teachers, and educators.

Educationists will never meet this tremendous responsibility unless we step back
and take a moment to work out the curriculum and assessment model we need for
this challenge. They must be given the relevant educational tools to do the huge
job we are asking of them.

Interdisciplinary learning – and transdisciplinary learning – is a key part of
this toolkit: problems of this magnitude simply cannot be solved through one
lens. But teaching and learning must also be based on a cycle of inquiry,
action, and reflection, and with prominence given to active participation.

Source: SDG ACTION

Beyond breaking down the silos of individual subjects, the future of curriculum
design needs to focus on three areas to ensure the next generation is ready to
tackle climate change head on:

We must have a curriculum that is designed with the specific challenge in mind

Sustainability must be a key feature of courses and disciplines. This includes
the natural sciences, geography, design technology, economics, and business
management, but others too. We advocate for a sustainable planet and ask
students to consider how the relationship between people, planet, and growth is
central to this and how siloed subjects interrelate.

We must prioritize education in action

Curricula in the future must foster an organic link between in-classroom
learning and sustainable action in the community, so that students support
sustainability in practical ways. The curriculum of the future must
contextualize learning with the time, place, and community within which the
school is situated. Authenticity of learning is key: students must understand
how their learning can manifest itself in the real world.

We must foster young people as “agents of change”

Curriculum and pedagogy should inspire learners, as global citizens, to make a
difference and contribute to society. We must promote the importance of
“principled action” in terms of making responsible choices and exploring the
ethical dimension of decisions to act or not to act. Students must be encouraged
to explore global and local issues in a way that empowers them to be not just
aware, but engaged. They must be encouraged to explore their own agency – what
they themselves can do to make the change we need.

The pedagogy and curriculum of the future needs to create opportunities for
learners to inquire about, and contribute their voice to, the future of
humanity. It should allow young people to make connections between subjects and
disciplines. It should also create opportunities for them to make connections
between their values and passions and those of the communities around them.

Throughout history, schools and teachers have evolved to tackle many of the
problems facing human society. The climate emergency is surely the biggest
problem of them all. It’s time for education to pivot again. The final aim of
education should be flourishing: human flourishing of current and future
generations and flourishing of all living on Earth.

ABOUT THE AUTHOR

OLLI-PEKKA HEINONEN

Olli-Pekka Heinonen is the 8th Director General of the International
Baccalaureate Organization. Prior to this, Mr Heinonen was Director General of
the Finnish National Agency for Education.

Mr Heinonen had an active career in politics in Finland between 1994 and 2002:
he was Minister of Education and Science from 1994-1999; Minister of Transport
and Communication from 1999-2002 and a Member of Parliament from 1995-2002.

From 2002 to 2012, Mr Heinonen was Director of Yle, the Finnish national public
broadcasting company, before joining the Finnish Prime Minister’s Office in
March 2012 as State Secretary.

Posted in Uncategorized | Tagged climate, climate citizens of tomorrow, Global
warming, SDG | Leave a comment

DR. YILIN SUN RECIEVES U. S. DEPARTMENT OF STATE AWARD FOR DECADES OF
CONTRIBUTIONS TO ENGLISH LANGUAGE SPECIALIST PROGRAM

Posted on October 27, 2021 by profesorbaker
Source: Dr. Yilin Sun

Source: South Seattle College

Posted on: Mon, 02/01/2021 – by Public Information Office

Dr. Yilin Sun, who has spent the majority of her 30-plus year career teaching
English as a Second Language (ESL) courses at South Seattle College (SSC) and
Seattle Central College, has been recognized as a top-30 contributor to the U.S.
Department of State’s English Language Specialist Program. The specialist
program is celebrating its 30th anniversary in 2021.

The “30@30 Award” recognizes Dr. Sun as one of a select group of thirty
specialists who have made a lasting impact on the specialist program and on the
TESOL (Teaching English to Speakers of Other Languages) field since 1991,
building English teaching capacity abroad and bolstering mutual understanding
through English language education.

The 30@30 awardees will be honored throughout the anniversary year with featured
stories on the English Language Programs website, in presentations at the
Virtual 2021 TESOL International Convention, as expert panelists in online
webinars, and at an Appreciation Luncheon and Awards Ceremony in October at the
U.S. Department of State in Washington, D.C., conditions allowing.

Source: South Seattle College

Dr. Sun is a tenured faculty member in the Basic and Transitional Studies
Division at SSC, and now directs faculty development programs for the Seattle
Colleges District. She has served the field of TESOL for over 30 years and has
been with Seattle Colleges for over 27 years as a dedicated educator. She is a
tireless advocate for racial equity, diversity, and inclusion in higher
education and for providing equitable, accessible, and quality education to
underserved student populations.

She also strives to empower learners and TESOL professionals. Sun has dedicated
her professional career to the calling of Crossing Borders and Building Bridges
to embrace a culture of inclusion in the TESOL field and higher education.

Dr. Sun is a former president of the TESOL International Association
(2013-2016). This was the first time in TESOL’s 50 year history that an Asian,
female, bilingual Chinese and English speaking ELT professional served as
president of TESOL. In 2011-2012, Dr. Sun worked as a Fulbright Senior Scholar
in Taiwan.

Below are sentiments shared by Dr. Sun’s colleagues:

Ila De Leon, ESL Faculty Member at South Seattle College:

“Yilin Sun is a fierce antiracist educator and leader in the Transitional
Studies at South Seattle College. She advocates persistently for BIPOC students
and faculty by pushing for culturally and linguistically responsive teaching in
our division. I am inspired by how Yilin leverages her lived experiences and
scholarship to lead Seattle Colleges towards the pursuit of equitable
educational excellence through campus- and district-wide faculty development
that focuses and draws on BIPOC students’ cultural wealth and the principles of
leading with racial equity, diversity and inclusion.”

Anne Levin, ESL Faculty Member at Seattle Central College:

“What makes Dr. Yilin Sun such a remarkable leader and role model is her ability
to develop inclusive, equitable and diverse communities, and provide resources
which foster critical thinking and creativity. When in her presence, students
and colleagues feel welcome and inspired to be their very best selves. Her
advocacy for immigrants and refugees, collaborative spirit and enthusiasm for
teaching and learning is heartfelt and contagious to all who have the honor of
working with her.”

Laura Holland, AEI Faculty Mentor of University of Oregon:

“Yilin Sun has for decades been a fierce trailblazer for TESOL, standing up for
EL learners across the globe, spurring us all on through her leadership to
greater opportunities for mutual understanding and knowledge. Her own immigrant
story colors her every action and with her presentations or workshops, she
inspires others to reach new heights. I had the pleasure of working together
with Yilin Sun in Peru where her story inspired many teachers both novice and
seasoned to take on new learning, to be bold and to take those risks we ask our
own students to take daily. As TESOL President she traveled the globe building
bridges to new learning, new connections among teachers and learners, and
helping us to celebrate all that we share in common and the rich diversity that
makes our world and work so incredibly exciting.”

Gonzalo Fortun, Office of English Language Programs, US Embassy in Bolivia:

“Yilin was invited to travel and present in Bolivia by the Bolivian Teachers’
Association National Convention. Yilin not only did a great work as a keynote
speaker at the convention captivating hundreds of Bolivian English teachers with
her professionalism and charisma, she also went to local schools and provided
training to teachers and future teachers…She met with the English Language IVLP
on Demand participants discussing the world of possibilities open for them.”

Dr. Yilin Sun (one of my ELT most inspiring people) at the 2011 TESOL Chile
Spelling Bee.

Background on the English Language Specialist Program

The English Language Specialist Program is the premier opportunity for leaders
in the field of teaching English to speakers of other languages (TESOL) to enact
meaningful and sustainable changes in the way that English is taught abroad, and
is sponsored by the U.S. Department of State’s Bureau of Educational and
Cultural Affairs (ECA) with funding provided by the U.S. government. Specialists
work with local teacher trainers, educational leaders, and ministry of education
officials to exchange knowledge, build capacity, and establish partnerships
benefiting participants, institutions, and communities in the United States and
overseas. Since 1991, over 800 English Language Specialists – representing the
best of America’s educators from all 50 States – have encouraged critical
thought and erudition, celebrated their cultural diversity, and showcased their
American values and civic engagement strategies to millions of educators and
students. In 2020, the program saw a 3000% increase in virtual programming in
response to the COVID-19 global pandemic.

For further information, please visit the English Language Specialist Program
and U.S. Department of State websites.

Source: Dr. Yilin Sun,

Posted in Uncategorized | Tagged Dr. Yilin Sun, TESOL | Leave a comment

IF YOU READ ONE BOOK THIS WEEK

Posted on October 10, 2021 by profesorbaker

If you read one of my books this week, these are the five I’m recommending you
choose from. There are personal favorites, including How To Teach Debating,
Myths, Monsters And Love From The South of Chile, Storytellers Trilogy, Five
Short Stories, Looking For Catarina, Pecha Kucha, picked for diversity of
reading tastes: debating, myths aand monsters, magic and mysticism, travel in
time to yesteryear, and for classroom innovation when they get back in the
classroom. There is something here for everyone, and the prices are just right.
Enjoy…

Amazon Author Page: Thomas Jerome Baker
How to Teach Debating

“It was the best of times, it was the worst of times…” ~ Charles Dickens, “A
Tale of Two Cities” In the Dickens’ quotation we find a contradiction. How can
the “best” be the “worst”? Likewise, most debate coaches have differing
interpretations about debating. As a debate coach, I emphasize the practical,
namely, you learn to debate, by debating.

I dedicate this book to all teachers, coaches, and students worldwide, and
especially to the non-native speaker of English. Since most books on debating
are aimed at native speakers of English, this book addresses this disparity
while still being useful to a native speaker. For example, there are many
practice activities, drills and exercises. This makes it a highly practical book
for the non-native speaker, who above all else, will benefit most from such
practice. Nonetheless, it also addresses debating theory, both inductively and
inductively. Therefore, it is an excellent resource book for all debaters,
debate coaches, and teachers to have.

Finally, debating helps you to understand that others see the world differently.
This understanding promotes mutual respect and tolerance of diversity. In this
way, debate plays a role in building a better world for everyone to live in…

Myths, Monsters & Love From The South of Chile

This book is dedicated to young and old alike.

It is a centuries-old myth that has been passed down from generation to
generation on the island of Chiloé.

This island is located in the extreme southern sector of Chile, far from the
urban center of the country.

This fact partly explains the fertile ground available for the myth’s survival
to the present day.

More importantly, its context is a superstitious world that sought to explain
the mysteries of the natural world through the medium of dreams and myths.

In fact, according to Joseph Campbell, “Myths are public dreams, dreams are
private myths.”

“People say that what we’re all seeking is a meaning for life.

I don’t think that’s what we’re really seeking. I think that what we’re seeking
is an experience of being alive, so that our life experiences on the purely
physical plane will have resonances with our own innermost being and reality, so
that we actually feel the rapture of being alive.” ~ Joseph Campbell, “The Power
of Myth”.

STORYTELLERS TRILOGY

Story Tellers have always told the stories of man’s pursuit of love, gold,
power, and ultimately, happiness. In this series, we meet a mythical
storyteller, Solomon, his wife Lanisha, and his son David. Through their
interconnected stories we follow the earliest fortunes and misfortunes of
humanity. Will the love of Solomon and Lanisha endure physical separation? Will
David seek power and happiness? Will these three, this family, be strong enough
to save the world? It is a story which will leave you wiser about the true
meaning of true redemptive love, success, and joy…

This is the Quest for the Holy Grail, the blood of Jesus Christ himself. At
stake is the fate of the world. Set in a cave in Valencia, Spain, in
Glastonbury, England, and the very bowels of the Underworld, it is dialogue
driven, fast paced, and unpredictable.

Emily and David must race against time to find the Holy Grail before Alicia, the
Sorceress, finds it. Alicia has dragons and demons from the Underworld to help
her.
Both barely 18 years old, all Emily and David have on their side is David’s
stories and Emily’s courage. This is an uneven fight if there ever was one!

David and Emily will use legends, fairy tales, history, mystery, fantasy and
mythology in this epic battle of good versus evil.

A real page turner, this fast read will make you think about the power of love
in all its forms long after you finish reading. It is the exciting finish to
this ancient Story Teller family saga which spans the centuries of recorded
time. Its twists and turns will keep readers engaged and guessing until you turn
the very last page.

Emily and David must face their worst fears. They discover the past is unwilling
to let them live out their lives peacefully, happy and content as the Last Story
Tellers. Their stories and their faith in things unseen are all they have in
their quest to save the world from Alicia, the Sorceress, who has been waiting a
thousand years for this opportunity to rule the world!

Alicia’s desire for power and immortality leads to the ultimate showdown of good
vs evil. Emily and David will find themselves forced to make decisions that will
affect all eternity. On their quest to save the world, they will be met with
sisters and sorcery, magic and mysticism, devils, dragons and demons. Emily and
David’s quest will rekindle your faith in the power of redemptive love.
“Everyone deserves a second chance” is a theme that flows throughout the book.

Story Tellers: In Pursuit of Happiness: Witches, Wizards & Warlocks

Book 1 and Book 2:
(Box Set: 2 Books => 1 Price => $0.99 cents)
amzn.to/1WBRM0o
Book 2: The Last Story Teller
amzn.to/1WBRM0o
Three Quotes from Book 2:

1. “There stood a man and a woman in a circle of love, squared by the son’s
love, each standing triangular to the other, forming a final circle to
enclose the whole.”
2. To your quest be true…
3. “…the fate of Earth, its only hope to survive, lay in the hands of a boy,
David, the Son of Solomon…”
Book 1: Celestial Games
amzn.to/1WBRM0o
Three Quotes from Book 1:
4. “What need was there for them to guard El Oro,”…
5. “They are Aquarians, Little One. Descendants of the mighty Aquarius
himself.”
6. “The Leprechauns…engage in sensuality, from which little Leprechauns are
born in the Spring.”

Pecha Kucha

Second Edition 2014 (Completely Revised, ReEdited & RePublished): I saw my first
Pecha Kucha over seven years ago. It was when I was working at Universidad
Andrés Bello at Campus Casona in Santiago with the students in the English
Pedagogy program.

I admit I’ve been fascinated by “Pecha Kucha” ever since that first time. I
remember being very impressed by the performance I watched. There were a number
of reasons for this. For now, let me share with you why I find Pecha Kucha to be
so impressive and fascinating as a presentation technique.

Firstly, when we speak of our first time doing something enjoyable, it’s always
a good feeling. We like what we like, we know what we like, and because of that,
we return often, to what we like.
As you can tell by now, I like Pecha Kucha.
Secondly, its principles are easy to understand and apply. It’s fast, it’s
efficient, it’s effective, it’s collaborative, it’s visual, it’s easy to
prepare, it’s fun.

However, it does require practice, lots of it, to do this really well. Practice,
oh what a sweet word in the ears of any EFL teacher. Students practicing what
they are going to say, again and again, going over their own words, to speak
about images they themselves have selected.

Volumes of practice, huge quantities of practice, helping the students to
achieve the eventual automaticity that is the hallmark of mastery. Of all the
principles of the Pecha Kucha, the most important principle is this: images are
powerful. Images convey meaning and emotions. In fact, the whole range of the
human experience can be conveyed by images.

For example, think of the images left on the walls of caves by cave men. No one
needs a cave man to verbalize what you are seeing. You feel it – through your
eyes – to your brain – to your emotions. It’s visual storytelling. That’s what
the Pecha Kucha is, visual literacy in its purest form…

FIVE SHORT STORIES

FIVE SHORT STORIES…This collection of magical short stories will delight readers
of all ages with the joy of reading. Five short stories await your reading
pleasure.

Amazon.com: Top 500 Reviewer Dennis Waller: “An Interesting Perspective to a
Historical Tale” a review of: Boudicca: Warrior Queen
“This Love Story Has It All” a review of: Looking for Catarina
“Mystical, Magical, Enchanting Journey” a review of: StoryTellers

1. “What you are depends on the stories you read.” Five must-read stories are
told: Journey of a Hero, True Love, Impossible Love, A Woman at War &
lastly, Peace.

Who is a hero/heroine? Answer: Anyone who does something requiring courage,
bravery, disregarding one’s own personal safety. Could someone be a hero/heroine
without even being aware of their actions? Yet the journey, a quest if you will,
for riches, wealth, and power, will be undertaken.

True Love is a love that conquers all obstacles to be together, and in this
second story, there will be a seemingly unconquerable obstacle. Our hero will
risk everything for the woman he loves…

Impossible Love, we know this story well, for have we all not loved? Under
circumstances when it would have been the wiser course of action not to have
loved? Impossible Love is not bound by the dictates of reason and logic…

In the fourth story, when love does not live anymore, then it must be WAR, and
there is no war more terrifying, than when it is a wronged Woman At War.

In the final story, we seek PEACE, and a seemingly innocent hero, unaware of
anything except the present moment, must make a choice. Will it be the right
choice?

Read this book to find out the surprising answer…

Why Read A Short Story?

“[The short story creates] a vivid realization for the reader of that which
moved the author to write, be it incident, be it emotion, be it situation…. thus
the art of the short story becomes as much an art of tone as of incident.” ~ H.
S. Canby

“The first necessity for the short story…is necessariness. The story, that is to
say, must spring from an impression or perception pressing enough, acute enough
to have made the writer write.” ~ Elizabeth Bowen

“The short-story writer knows that he can’t proceed cumulatively, that time is
not his ally. His only solution is to work vertically, heading up or down in
literary space.” ~ Julio Cortazar

“The real challenge is to pull as much of life as a story can bear into the
fewest possible pages: to produce, if possible, that hallucinatory point in
which time past and time future seems to co-exist with time present, that
hallucinatory point which to me defines the good or great short story…” ~
Maurice Shadbolt

“The essence of the short story is to isolate, to portray the individual person,
or moment, or scene in isolation…detached from the great continuum…at once
social and historical…. the short story is a natural form for the presentation
of a moment whose intensity makes it seem outside the ordinary stream of time,
or the significance is outside the ordinary range of experience.” ~ Wendell
Harris

“I see today a new art of narration, a novel literature and category of
belles-lettres, dawning upon the world. And this new art and literature–for the
sake of the individual characters in the story, and in order to keep close to
them and not be afraid–will be ready to sacrifice story itself…. The literature
of individuals is a noble art, a great earnest and ambitious human product. But
it is a human product. The divine art is the story. In the beginning was the
story…. Within our whole universe the story only has authority to answer the cry
of heart of its characters, that one cry of heart of each of them: ‘Who am I?'”
~ Isak Dinesen

LOOKING FOR CATARINA

LOOKING FOR CATARINA is a multiple-genre, short story. Books like this can be
produced when writing is liberated from the confines of genre. Multi-genre books
are important, because they respond to a changing world in which we can do new
things, write in new ways. It provides a new dimension to the concept of
“crossover books”, which appeal to young and old alike. The multi-genre book,
rather than appeal to a wide age range, appeals to a wider range of reading
tastes. For example, a look at the wide variety of review headlines for this
book confirms its ability to be enjoyed across genre boundaries.

Self-Published Authors have the freedom to tell the story she/he wants to tell,
constrained only by the limits of the imagination. The SPA can write like
Salvador Dali painted, freely, uninhibited by the boundaries, conventions and
restrictions of any genre.

This is a revolution that is currently going on, in which hybrid texts are being
produced. Yet such writing places demands on reading comprehension that have
gone largely unnoticed and unaddressed. We see this when the narrow perspective
of genre conventions and expectations is used to judge hybrid, genre-crossing
texts. This mismatch between text type and genre is clearly evident.

What about the future? I see a future in which readers can and do embrace a new
way of understanding hybrid, genre-crossing, boundary blurring, multi-genre
texts. I am optimistic this will eventually occur, as more and more multi-genre
books are being made available around the world for readers to read, enjoy and
engage intellectually with…

Synopsis: An Italian-Chilean teacher of English travels From Santiago de Chile
to Florence, Italy to celebrate New Years in his mother’s home country. What he
will discover is a centuries-old love story that will defy his imagination. How
this happens is a mystery that involves the paranormal and time travel. In the
end, this is a poetic, mystical and magical tale of the true nature of love. It
is the dilemma that every love story from the beginning of time has been faced
with, namely: How long are you willing to wait for the one you love? Read this
book for the surprising answer to that question…

Posted in Uncategorized | Tagged book, read, Read One Book | Leave a comment

AIHERRAKO KABALKADA 2019 – FANDANGO + ARIN ARIN + BERTSOLARI + DANZA!

Posted on October 10, 2021 by profesorbaker
Aiherra, Nafarroaren leihoa, 2019ko Aiherrako Kabalkada

El espacio “Oholtzan” de Euskal Telebista ofrecera el espectáculo “Aiherrako
Kabalkada”.

Se puede ver la función popular que dantzaris, actores, músicos y bertsolaris
de Aiherra ofrecieron en el frontón de la localidad.

En septiembre de 2019 se realizó por primera vez una representación de este tipo
en la localidad de Aiherra, Baja Navarra. Se tratan de representaciones de calle
organizadas y realizadas por iniciativa popular.

Más de 200 personas participaron en la obra Aiherra, Nafarroako leihoa.

Un espectáculo alegre, colorido y vivo, que reunió a bailarines, músicos,
jinetes, bertsolaris y abanderados.

Fuente: Kanaldude

Presentación del desfile de Aiher:

Amigos, aunque esta película es el resultado de un año y medio de trabajo,
nuestro recorrido ha sido realmente rápido: desde cero, y hemos estado
colaborando con decenas de niñas y niños de diferentes barrios, edades. ,
perspectivas., danza, música, palo, canto, organización …

Hemos dado pasos para tomar conciencia de nuestra cultura, entrando en un mundo
con raíces profundas: teatro popular, bailes que nos conectan con la tierra y
creencias ancestrales, personajes especiales , música, improvisación. Con
nuestros ojos del siglo XXI y a nuestra manera hemos intentado depurar la vida
del desfile.

Kabalkadaren aurkezpena aihertarrengandik:

Adiskidea, Filma honetan urte eta erdiko lanaren emaitza ageri bada ere, gure
ibilbidea zinez azkarra izan da: zerotik hasi, eta auzo, adin, ikusmolde
desberdinetako dozenaka neska-mutil elkarlanean ari izan gira, Euskaraz, bakotxa
bere sailean: antzerki, dantza, musika, makila, kantu, antolaketa…

Gure kulturaz jabetzeko urratsak egin ditugu, erro sakoneko mundu batean sartuz:
antzerki herrikoia, lurrari eta aspaldiko sinesmenei lotzen gaituzten dantzak,
erran nahi bereziko pertsonaiak, musika, bertsularitza. Gure 21. mendeko
begiekin eta gure maneran entseatu gira Kabalkadaren bizi arazten.

Aiherra, Nafarroaren leihoa, 2019ko Aiherrako Kabalkada

Posted in Uncategorized | Tagged Aiherrako Kabalkada, Bertsolari, Fandango, Pais
Vasco | Leave a comment

CHANGING EDUCATION PARADIGMS

Posted on October 8, 2021 by profesorbaker

By Seamus O’Keeffe

Source: Education Matters

Changing Education Paradigms is a narrative from Sir Ken Robinson that provides
an inspirational insight and overview of the current worldwide education
structure, the effects that it is having on our school kids and society, and an
invitation to consider what it would take to shift the current industrial
concept of schooling to a more sustainable one.

As we proceed through the 21st Century we are constantly being presented with a
raft of radical advancements, learning curves and developments in our
technological use and capability. This in turn has a similarly radical impact in
terms of change to pedagogical practice and education.

In our current technological society, normal is a forever expanding concept. As
individuals we are constantly distracted in and by our everyday lives and the
technology that we wrap around ourselves.

Bombarded by text messages, meeting alerts, emails and advertising on a
continuous basis, we are in a constant state of distraction and become more and
more disinterested in certain things as the years progress.

As adults we tend to have the coping mechanisms in place to deal with this and
concentrate on what seems or what we deem as relevant to our lives. According to
Ken Robinson when the same or similar disinterest and distraction manifests
itself in a child, our society labels them as Attention-deficit/Hyperactivity
Disorder (ADHD) sufferers.

ADHD is a neurobehavioral or developmental disorder and it mainly impacts
school-aged children and can manifest as restlessness, impulsivity, and a lack
of focus. This can impair children’s ability to learn. ADHD has been a
controversial topic since the 1970’s with politicians, teachers, family and the
media all having varying input and opinions on the topic.

Sir Ken Robinson provides an interesting take on the topic of ADHD, claiming,
“Our children are living in the most intensive stimulating period in the history
of the earth. They’re being besieged with information and coerced for attention
from every platform: computers, iPhones, advertising hoardings, and hundreds of
television channels. And we’re penalizing them now for getting distracted.

From what? Boring stuff. At school, for the most part. It seems to me not a
coincidence, totally, that the instance of ADHD has risen in parallel with the
growth of the standardized testing”.

He reflects on the increase in technology and standardised testing, seeing these
as factors that mirror the increasing trend in ADHD prevalence.

The current National Curriculum acknowledges the advances of technology and its
increasing place in the education system. “In our current technological society,
the normal concept of literacy is expanding to include all forms of the media
and electronic text.

This is in addition to the alphabetic and number systems traditionally taught in
schools. Digital text is spreading throughout every aspect of our lives.
Students engage with a variety of texts for enjoyment.

They listen to, read, view, interpret and evaluate spoken, written and
multimodal texts in which the primary purpose is aesthetic, as well as texts
designed to inform and persuade. These include various types of media texts
including newspapers, film and digital texts, junior and early adolescent
novels, poetry, nonfiction and dramatic performances.

Students develop their understanding of how texts, including media texts, are
influenced by context, purpose and audience. These abilities vary in different
social and cultural contexts according to need and demand’ (Australian National
Curriculum, English 2012).

While it is noteworthy the acknowledgement and place technology now has, the
overall archaic structure of education remains the same.

As a first step this needs to be changed, technology needs to be integrated into
the curriculum in the same ways that reading and writing have been integrated.

It needs to attain the level of importance that teaching the classics has
traditionally had.

The current curriculum leads teachers into teaching the curriculum and then
adding technology on top of that. To integrate technology and to partner the
students, teachers can over time create an environment of divergent thinking
within the classroom environment.

By creating divergent thinking we develop the skills and abilities to be more
able to deal with the problems of our times. As Sir Ken Robinson illustrates, in
the past, the accumulated knowledge held in the brain was sufficient. In today’s
modern world, it no longer is.

Robinson argues that we need our children and students to make sense of their
world, a world very different from the one we experienced. And, if we do want
our students to make sense of their world, we need to create opportunities for
them to think at higher levels, to think outside the box.

He gives the following example of such divergent thinking: Question: “How many
uses can you think of for a paper clip?” Answer: “Well, could the paper clip be
200 foot tall and be made of foam rubber?”

The range of technology that today’s children have adopted and have adapted to
has created a new environment that they actively engage in for social
stimulation, as well as an environment that has become second nature for them.
To reach these kids and engage with them in a teacher – student role, you must
encourage them to be active, reflective, inquiring and investigating in their
learning, taking time to explore ideas.

We need to provide them with the learning activities that create those
opportunities. We need to be constantly learning and developing what is required
to better equip our students and ourselves for life and work in the 21st
Century.

The Element

The Element is the point at which natural talent meets personal passion.

When people arrive at the Element, they feel most themselves and most inspired
and achieve at their highest levels.

With a wry sense of humor, Ken Robinson looks at the conditions that enable us
to find ourselves in the Element and those that stifle that possibility.

Drawing on the stories of a wide range of people, including Paul McCartney, Matt
Groening, Richard Branson, Arianna Huffington, and Bart Conner, he shows that
age and occupation are no barrier and that this is the essential strategy for
transforming education, business, and communities in the twenty-first century.

A breakthrough book about talent, passion, and achievement from one of the
world’s leading thinkers on creativity and self-fulfillment.

Posted in Uncategorized | Tagged Sir Ken Robinson | Leave a comment

THE TAQUITO HOT SEAT: SOCIALIZING MONOLINGUAL BIAS THROUGH ERROR CORRECTION
PRACTICES IN A PORTUGUESE LANGUAGE CLASSROOM – BY DR. UJU ANYA

Posted on October 8, 2021 by profesorbaker
Dr. Uju Anya is faculty in the Department of Modern Languages at Carnegie Mellon
University. She teaches and conducts research in critical applied linguistics,
critical sociolinguistics, new language learning, and critical race and
discourse studies as associate professor of second language acquisition.
@UjuAnya

ABSTRACT

https://doi.org/10.1111/flan.12579

Portuguese language students in the United States typically also speak Spanish,
and Portuguese programs, influenced by ideologies of linguistic purism,
ceaselessly battle against its interference. This article describes a
qualitative study of the treatment of Spanish utterances—called taquitos by
participants—in a beginner-level Portuguese class.

It presents the classroom as a space of language socialization where students
are apprenticed into a culture of strict language separation that demonstrates
our field’s monolingual bias.

Microanalysis of videorecorded classes shows how error correction practices
socialize students into upholding monolingual immersion through constant
vigilance and mobilization against taquitos.

https://ujuanya.com/

Gaze, body orientation, and gestures as attention markers reveal a taquito hot
seat that marginalizes and places Spanish-speaking students in intense negative
focus for not producing Portuguese in “uncontaminated” forms.

Given the harm such practices may cause, the article urges the field to examine
our rigid insistence upon artificial classroom monolingual immersion and promote
flexible, strategic translanguaging for more effective world language pedagogy.

* *The word taco or taquito can also be an ethnic slur referring to Mexicans.
This meaning or usage was not communicated or observed in the study described
in this article.*

https://ujuanya.com/

African Americans in World Language Study: The Forged Path and Future Directions

Addressing the critical problem of systemic racism and exclusion of African
Americans from language education at our July 10th AAAL webinar. Full video
starts at 10:30

Download the article I’m discussing

Abstract

This article examines the history of African Americans in the academic study of
world languages and presents an overview of inquiry on the topic. The paper
focuses on the impact of race in second language acquisition (SLA) as
exemplified through the experience of black students in language education and
study abroad.

It discusses objectives, policies, instructional priorities and strategies,
conditions, and materials related to how black students have in the past, are
currently, or should be engaged in language learning.

The article examines the path forged by African Americans in world language
study, signals gaps in the present body of knowledge, and suggests future
directions for investigations into this important topic in the field of applied
linguistics and SLA for ARAL’s 40th anniversary.

This article presents an overview of inquiry on African Americans in the
academic study of world languages1 and examines the impact of race in language
learning through the experience of black2 students in language education and
study abroad.

African American lives are powerfully mediated by race and fundamentally shaped
by racialized
consciousness and identities, and experiences in learning a new language are no
exception to this reality.

Of course, in terms of universal cognitive processes, blacks do not learn
languages any differently than anyone else. However, the individuality of the
black experience makes for unique sociocultural and sociolinguistic perspectives
in language learning, and we should take this into consideration if we seek to
encourage African Americans to participate and thrive in our field, which, so
far, we have not done successfully.

Anya, U. (2020). African Americans in World Language Study: The Forged Path and
Future Directions. Annual Review of Applied Linguistics, 40, 97–112.
doi:10.1017/s0267190520000070

Posted in Uncategorized | Tagged classroom, Dr. Uju Anya, language,
sociolinguistics | Leave a comment

CPEIP PRESENTA LOS ESTÁNDARES DE LA PROFESIÓN DOCENTE

Posted on October 8, 2021 by profesorbaker
* Estos instrumentos, que definen competencias, conocimientos y habilidades
fundamentales para las y los docentes que están en formación y para quienes
ya están ejerciendo la profesión, constituyen una herramienta clave para
todos los actores del sistema educativo.
* Los estándares se encuentran disponibles en
https://estandaresdocentes.mineduc.cl/

Fuente: Cpeip

CPEIP. 25.08.2021. Los cambios en la sociedad imponen nuevos desafíos a la
docencia. Por eso, Chile hoy cuenta con nuevos Estándares de la Profesión
Docente, que buscan guiar la formación universitaria y ejercicio profesional,
con un marcado foco en los aprendizajes profundos, en el desarrollo de
competencias socioemocionales, en la relación con el entorno, en la inclusión y
la educación para todos y todas.

Estos nuevos instrumentos referenciales son fruto de un intenso trabajo, que
recogió los aportes y miradas de universidades, profesores, educadores,
directivos, académicos, investigadores, expertos e instituciones gubernamentales
y no gubernamentales.

A comienzos de este año, el Consejo Nacional de Educación (CNED) aprobó los
Estándares de Desempeño Profesional, contenidos en el nuevo Marco para la Buena
Enseñanza, instrumento de referencia para las y los docentes en ejercicio. En
cuanto a los estándares para la formación de las y los futuros profesores, el
CNED aprobó los Estándares Pedagógicos para Carreras de Pedagogía y ocho
Estándares Disciplinarios, correspondientes a las carreras de Educación
Especial/Diferencial, Inglés, Artes Visuales, Educación Física y Salud,
Matemática educación básica y media, Lenguaje y Comunicación Educación Básica e
Historia, Geografía y Cs. Sociales, educación media.

Este miércoles 25 de agosto estos estándares fueron presentados por Francisca
Díaz, Directora del Centro de Perfeccionamiento, Experimentación e
Investigaciones Pedagógicas (CPEIP), en una Conferencia Online que congregó a
casi 7 mil espectadores de todo el país y contó con la participación de los
Subsecretarios de Educación, Jorge Poblete, y de Educación Superior, Juan
Eduardo Vargas. Los estándares, así como diversos recursos diseñados para apoyar
su implementación, se encuentran publicados en estandaresdocentes.mineduc.cl

Un estandarte para la profesión docente

“Los estándares de la profesión docente entregan referencias claras y precisas
de lo que se considera es la buena enseñanza, aquella que propicia mejores
aprendizajes, ayudando así a docentes en formación y docentes en ejercicio en
pos de una práctica profesional más eficaz”, señala la directora del CPEIP.

Díaz explica que estándar proviene de la palabra estandarte, “es decir, refiere
a lo que valoramos y lo que nos representa. Un estandarte es un acuerdo que
marca el dónde estamos y hacia dónde queremos llegar, en base a los
conocimientos de vanguardia en materias de educación y aprendizaje”.

Asimismo, destaca que “a nivel internacional, se ha demostrado que una política
de estándares ayuda a tener un lenguaje y una visión común, que permite
movilizar a las comunidades educativas hacia las metas y el buen desempeño
trazado en estos estándares”.

La incidencia de los nuevos Estándares de la Profesión Docente

Los nuevos Estándares de la Profesión Docente (EPD) son una herramienta clave en
la instalación del Sistema de Desarrollo Profesional Docente. Por ello,
incidirán en toda la política docente de reconocimiento, valoración y apoyo a la
docencia, pues representan el principal referente que define el país sobre la
pedagogía que los niños, niñas y jóvenes necesitan para desarrollar su máximo
potencial. Y en específico, los Estándares para Carreras de Pedagogía serán
obligatorios, pues tendrán incidencia en los procesos de acreditación.

El CPEIP comenzará ahora un proceso de instalación con un foco formativo, que
permita que estos instrumentos sean la base para la reflexión y diálogo entre
los actores del sistema educativo, que faciliten la articulación entre
diferentes procesos de formación docente, iniciales y continuos, y permitan
orientar el desarrollo profesional de los docentes hacia marcos de calidad
establecidos.

Arquitectura de los nuevos Estándares de la Profesión Docente

Los nuevos Estándares de la Profesión Docente están conformados por los
Estándares para Carreras de Pedagogía y los Estándares de Desempeño Profesional,
contenidos en el Marco para la Buena Enseñanza 2021.

El concepto de Estándares de la Profesión Docente, definido como tal, es inédito
en el diseño e implementación de la política educativa, ya que por primera vez
se relacionaron explícitamente los instrumentos que orientan la formación de los
fututos profesores con el ejercicio mismo de la profesión. Este es un cambio
paradigmático que invita a resignificar la formación inicial, la inducción y el
ejercicio profesional como partes de un mismo proceso de desarrollo, y por tanto
a fortalecer el vínculo entre la academia y el sistema escolar y el concepto de
trayectoria y aprendizaje docente.

Los nuevos estándares se hacen cargo de los desafíos que enfrenta actualmente la
docencia, promoviendo y valorando una pedagogía que responde a seis aspectos
fundamentales para el aprendizaje:

Lanzamiento

Junto con la publicación de los Estándares de la Profesión Docente, se presentó
el sitio web estandaresdocentes.mineduc.cl con diversos recursos para propiciar
su conocimiento y apropiación (documentos referenciales, cápsulas audiovisuales,
podcast, entre otros). Conjuntamente, se iniciará un trabajo territorial y
directo con los actores involucrados.

“Al tener esta definición común, vamos a tener un mismo ideal, una misma meta,
una misma forma de ver cuál es la formación ideal. Cuáles son las oportunidades
de aprendizaje que hay que ofrecer para llegar a esta definición de qué es lo
que debe saber y poder hacer cada egresado, cada egresada de nuestros programas
de formación inicial”.
Cristian Cox, director del Centro de Políticas Comparadas de Educación, de la
Universidad Diego Portales.

“Lo que hacen estos estándares de formación docente o estándares para el
desempeño docente, justamente es entregar esta visión y este lenguaje compartido
que permite aunar esfuerzos”.
Carmen Montecinos, directora ejecutiva del Centro Líderes Educativos de la
Pontificia Universidad Católica de Valparaíso

“Esperamos que los estándares sean una contribución más para poder permitir que
el desempeño docente, la formación docente y por tanto su impacto en la vida de
las personas, siga siendo un motor de cambio y de desarrollo para el país”.
Jorge Poblete, Subsecretario de Educación.

“Hago un llamado a que el Lanzamiento de los Estándares de la Profesión Docente
se convierta en una oportunidad en que la mejora en la calidad de nuestros
procesos formativos se convierta en el eje de la discusión”
Juan Eduardo Vargas, Subsecretario de Educación Superior.

Las premisas de la pedagogía del Siglo XXI reflejadas en los nuevos estándares

1. Una pedagogía con competencias para que todos y todas aprendan, con altas
expectativas en sus estudiantes.
2. Una pedagogía que promueva el desarrollo del pensamiento autónomo, que
invite a las y los estudiantes a reflexionar sobre su propio aprendizaje
(metacognición) y a ser protagonistas de él.
3. Una pedagogía con competencias para atender al desarrollo socioemocional de
las y los estudiantes, con el objetivo de formar personas íntegras, con
habilidades para convivir en sociedad.
4. Una pedagogía en permanente actualización y desarrollo, que se adapte a los
nuevos desafíos a través del aprendizaje continuo; con capacidad de innovar
y aprender de la propia práctica para transformar la realidad.
5. Una pedagogía en constante relación con su entorno, que potencia la
experiencia de enseñanza-aprendizaje a través del trabajo con sus pares, con
apoderados y con la comunidad en que se inserta, formando a sus estudiantes
para la vida.
6. Una pedagogía que se responsabilice por los resultados de sus estudiantes.

Posted in Uncategorized | Tagged CPEIP, Estándares de la Profesión Docente |
Leave a comment

HAURRAK IKAS ZAZUE: CHILDREN, LEARN BASQUE TO SPEAK, TO DANCE PROPERLY, AND TO
PLAY PELOTI

Posted on October 6, 2021 by profesorbaker

Posted in Uncategorized | Tagged Haurrak Ikas Zazue, Lehendakari, Pais Vaso,
Vasco | Leave a comment

ESPAÑA EMPIEZA A SUFRIR ESCASEZ DE TRABAJADORES PESE A TENER 3 MILLONES
DE PARADOS

Posted on October 5, 2021 by profesorbaker

Fuente: El Confidencial

Por Javier G. Jorrín

El desajuste entre oferta y demanda de mano de obra provoca que haya 120.000
vacantes sin cubrir. Los problemas se centran en la hostelería, pero se
trasladarán rápidamente a los sectores de la energía, la digitalización y la
construcción

* En los últimos días las cámaras de seguridad de las gasolineras londinenses
han captado insólitas imágenes de conductores peleando por conseguir
gasolina. La escasez de combustibles ha provocado escenas de coches siguiendo
la estela de camiones cisterna hasta las gasolineras. El país se ha quedado
sin trabajadores para las profesiones de bajo valor añadido, entre ellas, los
conductores de camiones. Las ofertas de trabajo en el sector superan ya las
100.000 y se suman a una larga lista que acumula más de un millón de empleos
vacantes en todo el territorio nacional.

Nunca antes se había registrado una escasez de trabajadores de esta magnitud. El
Brexit ha cerrado la puerta de entrada a los trabajadores europeos que no
consigan un contrato con una remuneración superior a 25.600 libras (30.000
euros) al año. Esto implica dejar fuera a los trabajadores de sectores con bajos
salarios, como es el de los camioneros, la hostelería o la agricultura. El
Gobierno de Boris Johnson ha tenido que recapacitar y está preparando permisos
de trabajo para 5.000 conductores de camiones extranjeros. Eso sí, serán visados
temporales, porque el control de la inmigración sigue siendo la prioridad en un
país en el que casi hay pleno empleo. Y, por consiguiente, un claro desincentivo
a los potenciales emigrantes.

El experimento de los ERTE o cómo Europa le ganó la partida a Estados Unidos por
una vez

Javier G. Jorrín

Aunque la situación de Reino Unido es la más dramática, la escasez de
trabajadores se está extendiendo por todos los países desarrollados. En Estados
Unidos los problemas comenzaron ya durante la pasada primavera. Algunas grandes
cadenas de comida rápida como McDonald’s o Taco Bell y empresas de transporte
como Amazon han tenido muchos problemas para reabrir sus locales por falta de
personal. Los estados optaron entonces por retirar todas las prestaciones de
desempleo extraordinarias de la pandemia para forzar la reincorporación de los
parados al mercado laboral, pero las vacantes siguen creciendo. En julio se
registraron más de 10 millones de ofertas de trabajo pendientes de ser
cubiertas, una cifra nunca vista. Sirva como comparativa que todos los parados
de España apenas podrían cubrir un tercio de las vacantes existentes en EEUU.
https://datawrapper.dwcdn.net/dEGWF/1/

En España, con una tasa de paro del 16%, no debería producirse escasez de mano
de obra. Sin embargo, lo que están mostrando las estadísticas son tensiones
crecientes en el mercado laboral. Según los datos de la encuesta trimestral de
coste laboral del INE, las vacantes crecieron hasta 120.000 con el final del
estado de alarma. Se trata del mayor número registrado en una década, que es un
60% superior al de hace un año.

Durante esas semanas de reapertura, las empresas del sector de la hostelería y
de la agricultura advirtieron de los problemas que estaban teniendo en algunas
partes del territorio para encontrar trabajadores. En los servicios, los puestos
de trabajo sin cubrir en el segundo trimestre del año fueron un 63% superiores a
los del mismo periodo del año anterior.

En ningún caso esta estadística muestra una situación dramática en el mercado
laboral, pero sí indica un aumento de las tensiones desde el final del estado de
alarma. Hay dos motivos que explican que la situación no sea tan preocupante
como en otros países europeos. El primero es que la tasa de desempleo es mucho
más alta que la de las principales economías desarrolladas (por ejemplo, es el
triple que la de Reino Unido). El segundo es que el país está en una fase
temprana de la recuperación porque la contracción de la actividad fue mucho más
profunda.

A medida que el crecimiento se consolide se generarán desequilibrios entre
oferta y demanda de trabajo, anticipan los expertos. “Muchas empresas empiezan a
tener problemas para cubrir las vacantes. El temor es que, si esto está pasando
con una recuperación que está retrasada, qué va a pasar el día que avance el
crecimiento y lleguen los fondos europeos”, advierte Rafael Domenech,
responsable de análisis económico de BBVA Research.
https://datawrapper.dwcdn.net/z7vws/1/

Uno de los factores que explica el aumento de las vacantes es que la pandemia ha
frenado la inmigración de trabajadores. El porcentaje de los extranjeros en la
población activa española creció sin pausa durante todo el último ciclo
expansivo (2013-2019), mientras que la población activa española fue
reduciéndose paulatinamente a medida que aceleraban las jubilaciones. En 2019,
por ejemplo, la población activa extranjera aumentó en 183.200 personas,
mientras que la española se redujo en casi 21.000 personas.

Esta reposición de mano de obra extranjera se frenó con la pandemia y, por
primera vez desde la última crisis financiera, el peso de los extranjeros en la
fuerza de trabajo se ha reducido. La situación sanitaria está lejos de
normalizarse en muchos países emisores de emigrantes hacia España, por lo que es
previsible que la reposición de mano de obra se mantenga en niveles bajos
durante algunos meses más. Esto afectará a los sectores de menor valor añadido:
hostelería, transportes, ocio, limpieza, cuidados personales, etc.

En cuanto a la población nacional, en estos meses de pandemia se ha producido
una recolocación de trabajadores desde algunos de los sectores más golpeados por
la crisis hacia otros más estables, lo que explicaría la ausencia de
trabajadores. La hostelería es el claro perdedor. Primero, porque es la
actividad que está más lejos de volver a los niveles precrisis. Y, segundo,
porque las condiciones laborales son duras (salarios bajos, largas jornadas de
trabajo, empleo los fines de semana, etc.). Los trabajadores de ese sector que
han encontrado un empleo en otra actividad difícilmente volverán en el futuro.

“Hay que analizar por qué no se producen las condiciones para que estos
trabajadores vuelvan a sus sectores de origen”, explica Marcel Jansen,
investigador y profesor de economía en la Universidad Autónoma de Madrid, “es
posible que tengan horarios mejores, o mayor retribución. En este sentido,
considero que, parafraseando a Joe Biden, ‘págales más”.

> “Pay them more.”
>
> — President Biden whispers in response to questions about worker shortages.
> pic.twitter.com/8OtMvzizFT— The Recount (@therecount) June 24, 2021

En paralelo, la demanda de mano de obra en estos sectores está creciendo
rápidamente a medida que se recupera la normalidad turística. Es previsible que
este desajuste se prolongue durante varios meses. La negociación colectiva tiene
un papel clave para que empresas y trabajadores busquen fórmulas para volver a
atraer trabajadores a estas actividades, ya sea con mayor remuneración o con
mejores condiciones de horario, carga de trabajo, días libres, etc.

LO QUE ESTÁ POR VENIR

La escasez coyuntural de trabajadores sin cualificación se resolverá cuando se
recuperen los flujos migratorios. Sin embargo, existe un problema estructural
que está en su fase inicial, pero que se agravará en los próximos meses: el
desajuste entre la formación de los trabajadores y la demanda de mano de obra de
las empresas. A partir del cuarto trimestre de este año, toda Europa, al igual
que EEUU, va a comenzar un intenso proceso de transformación con dos pilares
fundamentales: la transición ecológica y la digitalización, para los que España
no tiene una fuerza laboral preparada.

Fuente: El Confidencial

Por qué todos quieren hacer FP: un 51% más de alumnos, pero sin suficientes
plazas María Zuil

Los planes de inversión pública en Europa y Norteamérica, sumados a la
movilización de recursos privados, provocarán una intensa demanda de
trabajadores con cualificaciones profesionales en las que ya hay escasez en
España. Es el caso, por ejemplo, de trabajadores de la construcción
especializados en estructuras energéticas, tanto para la instalación de paneles
solares, molinos de viento o el aislamiento de vivienda.

La pandemia también ha acelerado la digitalización, con cambios estructurales en
algunos sectores muy relevantes, como el comercio. Las ventas ‘online’ están
comiendo terreno a las presenciales, de modo que hacen falta menos dependientes
y más trabajadores de logística e informática. “Se está produciendo un desajuste
entre los perfiles que demandan las empresas y las cualificaciones que tienen
los trabajadores”, explica Jansen, “llega hasta el punto de que trabajadores
despedidos ni siquiera tienen la cualificación requerida para ocupar un puesto
vacante en su mismo sector”.

En su opinión, “los problemas en la hostelería o el comercio minorista se irán
resolviendo en los próximos meses, lo que preocupa es el desajuste que pueda
producirse con la transformación digital”, remarca Jansen. “El tensionamiento en
el mercado de trabajo va a crecer cuando llegue la ‘lluvia de millones’ y salgan
las convocatorias”, señala Domenech, “esto ya no es solo conocimientos en nuevas
tecnologías, necesitaremos también profesionales de la construcción con
formación”.

En el sector del suministro de energía y agua apenas había 4.200 desempleados en
el segundo trimestre del año, según los datos de la EPA. Esto es, en este sector
había prácticamente pleno empleo ya antes del verano y de la llegada de los
fondos europeos. En la construcción, el número de desempleados era de 119.000
personas, el dato más bajo desde que existen registros. Ni siquiera en el año
2008, en pleno pico de la burbuja, había tan pocos parados en la construcción.
https://datawrapper.dwcdn.net/bHQ3N/1/

Se están produciendo dos fenómenos en paralelo: crecen las vacantes y también el
paro de larga duración. En el segundo trimestre había casi 940.000 desempleados
que llevan más de dos años buscando un empleo, esto es, que estaban sin trabajo
desde antes de la pandemia. También está creciendo el número de parados que
llevan más de un año y menos de dos buscando un empleo, son ya 800.000 personas.
Estos son trabajadores que fueron despedidos al inicio de la pandemia y que
todavía no han vuelto a encontrar un empleo pese a la reactivación económica. Se
muestran así las primeras señales del desajuste en el mercado laboral que
previsiblemente se agravarán en los próximos meses. Sencillamente, esos
trabajadores no son aptos para ocupar los nuevos empleos que se están creando.

Se va a producir, por lo tanto, una situación inédita de alto desempleo y
crecimiento de las vacantes por el desajuste entre oferta y demanda en el
mercado laboral. La relación entre paro y vacantes se mide en la curva de
Beveridge. En los últimos trimestres (pintados en rojo en el gráfico), la curva
ha escalado en vertical. Esto significa que, sin apenas variaciones en la tasa
de paro, están creciendo rápidamente las vacantes.
https://datawrapper.dwcdn.net/lyVJv/3/

Si se compara con el año 2019, el último previo a la pandemia (pintado en
amarillo), la curva se está desplazando hacia arriba y a la izquierda, lo que
indica que están aumentando las vacantes y también el desempleo. Está por ver
cómo encaja la demanda de mano de obra con los trabajadores en paro, pero todo
indica que será necesaria una recualificación de trabajadores para que puedan
cubrir los puestos de trabajo que van a crecer rápidamente en los próximos
meses. De lo contrario, las empresas tendrán que posponer proyectos, o
cancelarlos directamente, por falta de trabajadores que los lleven a cabo.

España lleva décadas arrastrando los pies ante este problema que ya es
inminente, y eso a pesar de las continuas advertencias de los organismos
internacionales, como la Comisión Europea o el FMI. El mundo académico vive de
espaldas a las necesidades del mercado laboral y, en los últimos meses, con el
agravante de la escasez de plazas de Formación Profesional para los jóvenes.
Además, las políticas activas de empleo son la gran asignatura pendiente del
país, ya que los servicios de empleo no tienen un buen perfilado de los parados
para cubrir las vacantes que reciben. Tampoco ofrecen una correcta orientación a
los desempleados sobre sus posibilidades y oportunidades en el mercado laboral.
En consecuencia, no realizan la necesaria intermediación entre empresas y
desempleados, lo que supone una condena a perpetuar la situación actual.

Posted in Uncategorized | Tagged España, FP, TKNIKA | Leave a comment
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