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Segovia Campus Protests at the University of Valladolid.

According to local newspaper reporting El Norte de Castilla on its website, members of the university community of Segovia Campus of the University of Valladolid (UVa) have developed this morning, a day of protests to demand the unacceptable delay of twelve years in the delivery of resources necessary to complete the works of new academic facilities that will provide better educational service to the community Segovia.

One of the main problems lie in the fact that the existing campus facilities are not adequate for university teaching and research Centers that work there, especially since these are disrupted in different parts of the city.

The complaints were directed mainly to the Regional Government led by President of the Junta de Castilla y León Juan Vicente Herrera, being especially relevant participation in the protests of officials of the City of Segovia.

However, there appears to have the same impact and support regarding attendance at demonstrations within the authorities of the Central House of the University of Valladolid, given the total absence of representatives of the current team of University Government in support of manifestations, because without doubt for the best results in Segovia Campus claims against the Government of Castile and Leon will have a crucial UVa support a whole.

In that sense, I leave the interview of Mr. Mark Sexton on channel seven CyL TV six months ago when he was recently elected as Rector, is particularly interesting references to the UVa campus, especially at Segovia made between 21 minutes to 23:30.

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Another slap on the wrist for the traditional university.

"The university system does not respond adequately to social demands" and starts as El Pais published an article on its website today about P2P University , mode supported by the principle of free and open exchange of Internet content and probably transformed into a first warning to those who resist changes in the current workings of the traditional universities, especially in regard to new information technologies and (ICT) as well as regards the free movement of knowledge across the network.
In Spain for example, developed the model 2010 Digital University sought by the convergence of the institutional activities of the universities through the use and implementation of educational and administrative processes that leverage information technology and communication (ICT), welcoming the proposals and recommendations emanating from the European Union for the adaptation of universities to the EHEA, and generally to better confront the role that institutions of higher education in the knowledge society.
The impact of ICTs in education, especially the Internet, has not left indifferent to university education by the many advantages and opportunities offered, reminds us Small Gutiérrez (2008:234) who notes that " web becomes the basic infrastructure to develop the processes of classroom teaching-learning, combined synchronous and asynchronous services, which has resulted in a pattern known as e-learning or e-learning. "
One of the specific benefits provided by the use of ICT in higher education occurs in the continuous training throughout the working lives of practitioners, especially in regard to the obtaining of second degree , graduate or just to improve their integration and adaptation to the labor market.
A specific area of \u200b\u200bthe positive impacts of the use of ICT and the Internet is identified by Duarte et al (2008) in regard to academic libraries as pioneers in implementing these tools to improve the service offered to the university community, a situation that is reflected for example in access to electronic journals, databases and electronic books that enable teachers and students access information in print would be very difficult due to the geographical barrier.
The effects of the digital revolution in universities also involve a change in technology and infrastructure, a major change at the policy level, processes and especially in the organizational culture of each university.
In this way, and as an important condition to achieve the benefits identified above, the universities have to make changes in their teaching work, research and extension based on the possibilities and benefits offered by ICTs, developing virtual processes through technology platforms in each of the university activities, including the processes of economic and academic management, including strengthening the processes of e - learning in college .

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university reforms that nobody wants in Europe.

Europe is not happy at the moment and that permeates the political, social and economic, without doubt that, just look at what the case with Ireland at the moment, another of the European economic miracle of the past decade, which is against the bailout resigned that grows its shadow on the Irish Government and a few others probably.
In this context, some governments have decided to implement reform and major changes in university systems, which basically consist of very similar steps: reduction of state budget contributions to universities, primarily grants and scholarships, increased fees from students and decreasing resources for research.
Yesterday, for the second consecutive week in the UK students took to the streets to protest against the actions of his government, which resulted in major confrontations and clashes with police.

The rejection of British students the adjustment plan of Prime Minister David Cameron, which is triple the tuition fees paid by students their careers, a day that ended yesterday with 15 arrests and two policemen, a police car with extensive damage that was left abandoned in a police cordon to students, all this added to a number of classes suspended throughout the United Kingdom, which staged day of protests took place yesterday and they assume that most likely not be the last in case of the British Government continue its policy of increasing tuition fees, which as announced since taking power will extend to other areas.

Today, it was the turn of the Italian students have also been taken to the streets to reject the university reform project sponsored by the Government of Berlusconi, and that according to the reporting The Country has suffered a major political defeat.

In Spain, with much lower media noise, students Catalonia doctoral protested the rise in enrollment by 280% as a result of adaptation of these programs to the Bologna Process.

Apparently, the contagion effect not only have to analyze the macroeconomic and public finance in Europe, since apparently the university reforms or rather the budget cuts and rate hikes will extend the student movement for much of the continent.

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university social responsibility and its relationship with the reason for the VHS.

Among the forms of expression that can acquire the social responsibility of universities in our opinion currently appears and continuing education throughout life, not necessarily that related solely to obtaining a professional degree but those related to adult education, which should also be part of the activities of the universities, which inevitably leads to the analysis of the figure and the model Volkshochschulen developed in Europe especially since 1900, with clear roots in France and England in the late nineteenth century.

In Spain, the folk find their source in the University of Oviedo in 1901, become another important area where traditional universities can also develop his work Today: adult education and learning throughout life, as one of its important responsibilities. An important event in Spain is the creation in 1982 of the English Federation Adult Education (FEUP) for its unifying role of such projects developed since then.
is important to note that VHS is not a unique expression, much less common in traditional academic institutions today, but in most cases originally due to social movements and citizens that embracing idea of \u200b\u200blifelong learning are developing this concept, especially level of municipalities and their responsibilities in education.
For example, according to Lee (2008:33) popular universities "are institutions of adult education and socio-cultural non-profit, under the control groups whose scope is the local community, thus confirming the strong emphasis city \u200b\u200band municipal context of such universities. In complementary fashion, FEUP itself declares that the university is a popular cultural development project to improve the quality of life of individuals and the community.
not forget any of the Adult Education projects have been related from its origin to the proposed training relating to social education and socio-cultural animation in full force today, especially as related to adult education. However
above, proposals such as the Permanent University Millán Santos for example, developed under the umbrella of the University of Valladolid, now combine perfectly the traditional university participation in the field of continuing education or for the entire life of adults, combining with the field of university extension.
In addition to this, several researchers link the movement of adult education the role of university extension to develop traditional university organizations, particularly as it relates to the dissemination and promotion of culture in society.
In this way, universities can gather important traditional work experiences of adult education in the last century, especially as it relates to adult education, social education and socio-cultural, as well as on related actions with learning programs for life, all areas in which society increasingly demand that higher education institutions perform different efforts both in teaching, research and outreach, especially in the context of social responsibility of universities.

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The university as an agent of social transformation.

Actutalmente, universities should not only efforts related to teaching, research and university extension, but must also attempt to generate positive impacts on the economic and social development of the geographical areas where they are inserted, emerging as a hub of major study aspects of education for development and college .
At that stage of social change, according to Alejandra Boni (2006:101) the development of new models of universities better sensitized to the needs of society, should be expressed in the existence and development of institutions of higher education "oriented human development need not be breeding, but transformative, meaning change the momentum of substantial changes in social institutions, politics and economy, with important implications for relations between social groups and classes, and how to create wealth, status and power . "
Among the features of a university transforming this author points are:
• Public good: related to the existence of adequate levels of public funding to ensure that higher education and research are accessible to all people, not just for those who can afford to pay for college. In any case, it means giving up private resources.
• Universal: make every effort to remove impediments social, economic and cultural access to the university that may have the most disadvantaged groups, trying to reach as many people as possible.
• Autonomous: With respect to public authorities, economic interests media, religious and cultural, which give full freedom to question and criticize all those aspects that are related to human development and are not right or working properly, always exercising that autonomy within the margins of the social responsibility of the university.
• social relevance: development of a long-term orientation from the perspective of the needs of society, not only immediate aspects related to the satisfaction of the labor market, but oriented to complex social problems such as poverty eradication, deterioration of the environment, illiteracy for example.
• Comprehensive Quality: related to the assessment of human impact of the university, focused on the impact of the university in the expansion of the functions and capabilities of all members of the university community (students, teachers and administrative personnel and services) and those influenced by the activity of the university: business, third sector, public and private institutions.
According to the approaches of OECD (2008), a key aspect for the proper contribution of higher education institutions to positively impact the human and social development, is related to their contributions to sustainability with which that development should achieved, both within the university in each of its main functions (teaching, research, extension and management) by applying a series of sustainable practices, as well as externally in collaboration with local and regional governments and national development actions and policies related to sustainable development.
In addition to the above, according to a study by the Global University Network for Innovation (GUNI) in 2008, it consulted a number of experts and professionals associated with higher learning on the reasons why Universities must contribute to the development human and social development, highlighting two main aspects:
• Higher education should be a good addition to professional people and citizens able to participate actively in the various spheres of society (social, economic, cultural, political, etc.).
• The Higher education has an obligation as one of its core objectives, contribute to human and social development, through relevant and engaged interaction with the environment.

Thus, transforming the university model takes as one of the main challenges to develop the universalization of higher education, recognizing training university as a public good which they are entitled access to everyone as part of human development, in view of what Max-Neef (1994) proposed as human scale development, stating that it must consider the person- subject, seeking greater empowerment and local development of individuals, so the university model transformative approaches away from higher education to focus exclusively on economic growth of individuals.

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seems that there is life in the student movement in Europe.

One of the issues that most caught my attention on my current trip to Spain since 2008 is the decline and to some extent apathy student movement, not only English but European in general, especially considering the changes that the Bologna Process has been raised in the curricula of the university system across the continent, the protests of the student movement and resistance to such changes has been rather weak or in many cases nonexistent.

This occurs as a result may come from a university system more devoid of public support that enables students and general student movements are much stronger and significant in terms of ability they have to press both to the universities as the state itself.

Today, however, both online editions of ABC as The Country published the news of the British student protests against the British government's announcement that it will triple enrollment rates in universities from the year 2012, which has generated a series of reactions among students who have come to protest in the street.

Updating yesterday's news, newspaper, online edition 20 minutes raises the possibility of an effect "contagion" to the English university protegonizadas protests yesterday by British peers, something I honestly doubt the excessive passivity English university students and because of at least now the government of Spain does not contemplate a rate hike as big as it seeks to implement the Prime Minister Cameron in the UK.

Unfortunately, this is something we have been commenting on this blog on a number of different budget cuts and scissors that have been announced in the last year by the British Government both the scientific and specifically to the case of British universities , which brings to mind that in Spain have also announced similar measures, perhaps not as extreme as in the UK but would undoubtedly have generated more than a reaction especially in the field of English scientists.

is important to note that while most violent expressions of student movements have resulted in episodes sadly remembered as the Tiananmen Square in 1989 or the tragic events in Mexico in October 1968, is necessary to emphasize the importance of the existence of an active and purposeful student movement to improve the higher education system, especially in recent months as a consequence of the economic crisis many politicians proposes the privatization of university education to reduce public spending in that area.

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backlights in international financing for development.

Today I share with you some of the main conclusions and course material "Backlights on international development financing" in which I have participated the last two weeks and has been given by the University of Valladolid (UVa) as a preparatory activity for the next Global Microcredit Summit to be held in Valladolid in November 2011. The program and some course content will be posted to the web site Area of \u200b\u200bCooperation of the UVa.

The main topics covered during the presentations by various speakers at the course were primarily related to the analysis of the effectiveness of Official Development Assistance (ODA ) and the impact of microcredit.

Especially for the latter arises that there are no mechanisms to assess their impact through clear indicators that will confirm that such initiatives actually contribute to the reduction of poverty in places where they thrive.

turn outlines important criticisms of this instrument as the 10 microfinance antithesis of microcredit offered by Carlos Gómez Gil , through which the author states currently undergoing a process of "banking and financial expansion among the most poor through microcredit."

Another criticism or doubts about the effectiveness of microcredit focus on the negative impact of such instruments on women, which under such arrangements become major players, but that in turn are recharged their duties as mothers, wives or his personal life, especially the significant efforts must be made to repay loans.

Finally, I am left with a loud reflections made by one of the speakers, in front of the inefficiency of both the ODA as microfinance in fighting or reducing poverty, noted that perhaps the key is a paradigm shift because maybe what you have to fight it extreme wealth in the world as the only way to reduce inequalities and end poverty.